Table of Contents

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Virtual Professional Learning Program Summer 2022

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Computer Science A

As you enter:

1. Take attendance: https://code.org/pd/PBNP
2. Get today’s slides: https://sites.google.com/ucsd.edu/cs-a-create-uc-san-diego/slides
3. As a teacher, what is the one thing you would be willing to give up (in chat):

Faculty meetings? “Reply All” email feature? Pep rallies (or other whole school events)?

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Module 2

Students Belonging in CSA

Session 1

Introduction to

Module 2

Ready For More?

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Norms Check-in

Our norms:

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

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Theme of the Day:

Students Belonging in CSA

Today’s Agenda

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Gots and Needs Recap

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Gots and Needs Recap

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Asynchronous Debrief

Asynchronous Debrief

Based on your CS Experience, what has been an effective way to support students in building their debugging skills?

• Helping students understand and learn to read the error codes.
• Giving students code with known bugs in it in order to help give them focused practice.
• Small steps and run your code often to check for errors vs build all the code and then run it.
• Practice talking through code.
• Keeping a digital journal of the errors. *Something the whole class utilizes.*

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Asynchronous Debrief

Based on what you saw in the lesson plans, what is the role of the teacher during this lesson? What is the teacher doing throughout the lesson?

• Understanding the purpose/objectives of the task/lesson/unit
• Scaffolding
• Discussion Facilitation
• Clarifying
• Helping students work their “debugging muscles”
• Directing students to resources

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Model Lesson #3:

U1L13 - PatternPainter

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Model Lesson

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Hats on!

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Lesson

Unit 1 - Lesson 13

PatternPainter

Warm Up

Unit 1 Lesson 13 - Warm Up

What is Pair Programming?

Manipulates the keyboard and the mouse

Gives input, helps debug, keeps track of the big picture

Swap between roles every 3 minutes.

BOTH ARE TALKING THE ENTIRE TIME AND WORKING TOGETHER!

Driver

Navigator

CSA

Activity

Lesson Objectives

• Write a subclass that extends a superclass
• Use decomposition (breaking down complex problems into more manageable parts) to develop algorithms
• Translate algorithms to void methods to add new behaviors to an existing class

Unit 1 Lesson 13 - Activity

CSA

An inheritance hierarchy is where a class serves as a superclass for more than one subclass.

Unit 1 Lesson 13 - Activity

Painter

PainterPlus

???

CSA

PatternPainter

You should have:

PatternPainter handout �(on page 22 of your Activity Packet)

pen / pencil

Unit 1 Lesson 13 - Activity

CSA

Prompt

Why should we make a new type of Painter instead of adding methods for this problem to PainterPlus?

Unit 1 Lesson 13 - Activity

Which should this new class extend – Painter or PainterPlus?

HOLD that�THOUGHT

CSA

Do This:

With a partner/group, create a UML diagram for the PatternPainter class and write pseudocode for the methods you need to write on the PatternPainter handout.

B/O Rooms (3 people): 30 Minutes--start by sharing your favorite part of summer

Unit 1 Lesson 13 - Activity

CSA

The Painter class has a setPaint(int paint) method we can use to set the amount of paint a Painter object has.

For example, we can call myPainter.setPaint(10); to set the amount of paint the myPainter object has to 10.

Unit 1 Lesson 13 - Activity

CSA

PatternPainter

Lesson 13: PatternPainter

Unit 1 Lesson 13 - Activity

• With you partner, navigate to Lesson 13, Level 1
• Complete the Check for Understanding on Level 1
• Continue to Level 2 to write your PatternPainter class (suggest copy/paste PainterPlus.java in)
• On Level 3, use your PatternPainter class to create a mural of your pattern

You should switch drivers and navigators every 4 minutes.

CSA

Do This:

1

Do This:

Unit 1 Lesson 13 - Activity

Commit Your Code!

CSA

Unit 1 Lesson 13 - Activity

T

A

G

Tell them something you like about their code.

