Workshop Opening Logistics (5 minutes)

(0 minutes) As Participants Enter the Room

As participants enter the room, remind them to:

• Take out their Curriculum Guide as a guide to unit progressions
• Add post-its to the following posters:
  • “Where are we now?”: On a piece of chart paper or on the board, create a histogram for participants to add where they are in the curriculum.
  • Question Parking Lot: For people to write and post questions they have.

(1 minute) Attendance

Have everyone complete the attendance for the day on the online workshop dashboard found in your workshop.

Follow the instructions found in your Facilitator Handbook to take attendance for your workshop.

(2 minutes) 💷 Review the Agenda

Describe what will happen during this session - teachers should know that they will have time to talk about how the year is going more generally (classroom management, how students are responding, etc).

Walk through the agenda of the day. Participants should be aware that they will be gaining more experience with the programming concepts introduced in Unit 7 and the Create PT.

(2 minutes) 💷 Review Norms

Remind the group of the K-12 Professional Learning norms that were established during the Summer Workshop.

• Be present.
• Make space and take space.
• Seek to understand.
• Take risks.
• Expect and accept non-closure.

Reconnect (15 minutes)

(3 minutes) Personal Reflection

Goal: Refresh your participants’ memories, and encourage them to think concretely about the lessons they’ve done so far and what’s coming soon.

💷 On your own, reflect on the following and be ready to share with someone else:

• Think back to your 30-60-90 day plan you created in the last workshop to help recruit a group of students that represent your building as a whole. How is that plan going?
  • What successes have you had?
  • What do you want to try and re-visit yet this year or next year to recruit students to your classroom?
• What have you done for students who have missed classes?
  • What challenges has this caused for you or for students?
  • What compromises have you made to support students who miss class?

(7 minutes) 💷 Speed Network

Have participants “speed network” their responses to the three prompts above for two rounds of 3 minutes each. They should be looking for advice, ideas, questions, or issues.

(5 minutes) 💷 Table Share Out

Instruct participants to head back to tables and share their concerns and what they learned from others.

After tables have a chance to catch up and share, facilitators should circle the room to predict what questions will likely be raised in the share out next. Facilitators should also listen for larger themes that they want to pull out in the share out if no participants raise topics.

Room Share Out (5 minutes)

💷 Facilitators open the floor to the whole group to celebrate successes or raise questions that could not be resolved at the tables. This might be around recruiting, supporting absent students, or a different topic raised at tables.

• What successes do you want to share with the room?
• What questions do you have that you want to address today?

If this session starts to run long, suggest that the remaining questions go on post-it notes to the question parking lot.

Identifying Our Values (16 minutes)

(3 minutes) Set Context

💷 Display PL Equity Framework with “Making a Commitment” highlighted. Note all of the steps that have led to participants engaging thoughtfully with the process, and that the work is ongoing this year and future years.

Facilitator shares an example of a personal value that is important to their teaching or facilitation practice and how it manifests.

(13 minutes) Identifying Our Values

💷 Introduce the personal values activity:

• Choose three personal values from the list on the next slide (or perhaps values that aren’t on the list!) that most resonate with you and the equitable teaching practices you’re growing as a CS educator.
• Create three webs with a central bubble to hold these values. Around the central bubble, create bubbles branching out.
• Within each outside bubble, jot down a word or phrase that would be evidence of this value in your classroom.
  • 💷 For example, if you chose gender inclusivity, you might draw a connected bubble that says, “Hang posters with people of all genders represented” or “Challenge stereotypes of what is a “masculine” or “feminine” App
  • Lab project in conversations with students to encourage them to pursue their interests”
    

(8 minutes) Independent Work Time

Participants create their own web in their journals. This time can be used independently or in small groups to help generate ideas.

(4 minutes) 💷 Partner Share Out:

• Share with a partner which of your values is most important to you and the evidence of the value in your classroom.
• Why is this value most important to you?

Making a Commitment (18 minutes)

(3 minutes) Introduce the Task

💷 Introduce the house metaphor for making a commitment to equity:

• The foundation of the house is the value that you’d like to base your commitment on.
• The roof is the commitment that you’ll make. This is a statement that is actionable and can be evaluated using quantitative or qualitative data.
• The walls are:
  • The support that you’ll need - either resources or other people - to work toward your commitment and
  • The measurements to track progress so that you can be accountable to your commitment

💷 Review the example house in the slideshow. If you would like to customize the slide with the example commitment to make this more personal to your own values, please feel free to make a copy of the slide and adjust.

