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INSTRUCTIONS FOR THE FACILITATOR

Make a copy of this slide deck.
Change the share settings to anyone with a link can edit.
Edit all text highlighted in orange with your local information.
Share a link to the slide deck with your participants.
Delete this slide.

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Wifi: Password:

Enter your attendance:

Welcome to

CS Fundamentals

Deep Dive Workshop

#TeachCode | @TeachCode

Join section with code:

Access shared slides:

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Quick Links

<Insert link to local note template>
CS Fundamentals Curriculum Guide
Getting started
Account management
Using Code.org as a Teacher
CS Fundamentals ‘21- ‘22 Curriculum Page
CS Fundamentals Self-Paced Online Course
Group Contact Info

#TeachCode | @TeachCode

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Welcome to the CS Fundamentals Deep Dive Workshop!

Thank you for your continued work in support of equitable CS education.

@TeachCode | #TeachCode

Welcome!

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Workshop Goals

The workshop goals today are to:

Develop a deeper understanding of the curriculum and how it supports inclusive learning environments.
Develop a deeper understanding of CS teaching practices that support teaching CS Fundamentals equitably.

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Meet your facilitator(s)

Consider adding information about yourself here

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Logistics

Consider adding logistics to this slide:

Sitting with others who teach the same grade or grade band
Location of restrooms, food items, parking lot instructions (if any)
Location of Question Parking Lot poster to use throughout the workshop and when questoins will be addressed (i.e. throughout the workshop, at the end, etc)
Supplies available throughout the workshop
Reminder about attendance

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Introductions

Who is in the room?

Share your name
Where you teach/work
What grade level(s) you work with and your role

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Norms

Be present.

Make and Take Space.

Seek to Understand.

Take Risks.

Expect and Accept Non-Closure.

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Ice Breaker

Consider using this slide to prompt you to discuss the optional ice breaker.

See the Deep Dive Workshop Agenda section “Prior to the Workshop” for suggestions.

If not using an ice breaker, remove this slide.

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Agenda Overview

Addressing Barriers and Challenges

Wrap Up

Lesson Planning

Lunch

Model Lesson

CS Teaching Practices

Workshop Opener

Focus on Equity

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Check-In

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Questions and Reflections

Write down questions you have coming into the workshop on a sticky note and add it to the “Question Parking Lot” poster.
Write your response to the prompt on a sticky note and add it to the “Check-in” poster.

Prompt: Write or draw an emoji, word, or phrase that describes your feelings about how implementing or teaching CS Fundamentals is going for you so far.

#TeachCode | @TeachCode

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Table Talk

Share your response to the prompt with others at your table.

Prompts

Do you see yourself as a CS teacher?

How has your experience with implementing and teaching CS �Fundamentals shaped how you see yourself as a CS teacher?

#TeachCode | @TeachCode

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Table Talk Share Out

Prompts

Do you see yourself as a CS teacher?

How has your experience with implementing and teaching CS �Fundamentals shaped how you see yourself as a CS teacher?

#TeachCode | @TeachCode

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Facilitator Share Out

Share out about questions on the Question Parking Lot poster.

Most commonly asked questions.
Questions that can be answered at this time.
When questions will be addressed throughout the workshop.

Share out about responses on the Check-in poster.

Overall sentiment
Unique feelings

#TeachCode | @TeachCode

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Addressing Barriers and Challenges

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Context for Barriers and Challenges

Barriers to Implementation

May be obstacles that prevent or block implementing and sustaining CS Fundamentals courses.

Example: lack of time throughout the school day for all of your students to consistently learn CS Fundamentals.

Challenges to Equitable Teaching

May be questions or actions needed to teaching CS Fundamentals equitably to all students.

Example: How can I maintain the pacing of a lesson to support all learners?

#TeachCode | @TeachCode

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Identifying Barriers and Challenges

What we’ll be doing...

Identifying Barriers and Challenges

Discuss responses to the prompts with others at your table.
Individually, write down one barrier and one challenge each on sticky notes and add them to the “Barriers and Challenges” poster.