Ask them something about the code.

Give a suggestion for improvement.

CSA

Code Review

It's time to . . .

Unit 1 Lesson 13 - Activity

MY CODE!

CSA

Code Review: Level 4

Questions to Consider:

• Am I able to understand the code easily?
• PLUG for DOCUMENTATION!
• Can you think of any inputs that could break the code?
• Is error handling provided to handle edge cases?
• a bug that occurs at the highest or lowest end of a range of possible values or in extreme situations

Unit 1 Lesson 13 - Activity

CSA

RETURN

Send code

to author.

REVIEW

Write comments.

REQUEST

Ask for specific feedback.

COMMIT

Track your progress.

Wrap Up

Prompt

What is the story behind�your PatternPainter?

What does the pattern�it creates represent?

Unit 1 Lesson 13 - Wrap Up

CSA

Today you learned about . . .

• Writing a subclass that extends a superclass
• Using decomposition to develop algorithms
• Translating algorithms to void methods to add new behaviors to an existing class

Unit 1 Lesson 13 - Wrap Up

CSA

Key Vocabulary

Inheritance Hierarchy: Where a class serves as a superclass for more than one subclass

Unit 1 Lesson 13 - Wrap Up

CSA

Debrief

Debrief

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Learner Reflection:

• As a learner, in what ways was pair programming a productive experience for you?
• In what ways was pair programming frustrating?

Curriculum Guide: Page 28

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Debrief

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Teacher Reflection

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Debrief

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Whole Group Discussion:

• As a teacher, if you have used Pair Programming, how has it impacted your classroom culture?
• What pain points or concerns do you have around Pair Programming?
• What have you learned about teaching CS by doing pair programming in your classrooms?
• As a teacher, if you haven’t used Pair Programming, what has prevented you from using pair programming in your classroom? What questions do you have?

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8 min Break

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Identity as a Software Engineer

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Identity

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Journal Prompt:

• Write down identities you claim

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I am:

Mom

Teacher

Athlete

Photographer

Writer

Note: You will not be required to share anything you write down here.

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Big 8 Identities

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Identity

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Journal:

• Create a pie chart for how important the aspects of your identity are at work

“Important” here is relative. This might mean:

• What aspects of your identity influence your interactions with others?
• What aspects of your identity are you most/least aware of at work?
• What aspects of your identity are others most/least aware of at work?
• What aspects of your identity impact your approach to your work?

Note: You will not be required to share anything you write down here.

Teacher

Mom

Writer

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Discussion

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Prompt:

• How do you think your largest slice impacts your experiences at work?
• With administration?
• With other teachers?
• With students?

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Why identity is important in CSA

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If our identities impact our experiences in work and our beliefs about CS, we can assume the same is true for students.

As code.org developed the curriculum we kept this in mind. Let’s revisit how this is represented in the curriculum.

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Identity in the Curriculum

Why identity is important in CSA

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If our identities impact our experiences in work and our beliefs about CS, we can assume the same is true for students.

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Do this:

• In the Curriculum Guide:
• Read page 18 on Software Engineering for all.

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Software Engineering

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Software Engineering in Unit 1

The following are specific lessons which build students' understanding of the skills of software engineers:

• U1L1 - Welcome to CSA
• U1L8 - Code Reviews
• U1L15 - Open Source Code

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Software Engineering

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U1L1 - Welcome to CSA

Students brainstorm Who, What, or Where do they think of when they hear the phrase “software engineering”

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Software Engineering

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U1L1 - Welcome to CSA

Students watch a video featuring software engineers and learn about software engineering characteristics

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Software Engineering

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U1L8 - Code Reviews

Students learn that software engineers use code reviews to develop code that is easy for others to read, maintain, and modify over time

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Software Engineering

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U1L8 - Code Reviews

Students identify the importance of commenting and program structure to improve readability

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Software Engineering

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U1L8 - Code Reviews

Students learn about code reviews and practice giving and receiving feedback.