(10 minutes) 💷 Make a Commitment

Give participants 10 minutes to make their own commitment by choosing a slide from the slide deck and filling it out. These commitments will be revisited during AYW #4, so make sure to save the link to the slide deck for future reference.

Remind participants that the commitment should be rooted in access, diversity, and inclusion in CS, as well as measurable by qualitative or quantitative data.

(5 minutes) Share Out

Allow participants to share out their commitments to equitable CS education whole group. Use this time to celebrate participants’ growth in and commitment to equity.

Wrap Up (1 minute)

Introduction to Unit 7 (5 minutes)

Have participants navigate to the Unit 7 Curriculum Landing Page. Participants can find more information about the unit by clicking the ‘i’ next to the title, “Parameters and Return Values” on this page. As they navigate to the landing page, set some context for Unit 7.

(2 minutes) 💷 Set Context for Unit 7

Use the slides to guide your overview including:

• This unit follows Unit 6 - Algorithms, which is an unplugged, 6 lesson long unit.
• This is the last unit where students learn new programming concepts.
• After this unit, students will be guided through how to complete the Create Performance Task to College Board standards.
• At the start of Unit 7, students will be about 15 school weeks into the school year. Since Unit 6 should be your first unit in semester 2, this unit is approximately 1 week into your second semester.

(3 minutes) What is in Unit 7?

Review what is in Unit 7 at a high level by going to the Unit 7 Curriculum Landing Page. Again, the unit information can be found by clicking the ‘i’ next to the title, “Parameters and Return Values”. Participants should be looking at the landing page along with you.

• There are only 2 EIPM sequences in this unit - one on Parameters/Return and one on Libraries. Today we will be focusing on the parameters/return EIPM sequence.
  • Students need to use a function with a parameter and a return for the Create PT.
  • Libraries force students to think about the uses of functions with a parameter and return in a context that computer scientists use frequently - libraries.
• The project in this unit requires students to create a library, or a group of functions. One of the requirements of the library is that one of those functions include a parameter, return, a loop, and an if-statement. Students will need to be able to create a function that has all of these features. This is one way we are preparing students for the Create PT - they will need to write a similar function for the Create PT too.

Grounding Reflections (15 minutes)

(2 minutes) Review the Morning Task

Review the high level plan for the Lesson Exploration. The goal here is to focus participants on the task that comes after the break. Below are some talking points for you to consider as you review the morning task:

• The lesson explorations are going to be focused around the Parameter/return EIPM sequence. Specifically, participants will look at the Explore, Practice, and Make lessons for this.
• While looking at each of these lessons we want to consider the computer science content taught, but we also want to think about creating an inclusive classroom in each of these lessons.
• In our last workshop we talked about recognizing student skills that they bring to the CS classroom and publicly recognizing those skills. This was done to help students recognize how they individually contribute to the classroom in meaningful ways. Really, this was to help build a classroom of inclusion.
• For each lesson we look at today, we are going to further reflect on what decisions you can make to build a more inclusive classroom.

(12 minutes) What does it mean to have an “inclusive classroom”?

(2 minutes) Defining “Inclusive Classrooms”

(10 minutes) Think-Pair-Share

💷 (2 minutes) Journaling prompt: In our last workshop, you identified ways to gather qualitative and quantitative data you could use to understand barriers to access, diversity and inclusion, specifically when it comes to recruiting students to your classroom.

• What data have you uncovered or learned more about?
• What are the barriers (if any) keeping students from feeling included in CS education at your school?

💷 (3 minutes) Partner share

💷 (2 minutes) Journaling prompt: Based on the definition for inclusion, what steps can you take to build an inclusive CS space at your school? What does this look like or sound like to you?

💷 (3 minutes) Full Group Share Out

(1 minute) 💷 Wrap Up

Functions in Unit 4 (5 minutes)

💷 This lesson builds on what students have seen in Unit 4. Remind participants of how functions are introduced in Unit 4 using the slides.

• We look at functions as a way to organize code and reduce the number of lines of code we need.
• Students look at the “updateScreen” function for several apps to see how the code inside the function definition works

Lesson demo (15 minutes)

💷 Run through the slides from the Explore lesson. This is not intended to be a model lesson, but instead a demonstration on how the content will run.