Prompts

What barriers, if any, have you encountered in implementing and/or sustaining CS Fundamentals in your classroom?
What challenges, if any, have you encountered in teaching CS Fundamentals equitably?

#TeachCode | @TeachCode

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Addressing Barriers and Challenges

What we’ll be doing…

Addressing Barriers and Challenges

Discuss responses to the prompt with others at your table.
As a group, write down one strategy to address a barrier and one strategy to address a challenge each on sticky notes.
Add the sticky notes to the poster “Addressing Barriers and Challenges.”
Identify a presenter who will summarize key takeaways from your small group discussion with the whole group.

Prompt: What strategies might support addressing the barriers and challenges identified?

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Whole Group Share Out

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Journal

Prompts

Which of the barriers and challenges I identified do I have the power to influence?

What are the risks to supporting equity in CS if I do not address the barriers and challenges I have the power to address?

#TeachCode | @TeachCode

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Whole Group Share Out

Prompts

What are the risks to supporting equity in CS if I do not address the barriers and challenges I have the power to address?

What steps do I need to take towards addressing a barrier or challenge I identified?

#TeachCode | @TeachCode

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10 minute break!

We’ll start back at XXXX

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Model Lesson

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Overview of Model Lessons: Role Play

Facilitators model lessons wearing the “teacher hat.”
Participants engage with the model lessons wearing “learner hats.”

Consider role playing as your students and keep in mind:

Your students’ perspectives
Kinds of questions they would ask
How they would engage in the lessons

#TeachCode | @TeachCode

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Model Lessons Context

Model lesson is part of Course C and designed for students in second grade.
Model lesson is modified and shortened to focus on the main activity.
Type of lesson modeled:

Mini-Project lesson in which students apply what they learned by creating a more extensive program step-by-step.

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Transition to Model Lesson Role Play

Let’s get our “hats” on and go!

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Lesson 10 - Mini-Project: Sticker Art

Warm Up

Let’s review our vocabulary.

A loop is the action of doing something over and over again.
To repeat is to do something again.

Let’s take a look at the features in the lesson we can use.

Hints
Blocks to build a program and write code
Speed slider

Let’s review the routine “Asking Questions.”

Try it out!
Tell someone what you did.
Ask questions.

LEARNER HAT ON

#TeachCode | @TeachCode

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Lesson 10 - Mini-Project: Sticker Art

Work on Levels 1 - 9
Remember to use the routine “Asking Questions”

Try it out!
Tell someone what you did.
Ask questions.

Activity

LEARNER HAT ON

#TeachCode | @TeachCode

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Lesson 10 - Mini-Project: Sticker Art

Wrap Up

Let’s write in our journals.

What was today’s lesson about?
How did you feel during today’s lesson?
What was the coolest shape or figure you programmed today? Draw it out!

Let’s share our ideas with others.

Share what you wrote or drew in your journal with someone else in the class.

LEARNER HAT ON

#TeachCode | @TeachCode

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Model Lesson Debrief

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Whole Group Share Out

Prompts

How do mini-project lessons compare with context-setting and skill-building lessons?

What parts of the lesson, if any, would students find challenging?

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Rounds of Partner Talk

What we’ll be doing: Sharing responses to four different prompts, each time with a different partner.

Round #1: Role of the Teacher

What was the role of the teacher during the model lesson?

Round #2: Discovery and Inquiry

When were there opportunities for students to make their own sense of the content during the lesson?

Round #3: The Classroom Community

When were there opportunities for active learning (communicating or creating with other students) during the lesson?
When were there opportunities to create an inclusive classroom in which all student feel they can share and listen to ideas?

Round #4: Debugging and Student Practices:

What features in the lesson support debugging?
What students practices does the lesson support and how?
What student practices does the role of the teacher support and how?

#TeachCode | @TeachCode

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Whole Group Share Out

Round #1: Role of the Teacher

What was the role of the teacher during the model lesson?

Round #2: Discovery and Inquiry

When were there opportunities for students to make their own sense of the content during the lesson?

