INSTRUCTIONS FOR THE FACILITATOR:

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1. Make a copy of this slide deck
2. Change the share settings to anyone with a link can edit
3. Edit all text highlighted in yellow with your cohort specific information
4. Add a link to the slide deck to your cohort’s digital digest
5. Delete this slide

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CS Discoveries

Virtual Professional Learning

Module 7 Asynchronous Work

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@TeachCode | #TeachCode

Asynchronous Work

Complete by: XXXX

1. Complete the asynchronous activities in Code Studio

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• If you have questions along the way, add them to the “Questions from Asynchronous Work” slide���
• Complete the pre-survey

FACILITATOR NOTE: Use this slide if you are running Modules 7 and 8 on separate days. Otherwise, delete this slide.

Asynchronous Work

Complete by: XXXX

• Complete the asynchronous activities in Code Studio

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• If you have questions along the way, add them to the “Questions from Asynchronous Work” slide�

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FACILITATOR NOTE: Use this slide if you are running Modules 7 and 8 in one day. Otherwise, delete this slide.

Questions from Asynchronous Work

Click Here to complete the Pre-Survey

Please take the time to submit this pre-survey so the workshop organizers and facilitators can better anticipate your needs.

FACILITATOR NOTE: Use this slide if you are running Modules 7 and 8 on separate days. Otherwise, delete this slide.

Click Here to complete the Pre-Survey

Please take the time to submit this pre-survey so the workshop organizers and facilitators can better anticipate your needs.

FACILITATOR NOTE: Use this slide if you are running Modules 7 and 8 in one day. Otherwise, delete this slide.

Congratulations! You have completed your asynchronous work for Module 7.

Join us for the synchronous call on XXX at XXX.

Welcome

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As you join the meeting:

1. Take attendance: <insert link>

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@TeachCode | #TeachCode

Opening Logistics

toggle your video and mic on/off

use the chat window

post questions or communicate with one another

Using Zoom

@TeachCode | #TeachCode

Supporting a Positive Virtual Experience

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Technology Norms

• Show your video in your cohort session - you look great!
• Mute yourself in a large group.
• Have a question? Use the chat!

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Engagement Norms

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

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@TeachCode | #TeachCode

Suggested Roles in Breakout Rooms

In your breakout rooms, consider self selecting these roles:

• Note taker: make sure notes are making it into the document
• Share out: be ready to share out for the group when we come back together as a whole group
• Time keeper: pay attention to time
• Discussion guide: make sure all documented challenges are getting equal airtime

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@TeachCode | #TeachCode

What are we doing today?

Lesson Investigation

Lesson Investigation Reflection

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Theme Introduction

Workshop Theme

Learning through Creation

Students build knowledge as they build a product

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Workshop Theme

Reflecting back on the year so far, when have students built knowledge while building a product? Think of one specific example that you would like to share.

Learning through Creation

Students build knowledge as they build a product

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Apps and Tools

Predict Level

Predict Level

• students read working code
• discuss the code with a partner
• predict what the code will do before running it themselves

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Programming Level

Programming Level

• students complete targeted tasks that help with practicing and building specific skills from a lesson

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Assessment Level

Assessment Level

• programming level to assess student mastery of the target skills from the lesson

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Help & Tips

Help & Tips

• resources that provide information on particular concepts of programming structures

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Comparing Input - Unit 6, Lesson 4: Input Unplugged

1. Where is the input coming from for Level 1? Level 2 (e.g. keyboard, mouse, etc)
2. What input value is the program looking for Level 1? Level 2?
3. How will the program respond to input for Level 1? Level 2?

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@TeachCode

onEvents vs Draw Loops

What is the difference between the way that Game Lab and App Lab handle inputs?

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Circuit Playground

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Inputs

Outputs

Maker App and Toolkit

https://studio.code.org/maker/setup

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Setup Check

1. Go to Unit 6, Lesson 3 - Level 2
2. Plug your board into your computer with a USB cable
3. Click "Run"
4. Wait a few seconds for either a Success or Error screen to pop up
5. If your test was successful, move on to the next level. If not, try some of the troubleshooting steps.

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@TeachCode

Lesson Investigation:

Unit 6 - Lesson 5

Lesson Investigation: Unit 6 - Lesson 5

Instead of a model lesson using learner hats and teacher hats, the facilitator will guide you in a lesson investigation of the model lesson using only teacher hats while keeping our students in mind.

@TeachCode | #TeachCode

Unit 6 - Lesson 5

Board Events

Journal Prompt:

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Spend a minute looking over the board, focusing on potential input devices.

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Based on what you already know about this board, how do you think you might use it to get input?