Slides	Speaker Notes
	Say: This lesson starts off with the function “makeCake” which creates a cake with a number of tiers and a flavor. Click for animation
	Say: If I flip over the envelope, and open it up there's a recipe inside. This recipe is going to tell me how to make the cake I've specified.
	Say: To do this, I'm going to replace tiers with 3 and flavor with lemon, every time those words show up in the recipe. But notice - this recipe is pretty general. I could use it to make lots of different types and sizes of cake. Click for animation
	Say: Ok, let's make our cake. Remember, each time I come across tiers or flavor, I'm going to replace that word with the appropriate value. Once I'm done, I will have baked a 3 layer lemon cake! Click for animation: There are several steps to click through here. Take it slow so participants can see each part.
	Say: This is a function! It should look familiar, but it has a few extra parts. This function has parameters. Parameters are used as plaeholders for values that will be passed through the function. Click for animation Say: Those values passed to the parameter are called arguments. Click for animation
	Say: Having a function with parameters allows our function to be used for a greater variety of purposes. Imagine if I created a function for makeLemonCake,makeChocolateCake, and makeVanillaCake… it could go on for awhile! By creating a function with parameters, I can create different outputs more easily by giving it different values or arguments. This summarizes the need for functions with parameters. In the lesson plan, this is also when students are given an activity guide that asks them to create a function that describes how to make a house with given parameters. Students use the manipulatives to create the function and write the directions inside the function in pseudocode.
	Say: The second half of the lesson is dedicated to understanding how “return” works. To do this, we look at a function “cakeCost”. It has tiers and flavor also as parameters. Click for animation
	Say: Let's open the envelope and check out how this function works.
	Say: There are a few new things here. First, we've created two local variables. Remember, the local variables are contained within the function and can't be updated or accessed outside of the function. We learned about this when we discussed variable scope. Click for animation In this function, a decision (in this case, how much to charge per flavor) is made based on the argument passed through the parameter. Click for animation Finally, the total is returned, but returned where? What does that mean? Click for animation
	Say: If the program hits a return at any point in running a function, it will stop and a value will be "returned". Where is it returned? To the place in the program where the function was called.
	Say: Here's how this looks in JavaScript. It's ok if it's a little confusing. You'll get to play with this in Code Studio in the next lesson. For now, notice how the statement is set up. A variable is set up with the name cakeCalculator. This gets the value that is returned from the function cakeCost which has two arguments 3 and lemon passed through the parameters. After the function is evaluated, cakeCalculator now stores the value 12.
	Say: We can also print to the console like so. **Do This: Read through as a class.
	After we walk through this as a class, students complete a second challenge in the activity guide to create a function that returns the cost of building a house.

Reflection (10 minutes)

(2 minutes) 💷 Quick Lesson Summary

This is time to zoom out and take a big-picture look at the lesson and its key beats. This includes:

• Warm-up: Asking students, Why would you want to make your code easier to work with or read?
• Activity
  • Students use stickies, envelopes and paper to follow along as the teacher walks through the makeCake function.
  • Students are introduced to the vocabulary of parameters and arguments
  • Students write their own function in pseudocode for a “build a house” function and trade functions with other students to follow their directions with specific arguments.
  • Students return to the full class and learn about what a return does in a function through the cakeCost function
  • Students create their own function that returns the cost of a house
• In the wrap-up the teacher summarizes everything they learned in the lesson.

(7 minutes) Reflection and Discussion

(2 minutes) 💷 Journaling prompt: Now that you have an idea of how this lesson runs, think back to what we thought of an inclusive classroom looking and sounding like.

• Which of those things could you expect to see in this lesson?
• What are some concrete strategies that you might enact to fight barriers to inclusion in this lesson?

(5 minutes) Full Group Share Out and Discussion

• 💷 Make sure to capture the ideas presented here in the slides.
• This should also be an actively facilitated conversation. This means, as a facilitator, you should be asking probing questions that support the discussion goal.

(1 minute) Wrap Up

Previously, On CSP... (3 minutes)

💷 Use the slides to provide context for U7L3 - Parameters/return Practice lesson. Participants need to know:

• In the Investigate lesson, students see two different apps.
  • One is a calculator that uses functions to calculate operations between two numbers.
  • One is a “word helper” which a user selects a letter and a number and the app gives them some words that start with that letter of that length. This app has a function that uses the parameters of the letter and the number to filter a list of words down to contain a list of words that meet the criteria.
• In the Practice lesson, students will need to be able to use lists starting in level 3. This content was covered in Unit 5 for students.

The Task (2 minutes)

U7L3 - Parameters and Return Practice (20 minutes)

Give participants 15 minutes to do the task. After 15 minutes, ask them to focus on the guiding questions and add their thoughts in their journals. We will discuss these after the next lesson participants look at.

