Welcome to
Virtual PLC #3
Coaching Series
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Access shared slides:
Agenda:
How do we fit this in? This session is focused on key implementation questions and interdisciplinary possibilities. PLC members develop a detailed curriculum integration plan that’s responsive to local needs and opportunities. Coaches preview Code.org’s built-in supports for differentiation and enrichment.
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
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Checking in - How’s it going?
Which statement best describes you?
Drag a star to the correct letter that
describes you!
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How to make CS Happen: Key Ingredients
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Today’s Key Ingredient:
Lead Learner
Pair Programming
Authentic Choice
Journaling
Playbook Links |
Last PLC Session:
TIME!
Speaking of time….. Take a break!
| | | | |
Sound of the Beach | Guided Relaxation | Guided Breathing | Gentle Guitar Music | Desktop Mindfulness |
Take 3 minutes to decompress.
Choose yhttps://www.youtube.com/watch?v=iHdviZkM7S4our path
How to make CS Happen: Time!
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TIME!
CS Instruction CAN be a whole-class lesson during a reserved time block…but time for CS could be found in a lot of different spots!
Does your school/grade level have some of these time opportunities?
Reflective Moment: Making Matches
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What kinds of lessons are we LOOKING for?
Are there people we need to check in with?
How should it feel for the students?
If we’re getting creative with time, how can we know we’re making a good match between a time opportunity and a Code.org CS Fundamentals lesson?
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
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Digital Citizenship | 1 | Putting a STOP to Online Meanness | Created by Common Sense Education, students learn about meanness and what to do if they encounter it online. | Yes, we can use Kindness/Character Counts activities. We can show examples of what is a good way to use technology and what can look like a negative way. | I feel this would be a good lesson to fit into morning meeting and SEL block. We talk about the pillars of kindness and how we can involve a positive attitude towards technology. |
2 | Password Power-Up | Created by Common Sense Education, students learn about how strong passwords can help protect their privacy. | We discuss how things we say are confidential so we can tie in by saying passwords are meant to be confidential as well. We discuss how a person’s privacy is important and that there are things we sometimes don’t need to share with someone. | We can use this during SEL when we talk about/review our meeting norms. | |
Sequencing | 3 | My Robotic Friends Jr. | This lesson teaches students about the connection between algorithms and programming, as well as the valuable skill of debugging. | We can connect this to perseverance as well as having a growth mindset to learn new skills that may be challenging. | During flex time and SEL. |
4 | Programming with Angry Birds | Students will develop sequential algorithms to move a bird from one side of the maze to reach a pig at the other side. | Perseverance, goal setting, determination, sequencing | During SEL, during flex, recess, between reading units, at the end of the year, earlier finishers on test days | |
5 | Debugging in Maze | Students will step through existing code to identify errors, including incorrect loops, missing blocks, extra blocks, and blocks that are out of order. | Perseverance, determination, possible teamwork Yes, it can go along with determination, perseverance and growth mindset to help them get through the errors and mistakes or existing code. | Math center, in between ELA units Flex, SEL, and post curriculum | |
2- Course C
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
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Sequencing | 6 | Collecting Treasure with Laurel | Students continue to develop their understanding of algorithms and debugging by creating sequential algorithms to pick up treasure with Laurel the Adventurer. | SEL: Perseverance | Flex time |
7 | Creating Art with Code | This Artist lesson will allow students to create images of increasing complexity using new blocks like `move forward by 100 pixels` and `turn right by 90 degrees. | Counting and math connections | Math Centers, Flex time | |
Binary | 8 | Binary Bracelets | This lesson helps demonstrate how it is possible to take something from real life and translate it into a series of ons and offs. | Patterns (math)/science | Flex time |
Loops | 9 | My Loopy Robotic Friends Jr. | Using the language from the first ‘My Robotic Friends Jr.’ activity, students find that they can build big structures faster using loops. | Perseveran | ILA Centers, Flex time |
10 | Loops with Rey and BB-8 | Students will use loops to traverse mazes more efficiently than before. | SEL: Perseverance | Flex time | |