Round #3: The Classroom Community

When were there opportunities for active learning (communicating or creating with other students) during the lesson?
When were there opportunities to create an inclusive classroom in which all student feel they can share and listen to ideas?

Round #4: Debugging and Student Practices:

What features in the lesson support debugging?
What students practices does the lesson support and how?
What student practices does the role of the teacher support and how?

#TeachCode | @TeachCode

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Lunch

We’ll start back at XXXX

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CS Teaching Practices

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Context for Learner Profiles

Learner A: enjoys getting information through visuals such as graphics with meaningful symbols such as arrows. Note: May not always respond to pictures or videos to get information.
Learner B: listens attentively when getting information and enjoys discussing ideas with others.
Learner C: enjoys reading and writing to both get and share information.
Learner D: enjoys actively getting information, using all of their senses.

#TeachCode | @TeachCode

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Jigsaw Activity

What we’ll be doing…

Part A:

Form jigsaw groups.
Individually choose from one of the four learning styles to focus on (A, B, C, or D).
Individually choose a course to find examples within the lessons that support the learning style you chose.

Part B:

Form new “expert” groups, one for each learning style and share what you found.

Part C:

Go back to your jigsaw group and share examples discussed in “expert” groups for each learning style.

#TeachCode | @TeachCode

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Whole Group Share Out

Prompts�How do the lessons support various learner profiles?

How does supporting various learner profiles establish and sustain inclusive CS Fundamentals lessons?

#TeachCode | @TeachCode

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Overview of Student Practices

Problem Solving

Breaking down larger problems into smaller components

Persistence

Value and expect mistakes

Creativity

Students’ interests and ideas are incorporated into their work

Collaboration

Actively contribute lessons and projects

Communication

Provide and give feedback

#TeachCode | @TeachCode

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Think-Pair-Share

Prompt

�How do lessons support students in developing student practices?

Student Practices: Problem Solving, Persistence, Creativity, Collaboration, Communication

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CS Teaching Practices

Role of the Teacher

*Teachers support all students in first engaging with concept through lesson activities rather than first providing explanations or lectures.

*Teachers engage in active teaching.

Discovery and Inquiry

*Teachers support all students in exploring concepts and building their own understanding of concepts.

*Teachers support all students with building and strengthening their debugging skills individually.

The Classroom Community

*Teachers support all students in engaging in active learning.

*Teachers support all students in engaging with pair programming.

*Teachers support all students in building and strengthening their understanding of debugging as a process.

*Teachers engage students in an inclusive CS learning environment.

#TeachCode | @TeachCode

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Think-Pair-Share

Prompt

�How do CS teaching practices support students in developing student practices?

Student Practices: Problem Solving, Persistence, Creativity, Collaboration, Communication

CS Teaching Practices: Role of the Teacher, Discovery and Inquiry, The Classroom Community

#TeachCode | @TeachCode

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Journal

Prompt

�What is my role during lessons to support students in developing student practices?

#TeachCode | @TeachCode

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Whole Group Share Out

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Focus on Equity

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Equity-focused Language

Access: The right and opportunity for all students to learn and experience computer science.

Diversity: Ensuring CS courses and programs have student enrollment rates that reflect the demographics of the larger school or community population, particularly in terms of race, ethnicity, gender, and disability status.

Inclusion: Creating learning environments that are accessible and welcoming of students’ identities, backgrounds, differences and perspectives without barriers or judgement. This means actively attending to gender, race, ethnicity, ability or socioeconomics status.

Equity: Equitable education ensures that learning experiences are accessible and inclusive for all learners. This means that every student has what they uniquely need to succeed. Source: Guide to inclusive computer science education, 2019

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Equity-focused Language

From the Guide to Inclusive Computer Science Education (2019)

[link]

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Think-Pair-Share

Prompts

What success are you currently having in support of access, diversity, and inclusion in CS Fundamentals?

What struggles are you currently facing in support of access, diversity, and inclusion for CS Fundamentals?

