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CS Fundamentals

Intro Workshop

Wifi: Pass:

Before we begin, please sign into the workshop by visiting:

code.org/pd/XXXXX

Find the notes for this session here:

bit.ly/XXXXX

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Welcome!

First, some logistics:

Did everyone join the section?
Food and Facilities
Parking Lot
Who are you people?

@TeachCode | #TeachCode

@TeachCode

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How about you?

Let’s take 15 seconds...

Share your name
Where you teach/work

Like what you hear or see?

TWEET about it!

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@TeachCode

@TeachCode | #TeachCode

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Computer Science

“Using the power of computers to solve problems.”

In CS Fundamentals, we define Computer Science as:

But in reality, it’s so much more!

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Computers and software are changing everything

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…but the majority of schools don’t teach computer science:

Source: Gallup

90%

parents want their child to study computer science

40%

of schools teach computer programming

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And students enjoy computer science and the arts the most

Source: Change the Equation

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Computer science is just about learning technology

Some may think:

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Computer science is just about learning technology

Computer science is about logic, problem solving, and creativity

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@TeachCode

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The reality is that computer science is about logic, problem solving, and creativity
It teaches students how to think differently about problems they are trying to solve in any context
It teaches kids how to create digital artifacts and how those artifacts impact the world around them by looking at issues such as privacy and security
A very simple way to think about this is CS teaches kids how to CREATE new technologies instead of just being consumers of technology
Just as important as recognizing what computer science is, is recognizing what it is not
It is not basic HTML design, it is not learning to use applications or a photoshop course
Many of these thing CAN be part of a computer science course, but they are not the foundation of the curriculum
We can do better than simple technology literacy – we can make kids creators of technology

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First computer: 1943

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First computer: 1943

Ada Lovelace

First computer program: 1843

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Computer science is vocational

Some may think:

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Computer science is vocational

Computer science is foundational

Some may think:

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Technology affects every field:

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But fundamentally, this is the picture we need to solve:

Source: Gallup

90%

parents want their child to study computer science

40%

of schools teach computer programming

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NOTE: replace this slide with a screenshot of your own state from code.org/promote

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The Code.org Vision:

every school

every student

opportunity

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@TeachCode | #LeadCode

Our CS Fundamentals Curriculum

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First, a short video

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11

12

6

7

8

Middle School

9

10

High School

CS Discoveries

Our curriculum pathway — CS Fundamentals

AP CS Principles

CS Fundamentals Express

CS Fundamentals Courses A-F

Elementary school

K

1

2

3

4

5

Pre-reader CS Fundamentals Express

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CS Fundamentals

Recently re-written to incorporate teacher and community feedback

Mix of unplugged (offline, kinesthetic) and plugged (online, programming)

Course length increases as students get older

Grade-level appropriate literacy and math skills in mind

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Courses A & B Goals

Unique to A & B

Circle-Time Story books
Simple Online Puzzle UI

Key Concepts Covered

Sequence / Programming
Loops
Events

Goals of the courses:

Build confident thinkers
Explore problem solving
Don’t fear frustration
Learn the tools
Love computer science

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

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Courses C & D Goals

Introduced in C & D

End of Stage Extras
Prediction Puzzles

Key Concepts Covered

Sequence / Programming
C: Loops, Events
D: Nesting Statements, Conditionals

Goals of the courses:

Enhance problem solving
Explore cause & effect
Master basic skills
Love computer science

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Courses E & F Goals

Introduced in E & F

Capstone Projects

Key Concepts Covered

Ramp-Up of Previous
E: Functions
F: Variables, For Loops, Parameters

Goals of the courses:

Experience autonomy
Combine skills
Feel Empowered
Love computer science!

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The Approaches We Use

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CS Fundamentals

Story books

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CS Fundamentals

Unplugged Activities

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CS Fundamentals

Plugged Activities

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CS Fundamentals

Bridging Activities

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CS Fundamentals

Pre-Readers Readers

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CS Fundamentals - Teacher Resources

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Framing the Rest of Today

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Workshop Overview

Morning:

We’re going to model two lessons for you! (one unplugged, one plugged)
You’re going to prepare and dry run an unplugged lesson

Afternoon:

We’ll talk about how to use the Code.org Website to manage your courses and students
You will prepare and dry run a plugged lesson
We’ll discuss how to teach these lessons to your students
You’ll build an implementation plan

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What do you hope to get out of this workshop?

What do you plan to do with CS Fundamentals and your students?