💷 Do This:

• Open the lesson plan for U7L3. Skim the lesson plan, paying attention to the teaching tips.
• Open up the lesson on CodeStudio and start doing the levels, starting at Level 1.

💷 Reflection Questions:

• How might you differentiate during this Practice lesson?
• What is your plan to intentionally create an inclusive classroom environment during this lesson? Which students are you hoping to target with these plans?

Take note of the definition of “inclusion” on the screen.

U7L4 - Parameters and Return Make (25 minutes)

Give participants 20 minutes to do the task. After 20 minutes, ask participants to focus on the guiding questions and add their thoughts in their journals.

💷 Do This:

• Open the lesson plan for U7L4. Skim the lesson plan, paying attention to the teaching tips.
• Open the Activity Guide linked in the lesson plan. Skim the activity guide.
• Open up the lesson on Code Studio and start doing Levels 1 and 2.
  • Note, it is not expected that you finish level 3, but instead you should be able to start the level and understand what challenges students might encounter when starting the level themselves.

💷 Reflection Questions:

• What is your plan to intentionally create an inclusive classroom environment during this lesson?
• Which students are you hoping to target with these plans?

Discussion (10 minutes)

(5 minutes) 💷 Table Share Out

Prompts:

• In each of these lessons, what opportunities and challenges did you see to creating an inclusive classroom?
• Which students are you thinking of when you’re making decisions about how to implement lessons in your classroom?

As participants are talking and writing in the slides, look for common themes or important ideas you want to discuss in the full group share-out. Specifically, look for:

• Teachers who are planning on using the tools in the curriculum (such as the activity guide in the make lesson or debugging strategies in the practice lesson).
• Teachers who have considered how students with specific identities may engage with the lesson/tasks more easily than others.
• Teachers who have plans for supporting having high expectations of all students.
• Teachers who have concrete plans for building relationships between students in class and between the teacher and student in class.

(4 minutes) 💷 Share Out

Choose a share-out method that works best for your group and goals. This might be:

• To have each table share something of their choosing
• Selecting one item on each slide for a group to elaborate on
• Focusing on a few challenges/questions that were raised in the slides

(1 minute) Wrap Up

Overview of Unit 7 (2 minutes)

(2 minutes) 💷 Remind Participants of Context

Use the slides to guide your review, including:

• This is the last unit where students learn new programming concepts.
• We did not look at the “Libraries” EIPM sequence, but we will look over that together here.
• The unit ends with students creating and sharing a library with other students. The requirements of this project mirrors the requirements of the AP Create Performance Task

Introduction to Libraries (10 minutes)

(10 minutes) Introduce Libraries

💷 Use the slides to introduce the concept of the library. You may want to use physical manipulatives here instead of the slides to describe what libraries are. This may be useful for those teachers who would benefit from a shared mental model when learning new CS concepts.

Slides	Speaker Notes
	Click for animation: Stop once all three envelopes are on the screen. Say: These are functions. We recently learned about functions with parameters and return values. Click for animation: Click until the library definition appears on the screen. Say: These envelopes represent functions. The envelopes have been grouped together in a folder. This represents a library. A library is a collection of functions that can be used in many different programs. Let’s look inside.
	Say: Let's take a look at what's inside the library. If we open up the folder, we see the functions and some documentation. A library should have documentation for each of the included functions. The documentation should include: how each function works a complete list of the parameters what (if anything) will be returned This detailed type of documentation is also known as Application Program Interface(API). APIs are specifications for how the functions in a library behave and can be used.
	Say: Libraries allow code to be easily used and shared. Imagine if I were a cake shop owner. I might have a website for customers that would use some of this code. I might also have cash registers at my store that use this code. Or maybe I have automated the cake making process and the machines that make the cakes could use this code. Having one library that contains all of this code means that I can easily use this same code in a variety of different apps. I could even share this code with a different branch of my cake making business.
	Say: You've seen libraries in action before. The Math library is built into App Lab. Notice the name of the library first, then after a dot, the name of the function and finally the parameters. This is the same formatting you will use to call functions in libraries: Library name, followed by function name, and finally the parameter(s)
	Do This: Have participants navigate to U7L6 - Level 2. Have participants follow along on their computers as you demo: The functions drawer to show which functions are there and the documentation included. Getting to the libraries using the gear icon

Reminder: While students do not need to use a library in their Create PT, the concept is still in the framework for AP CS Principles, so it may be tested on the AP exam. Going to this depth with libraries here also helps give students practice writing functions with parameters and return.

