Day 1
01 Workshop Opener 02 Reflecting on Equity 03 Break 04 Unit 9 Lesson Jigsaw 05 Lunch 06 Unit 10 Overview 07 Break 08 AP Test Prep 09 Connecting to the Community 10 Wrap Up

Session 1: Workshop Opener

35 minutes

discussion-based

Purpose

Bring participants together to kick off the workshop and reflect on how things are going in the classroom. This is a place to check in on specific lessons that people have already taught, as well as pacing and teaching practices that were recommended or discussed in the previous workshop.

It is common to surface concerns during this session that can be revisited and addressed throughout the workshop.

Objectives

  • Participants can correct their own misconceptions and existing questions have been asked and answered.
  • Participants can evaluate their pacing at this point in the year and have ideas for how to get back on track if they’ve fallen behind.

Supplies & Prep

Room Setup (using the supplies provided by Regional Partner):

  • In pods
  • Posters up for people to add post-its to as they come in
    • “Where are we now?” - On a piece of chart paper or on the board create a histogram for teachers to add where they are in the curriculum.
    • Question Parking Lot - For participants to write and post questions they have.

Facilitator Supplies:

Participant Materials:

  • Curriculum guide (Should bring with them)
  • Journal (Should bring with them)
  • Computers for attendance
  • Pen/pencil
  • Post-its

Agenda

Workshop Opening Logistics (5 mintues)

Reconnect (20 minutes)

Share Out (10 minutes)

Facilitation Guide

Workshop Opening Logistics (5 mintues)

Facilitator Tip

The 💷 symbol indicates that a slide is included in the slide deck to cover the content in that section. This is to help you know where you are in the agenda to some extent. It is important to note that the slides do not include all of the text from the agenda.

(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

Walk through the agenda of the day. Participants should be aware that they will learn about the last two units in the course and have space to discuss how to prepare students for the multiple-choice portion of the AP CSP exam.

Facilitator Tip

More information about these norms can be found in our Professional Learning K-12 Norms One-Pager. This document isn’t necessary to distribute to participants, but can help to provide context for you as you review groups norms.

(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 (20 minutes)

(3 minutes) 💷 Personal Reflection

The “speed networking” will be focused on two major themes as listed below. Introduce each of the themes and give participants a few minutes to think or journal about their thoughts.

The Create Task

  • How are you feeling about students doing the Create Task?
  • Have you started it?
  • Are you on track to finish it on time?
  • If you’re not doing AP, how are you planning on using it in your class?

Teaching Programming

  • How is teaching programming different than teaching other content you teach?
  • What aspect of teaching programming seems to be challenging for you (ex. Debugging, supporting students in planning, etc.)?

(10 minutes) 💷 Speed Networking

💷 Have participants “speed network” their responses to the two prompts above. They should be looking for advice, ideas, questions, or issues.

Here, speed networking means getting up and talking to someone new about your thoughts. Recommend doing 2 rounds of 4 minutes each, where participants check in with someone new for each round.

(7 minutes) 💷 Table Share Out

Head back to tables and share your concerns and what you 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.

Share Out (10 minutes)

Discussion Goal

This is time to get a bigger perspective from the room. The goal is to provide multiple opportunities to share and discuss topics that are important to teachers in the classroom.

(10 minutes) 💷 Group Share Out

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 questions, concerns, or celebrations do you want to bring up to the room?

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