11 | Harvesting Crops with Loops | Students will loop new actions to help the harvester collect multiple veggies growing in large bunches. | | Flex time | |
2- Course C
2- Course C
Loops | 12 | Looking Ahead with Minecraft | Students will get the chance to practice ideas that they have learned up to this point, as well as getting a sneak peek at conditionals. | | |
13 | Sticker Art with Loops | This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. | During art? Indoor recess | Art Flex Time Indoor Recess | |
Events | 14 | The Big Event | Students will learn that events are a great way to make their program interactive. | Cause and effect, Flexibility Dealing with interruptions and frustrations | SEL Reading rotations Flex time |
15 | Build a Flappy Game | In this special stage, students get to build their own Flappy Bird game by using event handlers to detect mouse clicks and object collisions. | | | |
16 | Chase Game with Events | It's time to get creative and make a game in Play Lab. | Writing informational Steps in a game | Indoor recess | |
Data | 17 | Picturing Data | Students create visualizations of data to help them reason and predict about what they observe. | Math data analysis graphs | Independent practice during math block create graph |
Project | 18 | End of Course Project | Students plan and build a game using Play Lab, totally from scratch. | | |
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
Reflect and write:
What lessons do you feel comfortable teaching and what are your next step/s?
What do you hope your students will gain (both academic and SEL) when engaging in computer science?
Confidence with using computers Knowledge of different programs
2- Course C
Practice perseverance
Group Reflection
Time to APPLY - Project FUTURE Collaborative!
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Project FUTURE believes Computer Science curriculum integration is the next big step in unlocking the magic of CS for elementary education. We are excited to welcome a select group of teachers to the Project FUTURE Collaborative - a cohort of K-5 teachers who will design and test CS-integrated units.
This two-year process will begin with a one-week institute at Sacred Heart University, July 11-15th. Applications are now OPEN
Benefits of participation in the Project FUTURE Collaborative include:
Welcome to
Virtual PLC #2
Coaching Series
https://bit.ly/pfcs3-17
#TeachCode | @TeachCode
Access shared slides:
Agenda:
Becky Muller
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
@TeachCode | #TeachCode
Getting Started
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Let’s check in! Which statement best describes you? Put it in the chat:
Did you complete the survey? This was a repeat survey at the start of the 1st coaching session.
We have responses from 2
41
Reflective Moment
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What comes to your mind when you think about the Classroom Environment during Computer Science instruction?
What does it
LOOK like?
What does it
SOUND like?
What does it
FEEL like?
What we’re going for!
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Observation Focus: Classroom Clips
How to get there: Key Ingredients
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Lead Learner
Pair Programming
Authentic Choice
Journaling
Key Ingredient:
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Notetaker: Presenter:
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Lead Learner
What this idea means, in your words: stepping back and letting students take control of their learning
Quote that you think is key: I may not know the answer-but I know that together we can figure it out..
What teachers might find challenging or new about this idea: letting go/ letting students learn their own way
How this practice helps students: perseverance
What related ideas and experiences do we bring to this work? Students have to figure it out without many directions just like ST Math
What this looks like for our grade level: collaboration and turn and talks
Breakout Room 1
Key Ingredient:
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Notetaker: Presenter:
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Paired Programming
What this idea means, in your words:
Students take control of their learning.
Quote that you think is key:
“ It can be hard to introduce pair programming after students have worked individually for a while.”
What teachers might find challenging or new about this idea:
Forming the right group of pairs.
How this practice helps students:
Confidence in sequencing
What related ideas and experiences do we bring to this work?
Tech person takes students weekly to implement the programs.
What this looks like for our grade level:
Flex time
Tech time
MLT
Breakout Room 2
Key Ingredient:
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Notetaker: Desiree Rilley Presenter: Carla Wallace
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Authentic Choice
What this idea means, in your words: Student led choice or allowing students to choose what they are working on. Students are personally vested in the creation.