Setting Your Intentions

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What kind of environment do you need in order to get the most out of today?

Setting Expectations

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Model Lesson: Unplugged

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Lesson Exploration — Setting Expectations

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What we’re about to do: Facilitators will model 2 lessons from the CS Fundamentals curriculum — one Unplugged and one Plugged.

This is a role play activity where you will act as students (wearing your learner hats ) while the facilitator acts as the teachers (wearing the teacher hat )

Setting Expectations: Model Lessons and Role Play

@TeachCode | #TeachCode

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Are there any norms you want to add for the group?

Setting Expectations

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@TeachCode

@TeachCode | #TeachCode

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Model Lesson: Graph Paper Programming

NOTE: ONLY USE THE FOLLOWING 7 SLIDES IF MODELING GRAPH PAPER PROGRAMMING

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Lesson Context

Recently re-written to incorporate teacher and community feedback

Mix of unplugged (offline, kinesthetic) and plugged (online, programming)

Course length increases as students get older

Grade-level appropriate literacy and math skills in mind

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Unplugged Activity: Graph Paper Programming

Move One Square Right
Move One Square Left
Move One Square Up
Move One Square Down
Fill-In Square with color

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Unplugged Activity: Graph Paper Programming

4. Move One Square Down

5. Fill in Square with Color

3. Move One Square Right

2. Fill in Square with Color

1. Move One Square Right

Commands

Move One Square Right Move One Square Left

Move One Square Up Move One Square Down

Fill-In Square with color

2 minutes

Say: “let’s practice using these commands together to make sure we all understand how they work. We’ll start by talking through how we can use these instructions to to instruct a friend (who is pretending to be a drawing machine) to color their blank grid so that it looks like this image”

Click (animation to fill in some squares)
Click (animation makes the squares less dark and puts red outline around “robot”, and shows the commands)

Say : “given our commands, what command do we need to use first?”

Pause. Wait for someone to say “move right one square”.
Click (animation puts red outline around square)

Say: “now which command?”

Pause. Wait for group to say “fill in square with color”.
Click (animation fills in one square)

Say : “now what?”

Pause.

Answers could be “move one square down” or “move right one square”
Wait for someone to say “move right one square”.
Say “yes! Either of these would work, but i already wrote things down, and here i said ‘move right one square’”

Click (animation puts red outline around next square to the right)

Say: “Anybody want to fill in the rest from here?”

Pause. Wait for someone to say the steps, and click the slide to animate along with them.

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Unplugged Activity: Graph Paper Programming

Move One Square Right
Fill in Square with Color
Move One Square Right
Move One Square Right
Fill in Square with Color
Move One Square Down
Move One Square Left
Fill in Square with Color
Move One Square Left
Move One Square Left
Fill in Square with Color
Move One Square Down
Move One Square Right
Fill in Square with Color
Move One Square Right
Move One Square Right
Fill in Square with Color
Move One Square Down
Move One Square Left
Fill in Square with Color
Move One Square Left
Move One Square Left
Fill in Square with Color

3 minutes

Say: “okay, now we’ve got a more complicated drawing. Do you think we can use our same commands for this?”

Pause. Wait for a yes.

Say: “anybody want to offer to write down all the commands? Just kidding, i actually already wrote them down. You can see that it’s a lot of writing… ”

Click (animation shows all of the written commands to the right)
Pause so people can see it.

Say: “to make this easier we’re going to do away with those long written commands and replace them with these symbols to represent each command.”

Click (animation shows symbols at the bottom and table next to the grid)

Say: “now we have a set of symbols that represent each of our written commands. Can i get a volunteer to trace out the instructions that are shown here with symbols?”

Pause. Have a volunteer come up and read/trace out instructions

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Unplugged Activity: Graph Paper Programming

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

5 minutes

Say: “now let’s try these symbols out on your own. Use scratch paper to write instructions for making this drawing, assuming you’re starting in the top-left corner. ”

Pause. Give 1-2 minutes for everyone to write their instructions. Circulate as they write
Once everyone has instructions, say: “partner up with someone next to you, or your elbow partner” and compare your instructions.”
Pause. Give 1-2 minutes to compare.
Discussion prompt: “did you all have the same approach to solving the problem? Was there a “right” answer?”

Goal: people could have very different answers and still end up with something that gets the job done. That’s totally fine!
Some people make line breaks at the end of each row (so they’re effectively writing in a grid) other’s write everything in a long line. Both of these options are totally fine as long as the ‘robot’ knows how to read the instructions.