#TeachCode | @TeachCode

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Equity-focused Language (continued)

Unconscious bias:

Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair. [adapted from Vanderbilt University]
When the unconscious biases of well-intentioned teachers influence their judgment towards particular students (e.g., by race, ethnicity, gender, able-bodiedness), it can influence their instructional practices, the expectations they convey, and their recommendations for relevant outcomes like course placement, special education, and discipline. [Dee & Gershenson, 2017]

Privilege and power:

Privilege and power in computer science may include that of knowledge, experience, ability, age, education, race or ethnicity, positional authority, and social or economic advantage. People often do not recognize their own privilege and power.
Teachers should recognize that they have the power to influence students’ CS identities and trajectories. Source: CSTA Standards for Teachers

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Journal

Prompt

What initial thoughts do you have about how bias, privilege, and power impact CS classroom culture and students success in CS?

#TeachCode | @TeachCode

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Inside Outside Circle

What we’ll be doing…

Form an inner circle and outer circle with each person facing a partner.
Answer Prompt #1, then participants in the outer circle rotate left and partner up with another participants.
Answer Prompt #2, then participants in the outer circle rotate left and partner up with another participants.
Repeat for Prompt #3 and Prompt #4.

#TeachCode | @TeachCode

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Prompts

Prompt #1: What influence do I have over who has access to CS in my classroom? In my school? In my community?

Prompt #2: What influence do I have over my classroom CS culture and student success in CS?

Prompt #3: What opportunities can I create within my classroom to represent varied perspectives, abilities, approaches, and solutions in CS?

Prompt #4: How will I know I’m making progress in support of equity for CS?

#TeachCode | @TeachCode

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Poster Activity Part I

What we’ll be doing…

Work in small groups and choose one CS teaching practice to choose from.
Create a poster to fill out. (example provided)
Fill out designated slides.
Discuss the prompts and fill out the first and second columns of the table.

Facilitator Note:

Choose to keep one of the highlighted bullets and delete the other based on Option A or B for this activity.

Delete this note prior to the workshop.

#TeachCode | @TeachCode

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Poster Activity Part I

<insert name of CS teaching practice>
<insert specific CS teaching practice>
	Implementation	Challenges to Implementation	Addressing Challenges (sharing strategies)
CS teaching practice looks like...
CS teaching practice sounds like...

Facilitator Note:

Option A: Use this slide to show participants how to set up their posters.

Option B: Make copies of this slide for participants to fill out, rather than creating posters.

Delete this note prior to the workshop.

#TeachCode | @TeachCode

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Poster Activity Part I

Choose one name and one associated specific CS teaching practice.

Name: Role of the Teacher

Specific CS teaching practices:

Teachers support all students in first engaging with concepts through lesson activities rather than first providing explanations or lectures.
Teachers engage in active teaching.

Name: Discovery and Inquiry

Specific CS teaching practices:

Teachers support all students in exploring concepts and building their own understanding of concepts.
Teachers support all students with building and strengthening their debugging skills individually.

Name: The Classroom Community

Specific CS teaching practices:

Teachers support all students in engaging in active learning.
Teachers support all students in engaging with pair programming.
Teachers support all students in building and strengthening their understanding of debugging as a process.
Teachers and all students engage in an inclusive CS learning environment.

#TeachCode | @TeachCode

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Poster Activity Part II

What we’ll be doing…

Rotate as a small group to another group’s poster.
Discuss and respond to the prompt.
Fill out the third column of the other group’s poster.

Prompt: Brainstorm and identify strategies to address the challenges identified on the table for implementing CS teaching practices.

#TeachCode | @TeachCode

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Gallery Walk

What we’ll be doing…

Read through each group’s table.
Pick out a strategy you want to commit to using when implementing CS teaching strategies in your classroom.

#TeachCode | @TeachCode

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Partner Talk

Prompts

What strategy do you commit to using when implementing CS teaching practices during CS Fundamentals lessons?

How will the strategy support inclusion during your CS Fundamentals lessons?

#TeachCode | @TeachCode

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Whole Group Share Out

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10 minute break!