Quote that you think is key: Give students time to get creative and find something they are passionate about in the project that they are working on.
What teachers might find challenging or new about this idea: variation of student understanding/exposure to coding. Giving students time to pick. The concept of creating can be difficult for 2nd grade students. They need modeling and experience prior to giving them choice.
How this practice helps students: Encourage students to find personally relevant contexts for the work they do. Students can be more invested in their learning.
What related ideas and experiences do we bring to this work? Students have some experience with coding and, at times, can have choice during centers/rotations.
What this looks like for our grade level: Start by giving students 5 choices rather than complete choice and model various puzzles to expose them to different choices.
Breakout Room 3
Key Ingredient:
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Notetaker: Casey Opuszynski Presenter:
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Journaling
What this idea means, in your words: Students writing down their thinking while they code in their own thinking and words, easier to understand.
Quote that you think is key: “Ask students to draw emoticons at the top of the pages to help them identify how they’re feeling about concepts.”
What teachers might find challenging or new about this idea: Students may not be focused, and end up doodling, not all learners are independent writers. Distracted about writing/spelling instead of coding.
How this practice helps students: Being reflective, making process more meaningful, keeps them accountable, using their own notebook.
What related ideas and experiences do we bring to this work? Choices during centers, authentic choice, receive writing instruction, working together.
What this looks like for our grade level:
Breakout Room 4
Key Ingredient:
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Notetaker: Kristin Presenter: Heather
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Journaling
What this idea means, in your words: Journaling is when the students take notes on their thoughts and answer questions
Quote that you think is key:
“Journals are useful as scratch paper for building, debugging, and strategizing”
What teachers might find challenging or new about this idea: Time to implement and have them journal; having students write our longhand (spelling, etc)
How this practice helps students: They are writing down ideas. Lays the foundation for note taking in the upper grades.
What related ideas and experiences do we bring to this work? Experience with guided practice taking notes in science and math.
What this looks like for our grade level: Simple & teacher guidance; notes and sketches about the topic, diagrams and models; scrap paper notebook
Breakout Room 5
Key Ingredient:
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Notetaker: Amy Presenter: Kelly
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Authentic Choice
What this idea means, in your words:
Student Choice
Quote that you think is key:
Teachers are encouraged to help students utilize their new skills in creative ways.
What teachers might find challenging or new about this idea:
Some students are overwhelmed when there are too many choices.
How this practice helps students:
*Encourages students to persevere
*Encourages independence
What related ideas and experiences do we bring to this work?
*Share own interests
*Include our background knowledge
*Encouragement
What this looks like for our grade level:
*Mix of students who excel, students that need support and kids that are a combination of the other 2 groups.
Breakout Room 6
Share Out! Key Ingredients
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Lead Learner
Pair Programming
Authentic Choice
Journaling
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? By allowing students to work together, they are practicing social skills and collaboration Communication skills | How does Pair Programming support SEL? Learning to take turns and listening to one another. Being flexible thinkers, not bossing each other around. |
How does the Authentic Choice support SEL? Allowing students to choose something they are comfortable in -trusting themselves | How does the Journaling support SEL? How did they feel / reflecting on what went right or what went wrong- how did that make them feel |
What supports are built into the lessons?
Breakout Room 1
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? modeling and teaching how to learn and persevere through the unknown. Coaching through problems “ I know you can.” Giving confidence | How does Pair Programming support SEL? Collaboration Teamwork Perseverance Taking turns |
How does the Authentic Choice support SEL? Independence of learning Sharing their individual personal findings and likings Open to sharing their ideas and understanding each other | How does the Journaling support SEL? Self reflecting on their ideas and feelings throughout the lesson |
What supports are built into the lessons?