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Software Engineering

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U1L15 - Open Source Code

Students examine open source code and connect real-world applications and the concepts they have learned in this unit.

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Software Engineering

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U1L15 - Open Source Code

Students review the characteristics of software engineers and reflect on how they demonstrate these characteristics while planning and implementing solutions.

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Why Identity Is Important In CSA

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U1L15 - Open Source Code

This is an opportunity for students to see how much they have learned since the beginning of the school year and that they can now read and make sense of code from industry.

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High Level Overview:

Show What You

Know Week

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Show What You Know Week

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The “Show what you know” week

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Show What You Know Week

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3 parts to the “Show what you know” week:

1. 3-lesson project (with 1-lesson option available)
2. 1 FRQ day
3. 1 Assessment day

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FRQ Philosophy

FRQ Philosophy

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Why have an FRQ day?

• The AP test has four FRQs on the exam
• Students have to handwrite Java code to a given prompt
• We build upon student’s reading and writing skills in each unit.

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FRQ Philosophy

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Do This:

• Go to Unit 1, Lesson 19 lesson plan to open up the FRQ
• Look over the FRQ task
• Underline vocabulary from Unit 1 in the question prompt

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FRQ Philosophy

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FRQ Scaffolding:

Units 1-5 have a “group work” component to the FRQ days.

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Transition to Asynchronous

Session 2

Your Assignment: The PLACE

Managing the Asynchronous Session

Support:

• Zoom Call Open during this Session

Planning your Time:

• Return to asynchronous discussions throughout the asynchronous session to respond.
• Decide when you will work, for how long, and when you will take a lunch break.

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Be back at

1:15pm

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Async Session #2 and Lunch Break in progress

Return time for Afternoon Session: 1:15pm

Session 3

Asynchronous Debrief

Looking at Student Work - Unit 1

What did you learn by engaging in this process?

A reminder of the questions:

• What does this student know how to do?
• What does this student seem to be on the verge of understanding?
• Given what you see here, what does this student seem to value?

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Looking at Student Work - Efficiency

Prompts:

• In what ways does this code show that a student is able to write efficient code?
• In what ways could this student improve their efficiency?

BREAK OUT (3/group): 5 MINUTES

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Project Philosophy

Projects in the Curriculum

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Philosophy of Projects in CSA

• Essential processing time for students and the content
• Time for students to be creative and expressive in CS

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Projects in the Curriculum

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Data for Social Good

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Unit 4 Project

Abstract Data Art

Unit 3 Project

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High Level Overview: Variables, Operators, and Expressions

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Variables in Java

UNIT 2: Lesson 1

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Unit 2 Lesson 1

Do This:

• Go to Unit 2, Lesson 1, Level 1
• What do you think your students will predict on this level?
• What questions will this raise for students?

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Unit 2 Lesson 1

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As you watch the video, keep an eye out for the syntax for declaring and initializing variables.

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Unit 2 Lesson 1

Key Vocabulary

int myInteger = 125;

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myInteger = 278;

Assignment operator (=)

This is used to initialize or change the value stored in a variable

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Unit 2 Lesson 1

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Key Vocabulary

Primitive Data Types

Reference Data Types

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Operations and Expressions

Lesson 2

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Unit 2 Lesson 2

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Do This:

• Go to Unit 2, Lesson 2, Level 1
• Do you think your students will be surprised by the result?

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Unit 2 Lesson 2

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Lesson 2 Independent Exploration Options

OPTIONAL B/O Rooms: 10 Minutes

Take a look at the slides for this lesson.

You can find the slides linked off the lesson plan

Stay working in the levels and see if you can do the activities in Code Studio.