We’ll start back at XXXX

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Lesson Planning

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Lesson Implementation Guide

Lesson Implementation Guide Focus:

CS concepts and skills

What CS concept does the lesson introduce to students and how?
What skill does the lesson help students practice and how?

Logistics

What classroom routine/procedure is needed for the lesson?

CS teaching strategies

When will any of the following CS teaching practices be used during the lesson?

Lead Learner (Role of the Teacher)
Discovery and Inquiry
Classroom Community
Debugging
Pair Programming

Assessment

How will students demonstrate their learning?

Equity and Inclusion

How will the lesson be inclusive and equitable for students?

#TeachCode | @TeachCode

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Lesson Planning Activities Overview

What we’ll be doing...

Learner Profiles: Discuss learner profiles to lesson plan a lesson for.

Lesson Planning: Collaborate with a partner(s) to plan a lesson.
Think Aloud: Talk through how you envision implementing and teaching the lesson with another pair.

Opportunity to receive and give feedback.

Reflection: Identify any challenges to lesson planning with a focus on equity.

#TeachCode | @TeachCode

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Learner Profiles

Learner L: early engagement, but loses interest once the concepts get more challenging
Learner M: enjoys collaborating and working with others to problem solve
Learner N: highly engaged during context-setting lessons, unsure about how to make connections between context-setting lessons off the computer and skill-building lesson on the computer
Learner O: coding is a hobby and is very familiar with CS concepts
Learner P: always looks at hints before trying lessons on the computer

#TeachCode | @TeachCode

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Partner Talk

Prompts

What needs do these learner profiles reflect?

Do any of these learner profiles represent the learners in your classroom?

What students and learning needs come to your mind that are not reflected in the learning profiles that you will

need to plan for?

#TeachCode | @TeachCode

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Whole Group Share Out

Prompts

What needs do these learner profiles reflect?

Do any of these learner profiles represent the learners in your classroom?

What students and learning needs come to your mind that are not reflected in the learning profiles that you will

need to plan for?

#TeachCode | @TeachCode

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Lesson Planning Collaboration

Refer to Appendix B of the Curriculum Guide for the Deep Dive Workshop: Lesson Planning Process.

Use the Lesson Implementation Guide in Appendix B of the Curriculum Guide.

Make a list of three students to keep in mind as you plan a lesson.
Use the lesson plans posted online.

#TeachCode | @TeachCode

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Lesson Think Aloud

What we’ll be doing...

First Think Aloud (15 minutes)

(2 minutes) Other pair provides feedback or asks clarifying questions
Switch!

Second Talk Aloud (15 minutes)

(2 minutes) Other pair provides feedback or asks clarifying questions

Possible Feedback Starters

I like…

I wish…

I wonder...

#TeachCode | @TeachCode

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Reflection

Prompts

What, if anything, was challenging in planning a CS Fundamentals lesson with a focus on equity for the learner profiles in your classroom?

How did you move past the challenge?

#TeachCode | @TeachCode

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Closing Activity

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Ongoing Learning

Add information about local CS education efforts and organizations

Reminder about optional CS Fundamentals self-paced online PD

#TeachCode | @TeachCode

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Check-out: Individual reflection

Prompt

What emoji, word, or phrase describes how you feel…

about continuing to implement and teach CS Fundamentals.
about continuing to support equity in CS because of the workshop.
about how you see yourself as a CS teacher.
at the end of the workshop.

#TeachCode | @TeachCode

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Check-out: Whole Group Share Out

Choose to share your response to one of the prompts.

What emoji, word, or phrase describes how you feel…

about continuing to implement and teach CS Fundamentals.
about continuing to support equity in CS because of the workshop.
about how you see yourself as a CS teacher.
at the end of the workshop.

#TeachCode | @TeachCode

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Wrap Up

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Question Parking Lot

Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:

#TeachCode | @TeachCode

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Question Parking Lot

Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:

#TeachCode | @TeachCode

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Thank you!

@TeachCode | #TeachCode