Unit 7 Project (18 minutes)

(1 minute) 💷 Introduce the Project

(6 minutes) 💷 Review Project Guide

Provide participants time to look at the project guide for this project.

The Task:

• Open the Project Guide
• Review the requirements and the different steps students will follow in the project guide.
• Consider what you expect a student’s project to look like at the end of this project.

Goal: Understand the requirements and process of the project.

(5 minutes) 💷 Review Exemplar

Have participants review the high-scoring exemplar found in U7L10.

The Task:

• Open and review at the high-scoring exemplar found under “Links for the teachers” in lesson U7L10. You will open both the example app and the Planning Guide & Rubric.

Goal: Anticipate challenges your students might face when doing this project.

(6 minutes) 💷 Discussion

(2 minutes) Table Discussion Prompts

• What surprised you about the project?
• What support do you anticipate students will need to be successful in this project?

(4 minutes) Full Group Share Out

Decide what the best way is for the group to share out. Options might be:

• Popcorn style share-out.
• Whip-around the room.
• Pull out big ideas you heard in the table discussion.
• Focus on the second question and brainstorm ways to support students during the project.

What is the Create Performance Task? (10 minutes)

(3 minutes) Popcorn: What is the Create Performance Task?

💷 Prompt: What do people remember about the Create Performance Task? Popcorn around the room to collect details.

(7 minutes) 💷 Review Create Performance Task

(2 minutes) Use slide to review the basics of the Create Task, including the following:

Goal:

• Create a program
• Identify purpose, process, algorithm and abstraction

Process:

• Students need twelve in class hours for the task

How it connects to the Exam

• Is 30% of the final score

What to submit:

• Video of running program
• PDF of program code
• Written Responses to prompts 3A-D

(5 minutes) 💷 Written Response Prompts

Have participants read the written response prompts starting on page 6 of the Student Handouts.

• Participants should:
  • Jot down questions they have as they read the prompts.
  • Look for prompts that are similar to work students have done in the past in the course.
  • Anticipate which sections students may struggle with understanding.

Review the Rubric (10 minutes)

(5 minutes) 💷 Read the Rubric

Have participants read the rubric, also known as the "Scoring Guidelines", focusing on the first two columns, “Reporting Category” or “Scoring Criteria” to start. As they review participants should:

• Highlight portions of the rubric that were surprising.
• Identify what questions these materials raise.

(5 minutes) 💷 Discussion: Generate Questions

Prompts:

• What aspects of the rubric or directions were surprising to you?
• What questions does this raise for you?

Take notes in the slides as participants discuss. Make sure to note any strategies or suggestions that participants have that could be useful for future reference.

Breaking Down the Requirements (30 minutes)

Pass out physical copies of the survival guide if available. If not, have participants access the survival guide and make their own digital copy through the slides.

💷 (5 minutes) What is Required of My Program? (Page 2)

Have participants read the summary of the program requirements on page 2. The goal of this section should be to highlight the four takeaways in the Survival Guide.

(15 minutes) 💷 Function Requirement Activity 1 - Does It Count? (Pages 3-4)

Ask participants to complete the activity on page 3, using the scoring guidelines on page 4. For each of the provided algorithms they need to decide whether the function would earn each row. Give participants roughly 10 minutes to score each of the functions and then take 5 minutes to discuss their work and the main takeaways from this activity.

Discuss: Have participants share and compare their responses with a partner. Afterwards lead a discussion on the patterns they see.

(10 minutes) 💷 Function Requirements Activity 2 - Two Function Calls (Page 5)

Ask participants to complete the activity on page 5. This activity asks them to think through the different ways students might respond to response 3D. Students should brainstorm two possible arguments that could be used with the provided functions. They should then identify the condition that will run differently in each case and the ways the functions will run differently as a result.

Discuss: Have participants share and compare their responses with a partner. Afterwards lead a discussion on the patterns they see.

Scoring Sample Work (40 minutes)

(20 minutes) 💷 Table Scoring

Have teachers work with their table to score Create PT Samples 1 and 2 found in U8L1. Participants should open up the video and the written response (WR).

While scoring the samples, be sure to jot down:

• The score for each row.
• Why are you giving them the score?
• What are they missing?

💷 After they are done scoring each sample, each group should add an X to the chart in the slides (also pictured below) if they gave the sample the point for a given row in the rubric.