If you get stuck, look at the slides

Triangulate the lesson plan, slides, and activities to get a good feel of what students will do during this lesson

Less Comfortable

Somewhat Comfortable

Very Comfortable

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BREAK: 8 MINUTES

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High Level Overview

Lesson Exploration: U2L3 Attributes

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Lesson

Unit 2 - Lesson 3

Attributes

Prompt

What attributes does a�Painter object have?

Unit 2 Lesson 3 - Warm Up

How were those attributes changed? Were we able to change them directly?

CSA

Activity

Lesson Objectives

• Create instance variables to represent attributes
• Explain the purpose of encapsulation
• Differentiate between public and private access

Unit 2 Lesson 3 - Activity

CSA

Lesson 3: Attributes

Unit 2 Lesson 3 - Activity

Predict: Accessing Attributes

• Navigate to Lesson 3, Level 1
• Predict the output of the program
• Run it to compare your prediction with the results

CSA

Do This:

1

Prompt

What did you notice about the code in this program?

What do you wonder about the code in this program?

Unit 2 Lesson 3 - Activity

CSA

Encapsulation is an object-oriented programming concept where the instance variables of a class are hidden from other classes and can be accessed only through the methods of the class.

An access modifier is used to set the visibility of classes, variables, constructors, and methods.

Unit 2 Lesson 3 - Activity

public

visible to all classes in a program

private

visible to only inside the class

CSA

Prompt

When would encapsulation be useful?

Unit 2 Lesson 3 - Activity

HOLD that�THOUGHT

Why would we use the keyword public?

Why would we use the keyword private?

public

visible to all classes in a program

private

visible to only inside the class

CSA

We write instance variables in a class to represent its attributes.

Unit 2 Lesson 3 - Activity

An attribute is a characteristic of an object.

attributes

public class Painter {

private int xLocation;

private int yLocation;

private Direction direction;

private int remainingPaint;

. . .

}

CSA

A Pet might have attributes like:

• name
• breed
• age

A Song might have attributes like:

• title
• artist
• length

A SocialMediaPost might have attributes like:

• username
• message
• number of likes

Unit 2 Lesson 3 - Activity

CSA

Instance Variables and Attributes

As you watch the video, keep an eye out for the syntax for declaring instance variables.

Complete the guided notes on page 14 of the Activity Packet.

Unit 2 Lesson 3 - Activity

CSA

Prompt

Consider your favorite hobby. You want to create a program to track some aspect of your hobby.

What are some other classes we might design for this program?

Unit 2 Lesson 3 - Activity

CSA

Unplugged Activity

Designing an Object

In breakout rooms:

• You will have 20 minutes!
• Watch the video example for the unplugged activity in this lesson
• Discuss with your group the advantages and disadvantages of building a mental model like this in class
• Fill out your group slide, answering the questions:
• What questions do you foresee students having about classes, attributes and encapsulation?
• How does using manipulatives in CS impact the types of questions students might have in class?

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Designing an Object

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Table Group # 1

What questions do you foresee students having about classes, attributes and encapsulation?

How does using manipulatives in CS impact the types of questions students might have in class?

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Table Group # 2

What questions do you foresee students having about classes, attributes and encapsulation?

How does using manipulatives in CS impact the types of questions students might have in class?

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Table Group # 3

What questions do you foresee students having about classes, attributes and encapsulation?

How does using manipulatives in CS impact the types of questions students might have in class?

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Transition to Asynchronous

Session 4

Your Assignment: The PLACE

Managing the Asynchronous Session

Support:

• Zoom Call Open during this Session

Planning your Time:

• Return to asynchronous discussions throughout the asynchronous session to respond.
• Decide when you will work, for how long, and when you will take a break.

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Take the daily survey!

Please fill out the end of day survey!�

studio.code.org/pd/workshop_survey/day/2�

Background on this survey:

• Code.org sees responses and makes changes to the workshop based on your feedback.
• Facilitators see de-identified responses and use the feedback to inform the next day’s workshop.
• Regional partners may also use this data to make adjustments.

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Async Session #4 in progress

Parking Lot

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