CSD Unit 6 Lesson 5 - Warm Up

CSD Unit 6 Lesson 5 - Activity

Do This

• Follow the instructions on each level
• If you get stuck, try…
• Help and Tips Tab
• Code Documentation
• If you make a big mistake…
• Use version history to go back

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Code Studio, Levels 1-3: Board Events

CSD Unit 6 Lesson 5 - Activity

Do This

• Follow the instructions on each level
• If you get stuck, try…
• Help and Tips Tab
• Code Documentation
• If you make a big mistake…
• Use version history to go back

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Code Studio, Levels 4-6: Using the Switch

CSD Unit 6 Lesson 5 - Activity

Do This

• Follow the instructions on each level
• If you get stuck, try…
• Help and Tips Tab
• Code Documentation
• If you make a big mistake…
• Use version history to go back

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Code Studio, Levels 7-9: The Buzzer

CSD Unit 6 Lesson 5 - Activity

Do This

• Follow the instructions on each level
• If you get stuck, try…
• Help and Tips Tab
• Code Documentation
• If you make a big mistake…
• Use version history to go back

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Code Studio, Levels 10: Extra Challenges

CSD Unit 6 Lesson 5 - Wrap Up

Journal 3-2-1:

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1. What are three types of board events you have seen so far?
2. Describe two different situations and how they would need two different events.
3. What's one other event you haven't learned yet, but you think might exist?

Reflection:

Unit 6 - Lesson 5

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Reflect and Discuss

1. You will go into a breakout room to discuss and respond to the reflection prompts.
2. Refer to the slide after your breakout room slide for a definition of the level type assigned to your breakout room and where the level type appeared in Lesson 5.
3. A volunteer from the small group should be prepared to briefly summarize what what discussed in the breakout room.
4. After 10 minutes, return to the main breakout room to share out.

@TeachCode | #TeachCode

Breakout Room #1: Predict Level

Presenter:

@TeachCode | #TeachCode

Activity Level Types

Predict Levels

• Prompt students to actively engage with working code before coding for themselves
• Goal of a predict level is for students to read the code and think about how it works (not make an accurate prediction)
• Unit 6: Lesson 5 - Levels 1 and 5

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@TeachCode | #TeachCode

Breakout Room #2: Programming Level

Presenter:

@TeachCode | #TeachCode

Activity Level Types

Programming Levels

• Students practice and build a particular skill from a lesson.
• Usually targeted tasks that are focused on specific skill building rather that open ended creation.
• These tasks are highly scaffolded at the beginning of a lesson.
• Scaffolding falls away as students develop the target skills.
• Unit 6: Lesson 5 - Levels 2, 5, 6 - 9

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Breakout Room #3: Assessment Level

Presenter:

@TeachCode | #TeachCode

Activity Level Types

Assessment Levels

• Programming levels to assess students’ mastery of the target skills of the lesson
• Levels are indicated by a purple bubble containing a check mark
• Include mini rubrics
• Unit 6: Lesson 5 - Level 3

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Breakout Room #4: Help & Tips Tab

Presenter:

@TeachCode | #TeachCode

Activity Level Types

Help & Tips

• Resources for particular concepts of programming structures
• Use as resources or review when students are working, or as a format for individual or group sensemaking after students have completed a learning activity
• Not intended to be used as pre-reading or notes to be memorized by students
• Referencing resources is an industry standard practice within the field of computer science

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Wrap Up

Clear Question Parking Lot

Intro to Module 8 Asynchronous

Overview and Goals

Overview:

Module 8 is a continuation of Unit 6: Chapter 1 - The Design Process and you will explore how information is gathered from the user and how computers can sense and respond to their environment. Unit 6: Chapter 2 will be discussed during the Module 8 synchronous workshop. The suggested alternatives to teaching Unit 6 will also be discussed during the Module 8 synchronous workshop.

Goals:

• Identify how the getProperty() block to gathers information from users
• Become familiar with analog sensors as a new form of input using the Circuit Playground
• Review the resources for the end of chapter project in Lesson 9 for Unit 6: Chapter 1
• Reflect on where you are in building an equitable and inclusive classroom

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@TeachCode | #TeachCode

Closing

1. Add the link to your cohort’s Module 8 slides to your cohort’s digital digest.
2. Add a link to your cohort’s digital digest to this slide.

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Module 8 Asynchronous Work

@TeachCode | #TeachCode

<insert>

• next meeting time and day
• any other reminders participants need before leaving the meeting

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Reminders

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Post Survey Link

@TeachCode

@TeachCode

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Question Parking Lot

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Thank you!