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Unplugged Activity: Graph Paper Programming

Curriculum Guide, page. 231

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@TeachCode | #TeachCode

@TeachCode

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Unplugged Activity: Graph Paper Programming

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Model Lesson: My Robotic Friend

NOTE: ONLY USE THE FOLLOWING 9 SLIDES IF MODELING MY ROBOTIC FRIEND

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Lesson Context

Recently re-written to incorporate teacher and community feedback

Mix of unplugged (offline, kinesthetic) and plugged (online, programming)

Course length increases as students get older

Grade-level appropriate literacy and math skills in mind

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

Pick up cup

Step forward

Put down cup

Step backward

Pick up cup

Step forward

Put down cup

Step backward

Pick up cup

Step forward

Put down cup

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

With a partner, rewrite the algorithm using only these symbols

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Demo Model Lesson — B.6 My Robotic Friend

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.6 My Robotic Friend

Pick a new design to program

@TeachCode

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Reflection

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@TeachCode | #TeachCode

Unplugged Lesson: reflect

What would you need to do to make this lesson work for the students in your own classroom or context?

@TeachCode

@TeachCode | #TeachCode

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Model Lesson: Plugged

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Context

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@TeachCode | #TeachCode

Unplugged Lessons:

Computing without a computer

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Plugged lessons:

Online activities that work on�any computer or�tablet.

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Model Lesson: B.7 — Programming with Maze

NOTE: ONLY USE THE FOLLOWING 4 SLIDES IF MODELING B.7

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Demo Model Lesson — B.7 Programming in Maze

South

North

East

West

Today we’re going to use the same symbols as we did yesterday, but this time they have a new meaning

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.7 Programming in Maze

South

North

East

West

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Demo Model Lesson — B.7 Programming in Maze

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Model Lesson: D.2 — Introduction to Online Puzzles

NOTE: ONLY USE THE FOLLOWING 2 SLIDES IF MODELING D.2

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Lesson Context

Recently re-written to incorporate teacher and community feedback

Mix of unplugged (offline, kinesthetic) and plugged (online, programming)

Course length increases as students get older

Grade-level appropriate literacy and math skills in mind

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Introduction to Online Puzzles

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

Plugged Lesson: Context

Navigate to the code.org website.

(You will be able to get to that directly from our shared notes, which are at <notes>)

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Reflection

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@TeachCode | #TeachCode

Plugged Lesson: reflect

What would you need to do to make a lesson like this one work for the students in your own classroom or context?

What role can you play as the teacher during plugged lessons like this to make sure that all of your students are able to engage in the activity, regardless of background or prior knowledge?

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Break

We’ll start back at XXXX am

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Table 2:

Table 4:

Table 1:

Seating Assignments

Table 3:

Table 5:

Table 7:

Table 6:

Table 8:

projector

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Prepare an Unplugged Lesson

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Take a couple of minutes to say hello to your lesson planning partner

@TeachCode | #TeachCode

Unplugged Lesson Preparation

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

What we are about to do: prepare and dry run two lessons from the CS Fundamentals curriculum — one unplugged and one plugged.

Dry Run = Practicing your plan with a friendly audience (one another) before implementing it with your students.

What is a Dry Run?

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

Your goals for the next 30 minutes:

Read and make a plan for teaching your assigned unplugged lesson to your students.

Feel free to make posters, slides, or whatever else you would use to teach this lesson with your students.

Unplugged Lesson Preparation

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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What you are preparing to do later:

Take the other teachers at your table through a dry run of 15 minutes of your lesson.

This should include using the materials you created and having your tablemates do the activity.

@TeachCode | #TeachCode

Unplugged Lesson Preparation

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Plan your unplugged lesson with your partner

(assignments in our shared notes document, <insert bit.ly>)

@TeachCode | #TeachCode

Unplugged Lesson Preparation

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Dry Run an Unplugged Lesson

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@TeachCode | #TeachCode

Dry Run: Unplugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

If your group prepared the first lesson (in order in the curriculum) it’s your turn to do your dry run!

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@TeachCode | #TeachCode

Dry Run: Unplugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

If your group prepared the second lesson (in order in the curriculum) it’s your turn to do your dry run!

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Reflect on Lesson

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On your own, reflect on the following:

Anything surprising about unplugged activities?
What did you learn here that will impact how you use these lessons with your students?

Are you going to try any specific strategies or practices?