Breakout Room 2
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? Lead Learner supports SEL by having students collaborate to work together to find an answer and growth mindset. They may not know YET, but can work together to find out. | How does Pair Programming support SEL? Pair programming promotes accountability, perseverance, determination, because all students take on various roles. |
How does the Authentic Choice support SEL? Authentic choices supports SEL by encouraging students to be creative and engages them more actively in the learning process. | How does the Journaling support SEL? Journal supports SEL by allowing all students to participate (inclusion) and it helps students feel accomplished by showing what they have learned. |
What supports are built into the lessons?
Peer support
Breakout Room 3
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? Perseverance working through challenges, embracing the growth mindset. Also encompasses working together and demonstrates leadership. | How does Pair Programming support SEL? Working together to achieve a common goal. Showing respect for others opinion. Letting others share strengths, show empathy for those who can struggle |
How does the Authentic Choice support SEL? Giving them autonomy to make their own choices valuing their choice, letting them have that importance. | How does the Journaling support SEL? They can express their feelings freely, using emojis to show feelings, |
What supports are built into the lessons?
Breakout Room 4
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? Perseverance Power of yet | How does Pair Programming support SEL? Teamwork, pairs, communication skills, reduced stress |
How does the Authentic Choice support SEL? Be creative Something they are passionate about They can be themselves | How does the Journaling support SEL? Journaling how you feel. Drawing emoticons |
What supports are built into the lessons?
Breakout Room 5
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? Relationship building Ties into our unit on leadership. Lead by example, peresverance, helping others | How does Pair Programming support SEL? Working as a team Cooperation |
How does the Authentic Choice support SEL? Independence Positive Self Talk Self Awareness | How does the Journaling support SEL? Reflection on achievements/Mistakes Goal Setting |
What supports are built into the lessons?
Breakout Room 6
Time to APPLY - Project FUTURE Collaborative!
@TeachCode | #TeachCode
@TeachCode
@TeachCode | #TeachCode
Project FUTURE believes Computer Science curriculum integration is the next big step in unlocking the magic of CS for elementary education. We are excited to welcome a select group of teachers to the Project FUTURE Collaborative - a cohort of K-5 teachers who will design and test CS-integrated units.
This two-year process will begin with a one-week institute at Sacred Heart University, July 11-15th. Applications are now OPEN
Benefits of participation in the Project FUTURE Collaborative include:
Welcome to
Virtual PLC
Coaching Series
#TeachCode | @TeachCode
Access shared slides:
Agenda:
Meet your facilitator
Becky Muller
Like what you hear or see?
TWEET about it!
@TeachCode
@rmullermk
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@TeachCode
@TeachCode | #TeachCode
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
@TeachCode | #TeachCode
Welcome!
Intro Session- Virtual PLC #1 Feb 3
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Opportunities/Expectations for Implementation
What does it look like? | What does it sound like? | What does it feel like? |
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Anticipated Barriers
Now that you’ve been introduced to CS Fundamentals, what is top of mind as a barrier for making CS Fundamentals work in your classroom? Think both in terms of getting as far as you might like and in terms of making those lessons as effective as possible. |
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Ensuring everyone has access
Log in to Code.org with your teacher account. The website header will help you navigate the site:
The Code.org home page is the starting point for everything in the curriculum. To get started with your students, you will need to create a section. For details on how to create a section, visit the getting started support articles at support.code.org.
Once you’ve assigned your CS Fundamentals students to a section, a tile that can be used to access the course overview page will appear on the homepage. This is your starting point for lesson planning and all the resources you need to teach the course.
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Spotlight Project Course C
Sample Projects in Sticker Art in Artist Lesson
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Planning for Next Session
Next Session- March 17th
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Unpacking Course C
Concept chunks are the big ideas that provide structure to a course. Concept chunks make it easy for teachers to see at a glance what is covered in a course. |
At the highest level, each CS Fundamentals course is organized into concept chunks.
Each CS Fundamentals course has between 4 and 6 concept chunks, and each chunk can have one or several lessons. In most cases, concept chunks begin with a computer-free lesson called an Unplugged Lesson, which is meant to introduce a concept before students engage with programming lessons. Programming lessons require students to use computers and consist of Skill Building, Application, and End of Course Project lesson types.