(20 minutes) 💷 Share Out and Discussion

(4 minutes) Discussion

Use the chart described above to collect and record each table’s scoring for their samples. Cover the following questions during your discussion:

• Do we all agree on scores?
• Did we agree on what was present or missing?
• What do we disagree on?

(10 minutes) 💷 Sample Answers

Give participants 10 minutes to look at the “answers” to the task by reviewing the annotated samples linked in the U8L1 lesson plan.

(5 minutes) 💷 Discussion

• What insights do you have about how the rubric was applied?
• What questions do you have about how the rubric was applied by the College Board?

(1 minute) 💷 Wrap Up

Have participants write down 1-2 takeaways they will want to stress with students now that they have seen the task in its entirety.

Energizer! (5 minutes)

💷 This is an optional, but encouraged ACTIVE, brain break or energizer. Looking at all the College Board documents can produce some anxiety or stress for participants. Taking a few minutes for a brain break can help with this second part of the session. Some examples include:

• Mind Meld
• Zip/Zap/Zop
• Rock, Paper, Scissors Tournament

Anything where participants are up, moving, and engaged is great! You can also find videos of how these energizers work if that helps you envision them. Alternatively, if you have your favorite energizer, or one you really want to try yourself, do it! Then share it in the Facilitator Slack Channel!

Resources for the Create Performance Task (5 minutes)

💷 Use the slides to describe what is included in Unit 8. Include:

• What work was done prior to Unit 8 to help students prepare.
• U8L1 includes 3 examples for students to practice grading.
• U8L2 and U8L3 include the Survival Guide in order to take a Deep Dive of the Create Performance Task and then make a plan for work.
• The rest of the unit is dedicated for the 12 hours students are spent working on the Create Performance Task.
  • It is important to note what the teacher is and is not able to do during the Create Performance Task. We are covering that next.

Planning for the Create Performance Task (25 minutes)

(5 minutes) 💷 Investigating the Teacher’s Role in the Guidelines

Give participants time to read 169-171 in the CS Principles Course and Exam Description 2021 to understand the teacher's role on the Create Performance Task. Again, participants should be looking to highlight information that is surprising to them and what questions they have.

💷 (5 minutes) Share Out

As a group share out:

• What you noticed when reading these guidelines?
• What are the things you can and cannot do before and during the task?
• What questions do you have after reading this?

💷 Return to the AP Computer Science Principles Policy on Plagiarism on page 169. Highlight that all students’ work should be obviously their own when it comes to the written responses.

(10 minutes) 💷 Create Your Plan

Do This:

1. Review any resources you would like to spend more time with such as:
   • Sample 3 in U8L1
   • Part 2 of the Create PT Survival Guide
2. Consider the following questions:
   • How will I use the existing projects in the curriculum to help prepare students for the Create PT?
   • How can I help students keep their projects within the scope of what is needed for the Create Task?
   • What other ways do I plan to support students prior to the Create PT?
   • What structures/tools will you use to help support students in uploading their tasks to the College Board?

Participants can work with partners or tables as they make their plan

(5 minutes) 💷 Share Out

Use this time to share plans in the room. Use this time to also address questions that haven’t been answered at this point.

Parking Lot and Reminders (5 minutes)

(3 minutes) 💷 Clear the Question Parking Lot

Use this time to address outstanding question parking lot issues. Don't hesitate to give items from the parking lot back out to the group to answer.

(2 minutes) 💷 Reminders

Consider adding any helpful reminders for teachers such as when the next workshop is or other local computer science related events.

Survey (10 minutes)

(10 minutes) 💷 Complete Survey

• Show the slide at the end of the deck that includes the appropriate link based on your in-person workshop model (in-person, 1-day OR in-person, 2-day).
• Make sure all the teachers in your workshop take the survey for the workshop before they leave.
• On the online workshop dashboard find your workshop and close the workshop during the closing of an in-person, 1-day OR during the final closing of an in-person, 2-day workshop.
  • Follow the instructions found in the Facilitator Tools Guide.

Having trouble with the survey?

If your participants get an error message when you share the survey link, please follow these steps:

1. Don’t worry! This is likely an issue with how the workshop was scheduled in the dashboard.
2. Ask your participants to take a few minutes to share their "gots and needs" via post-it notes. This will allow you to receive quick feedback to inform your post-workshop debrief.
3. Let participants know the survey will be coming via email within a few days, and send participants home for the day.
4. Contact your Regional Partner to let them know the survey link didn’t work, and ask the Regional Partner to follow-up with Code.org on the next business day.
5. Code.org will work with Regional Partner to send the survey link to teachers.