@TeachCode | #TeachCode

Unplugged Lessons — Reflection

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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As a table, discuss:

Anything surprising about unplugged activities?
What did you learn here that will impact how you use these lessons with your students?

Are you going to try any specific strategies or practices?

What role can you take in building confidence with your students through unplugged lessons?

@TeachCode | #TeachCode

Unplugged Lessons — Table Discussion

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Anything surprising about unplugged activities?
What did you learn here that will impact how you use these lessons with your students?

Are you going to try any specific strategies or practices?

What role can you take in building confidence with your students through unplugged lessons?

@TeachCode | #TeachCode

Unplugged Lessons — Whole Group Share Out

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Take a minute to jot down any ideas or notes from your lesson dry run that will be useful when making your implementation plan (classroom setup constraints, etc)

@TeachCode | #TeachCode

Implementation Plan

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@TeachCode

@TeachCode | #TeachCode

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Lunch

We’ll start back at XXXX pm

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Using the Code.org Website

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@TeachCode | #TeachCode

Using the Code.org Website

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Prepare a Plugged Lesson

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@TeachCode | #TeachCode

What we are about to do: prepare and dry run your plugged CS Fundamentals lesson.

Remember, Dry Run = Practicing your plan with a friendly audience (one another) before implementing it with your students

What is a Dry Run?

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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While you prepare your assigned lesson consider:

What concepts are covered in your lesson?
How are these activities different from the puzzles you saw during the model lesson at the start of the day?
How will you introduce this type of activity with students?
What role will you take in helping all of your students engage with this lesson?
When are students likely to experience frustration? How might you support students who are feeling this way? Think about being a lead learner!

@TeachCode | #TeachCode

Plugged Lesson Preparation

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Dry Run a Plugged Lesson

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@TeachCode | #TeachCode

Dry Run: Plugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

If your group prepared the first lesson (in order in the curriculum) it’s your turn to do your dry run!

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@TeachCode | #TeachCode

Dry Run: Plugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

If your group prepared the second lesson (in order in the curriculum) it’s your turn to do your dry run!

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Reflect on Lesson

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What did you learn here that will impact how you use these lessons with your students? any specific strategies or practices?
What role can you take in helping all of your students engage with plugged lessons?
How does the structure of the curriculum (introducing concepts with unplugged lessons, then building on them with plugged lessons) influence how your students interact with the computer science concepts covered in CS Fundamentals?

@TeachCode | #TeachCode

Plugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Take a couple of minutes to jot down any ideas or notes from your lesson role play that should be added to your implementation plan

@TeachCode | #TeachCode

Plugged Lessons

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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10 minute Break!

We’ll start back at XXXX pm

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Teaching CS to all Students

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Think back at the lessons you've experienced today.

How are unplugged and plugged lessons connected?
Why do you think we have so many unplugged lessons in the curriculum?

@TeachCode | #TeachCode

Reflection: Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Consider your students.

How many of them have prior knowledge or background experience with Computer Science (outside of whatever you might have taught them already)?

Do you think these activities can be presented in a way that is accessible to all of your students?

@TeachCode | #TeachCode

Reflection: Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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@TeachCode | #TeachCode

On your own, consider the following:

�What can you (in your role in the school) do to help make sure your students have a learning environment that enables equitable access to computer science instruction?

What barriers exist that make this challenging?

Reflection: Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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At your table, discuss:

What can you (in your role in the school) do to help make sure your students have a learning environment that enables equitable access to computer science instruction?

What barriers exist that make this challenging? Any ideas for how to address these barriers?

Reflection: Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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code.org/equity

Reflection: Teaching CS to All Students

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Build an Implementation Plan

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Let’s revisit your intentions from the start of the day.

Do you have any questions that haven't been answered that are blocking you from making a plan to get started with CS Fundamentals?

Making an Implementation Plan

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Getting answer to questions

What questions do you have?
Where can you find answers those questions?

Coordinating

Is there anyone at your school you need to work with in order to start teaching CS Fundamentals? (reserving space in the computer lab, finding ways to integrate into lessons, etc)
When can you talk to those people?

Scheduling

When could CS Fundamentals fit into the schedule (either your own or for the teachers you support)?
What needs to happen between now and then to make offering the course possible?

Making an Implementation Plan

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Head over to <shared notes> to get started with making your implementation plan.

Making an Implementation Plan

@TeachCode | #TeachCode

@TeachCode

@TeachCode | #TeachCode

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Wrap Up