Each course is composed of the following concept chunks:
Course B 1st Grade | Course C 2nd Grade | Course D 3rd Grade |
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Concept Chunks by Course
Course A Kindergarten | Course B 1st Grade | Course C 2nd Grade | Course D 3rd Grade | Course E 4th Grade | Course F 5th Grade |
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Found on page 6 of the Curriculum Guide
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Unpacking Course C
Overview
Course C was developed for students in and around the second grade. Lessons in this course may assume a limited understanding of shapes and elementary math concepts. Students will create programs with sequencing, loops, and events. They will translate their initials into binary, investigate problem-solving techniques, and develop strategies for building positive communities both online and off. By the end of the course, students will create interactive games that they can share. Each concept in Course C is taught from the beginning, graduating toward experiences that allow for growth and creativity to provide all students a rich and novel programming experience.
Core concepts:
Attitudinal goals:
Key teaching tips:
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Unpacking Course C
Digital Citizenship | 1 | Putting a STOP to Online Meanness | Created by Common Sense Education, students learn about meanness and what to do if they encounter it online. |
2 | Password Power-Up | Created by Common Sense Education, students learn about how strong passwords can help protect their privacy. | |
Sequencing | 3 | My Robotic Friends Jr. | This lesson teaches students about the connection between algorithms and programming, as well as the valuable skill of debugging. |
4 | Programming with Angry Birds | Students will develop sequential algorithms to move a bird from one side of the maze to reach a pig at the other side. | |
5 | Debugging in Maze | Students will step through existing code to identify errors, including incorrect loops, missing blocks, extra blocks, and blocks that are out of order. | |
6 | Collecting Treasure with Laurel | Students continue to develop their understanding of algorithms and debugging by creating sequential algorithms to pick up treasure with Laurel the Adventurer. | |
7 | Creating Art with Code | This Artist lesson will allow students to create images of increasing complexity using new blocks like `move forward by 100 pixels` and `turn right by 90 degrees. | |
Binary | 8 | Binary Bracelets | This lesson helps demonstrate how it is possible to take something from real life and translate it into a series of ons and offs. |
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Unpacking Course C
Loops | 9 | My Loopy Robotic Friends Jr. | Using the language from the first ‘My Robotic Friends Jr.’ activity, students find that they can build big structures faster using loops. |
10 | Loops with Rey and BB-8 | Students will use loops to traverse mazes more efficiently than before. | |
11 | Harvesting Crops with Loops | Students will loop new actions to help the harvester collect multiple veggies growing in large bunches. | |
12 | Looking Ahead with Minecraft | Students will get the chance to practice ideas that they have learned up to this point, as well as getting a sneak peek at conditionals. | |
13 | Sticker Art with Loops | This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. | |
Events | 14 | The Big Event | Students will learn that events are a great way to make their program interactive. |
15 | Build a Flappy Game | In this special stage, students get to build their own Flappy Bird game by using event handlers to detect mouse clicks and object collisions. | |
16 | Chase Game with Events | It's time to get creative and make a game in Play Lab. | |
Data | 17 | Picturing Data | Students create visualizations of data to help them reason and predict about what they observe. |
Project | 18 | End of Course Project | Students plan and build a game using Play Lab, totally from scratch. |
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Wrap-up
Next Steps
Additional Resources
THANK YOU!
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Creating a Class Section
Let’s use the teacher dashboard and create a class section.
Here’s a video, “Creating Sections,” [link] to refer to after the workshop.
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Teacher Dashboard
Code.org Website Overview
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What is the teacher dashboard?
Q: What is the teacher dashboard?
A: The teacher dashboard contains tools for checking on and evaluating students work, as well as managing the students in a particular section.
The teacher dashboard allows you to:
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Exploring Curriculum Resources
Navigating to the Course Overview Page
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Help & Support
Overview of Help & Support
Bug reports [link]
Forum.code.org [link]
Code.org Support Articles [link]
teachers [link]
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RESOURCES
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