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Link to Slide Deck

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goo.gl/qD3u2v

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Computer Science�Summer Institute

Day #2: August 8th, 2017

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Welcome!

  1. Sign in and grab your nametag (in room 44)
  2. Enjoy some breakfast and coffee (from room 44)
  3. Sit in mixed grade level groups, with new friends!
  4. Add a post-it to the posters around the room.
  5. Complete revised survey that Zahira emailed you.

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Day 1 �Feedback

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Combined Feedback

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General (or Unknown Session)

GOTS

  • Great community! ✔
  • Understanding of how important peer collaboration is when working in CS
  • Conditionals card lesson
  • Love for the marshmallow challenge!

NEEDS

  • To explore materials more
  • More classroom space
  • More music

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Elementary

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Elementary

GOTS

  • Learned about ScratchJr ✔✔✔
  • Ways to mirror tablets ✔
  • Love for the Hello Ruby book
  • Experience as a learner
  • New friends! (networking with new colleagues)
  • Improvements to the curriculum! (thanks!)
  • Great materials
  • Ideas for scaffolding

NEEDS

  • Children’s books
  • Time to prep lessons ✔
    • 1 noted: prep for shorter periods
  • After each lesson, share curriculum connections ✔
    • record in shared notes
  • More Scratch sessions
  • More unplugged activities

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MyCS

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MyCS

GOTS

  • Overview of revised �curriculum ✔✔✔✔
  • Play time with Micro-Bits & Makey Makeys ✔✔
  • Time to read and explore curriculum
  • Good pacing (with breaks)
  • Better understanding of Scratch
  • Tips from experienced teachers

NEEDS

  • Regrouping to work with others (mixed levels) ✔
  • Ideas for year-long MyCS class
  • More time to explore curriculum
  • More movement
  • Micro-Bits for my students

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App Inventor

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App Inventor

GOTS

  • How to create portfolio from a template ✔
  • Exposure to App Inventor ✔
  • G Slides for all lessons

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NEEDS

  • More time with tools
  • Collaboration
  • Big picture
  • More participants
  • Unplugged lesson ideas
  • More support for ELLs
  • Discussion of how to make CS inquiry-based

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Internet Applications

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Internet Applications

GOTS

  • Learned about web applications
  • Detail about how HTTP works
  • Inspiration to include web applications in AP CSP
  • Refresher on JavaScript and server/client tech
  • Time with Ilmi!

NEEDS

  • Less lecture, more activity ✔✔✔
  • Easier, accessible ways to do MySQL, HTML, CSS, & JavaScript in AP CSP
  • More breaks to digest content
  • More people participating

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Opening�Session

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Day 1 Summary

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Our Schedule

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Community Builder

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Share at Your Tables

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Culturally�Relevant �Pedagogy

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Throughout Today

Consider how to make CS instruction

culturally relevant

for your students.

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At Lunch Today

12:10 - 12:20 MyCS Overview

12:20 - 12:30 App Inventor Overview

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in room 39 (optional)

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Have a Great Day! 😄

Transition to your breakouts:

  • Elementary room 39

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  • Middle Grades
    • MyCS room 42
    • App Inventor room 46

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  • High School room 35

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Unplugged Activities

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The Chicken Dance!

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How could you represent the �algorithm for the chicken dance?

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The Chicken Dance!

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4x

4x

4x

4x

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The Chicken Dance!

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4 x

4 x

4 x

4 x

INTRO

4 x

1 x

2 x

2 x

4 x

4 x

4 x

4 x

10 x

CLOSING

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Loops

https://www.flocabulary.com/unit/coding-for-loops/

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Building Blocks of Algorithms

There are three basic building blocks (constructs) to use when designing algorithms:

  • sequencing
  • selection (conditionals)
  • iteration (loops)

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These building blocks help to describe solutions in a form ready for programming.

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Iteration: process of repeating steps

Why is iteration important?

Iteration allows algorithms to be simplified by stating that certain steps will repeat until told otherwise. This makes designing algorithms quicker and simpler because they don’t need to include lots of unnecessary steps.

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Types of Loops

Count-controlled (for) loops repeat the same steps a specific number of times, regardless of the outcome.

Condition-controlled loops will keep repeating the steps over and over, until it gets a specific result.

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Infinite (forever) loops repeat the same steps endlessly, and it has no terminating condition

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Loops!

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Want to Learn More?

BBC Bitesize: Iteration

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​

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Video from Code.org

→

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Relay Programming

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Graph Paper Programming

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How Could We Add Loops?

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Relay Programming

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Each turn:

Write one symbol in the program OR debug by crossing out an incorrect symbol.

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Loops Debrief

Discuss with your group

  1. Why are loops important?
  2. How could you adapt these lessons for your classroom?
  3. How else could you teach or reinforce loops in your classroom?

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This Afternoon

12:45 - 1:30 Unplugged: Loops

1:30 - 3:00 Breakouts

3:00 - 4:00 Design Project Launch

4:05 - 4:30 Close-Out

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Design Project Launch

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Write on 5 Separate Post-its

What are some common problems that teachers have?

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Focus on the problems, �not solutions (yet)

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GoToMo

Give One, Take One, Move On

�Repeat (5) times:

  1. Find a partner. Give high five.
  2. Person with brighter colored shirt�gives one problem.
  3. Same person takes one problem.
  4. Say thank you. Move on.

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Cluster Problems

Contribute your favorite post-it to the board.

We will cluster into themes.

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Hackathon Process

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Plan

Develop

Pitch

Brainstorm

Showcase

Respond to Feedback

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Form Teams

Choose a problem of interest. Form team with others who are also interested in the problem.

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Brainstorm potential technology-enriched solutions (“apps”) to address your problem.

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Slam solution post-its down on the table and announce each one. All ideas are great!

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Test Out Student-Created Projects

MyCS

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More Student Work

App Inventor

  • Pythagorus (.apk)
  • FIT (.apk)
  • Bay Area Slide Show (.apk)
  • Bay Area Sports (.apk)

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Create Initial Designs

  1. Discuss the solution ideas you like most.
  2. Split into sub-teams (pairs or trios).
  3. Refine your ideas. Illustrate.�Teachers need a way to _____ because _____. �We are creating _____ because _____.

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Prepare to Pitch

With another group, share:�

Teachers need a way to _____ because _____.

We are creating _____ because _____.

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Kids React to Old Computers

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Close-Out

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It’s time for a

RAFFLE!

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Text your name to

415-890-4522

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Today’s Focus

  • Collaboration
  • Culturally Relevant Pedagogy
  • Differentiation
  • Supporting ELLs
  • Assessment

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AP Computer Science over Time

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Inequity in CS Education

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32% females

19% AfAm + Lat

30% females

5% AfAm + Lat

14% females

18% AfAm + Lat

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Inequity in CS Education

Every learner should have a stake in, and be able to contribute to, class proceedings.

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Incoming privileged knowledge (i.e., knowing some CS ahead of time) should not advantage you in class (or more importantly, disadvantage others).

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Inequity in CS Education

Unfortunately, not all CS learning spaces are inclusive or equitable, for many reasons:

  • There are many assumptions about who can and should learn CS, so CS classrooms are not as diverse as they can be (Mason, 2014).
  • Not all educators are skilled at facilitating an equitable learning environment, and teachers can often perpetuate assumptions and biases that students and parents bring into the school (Reed, 2005).

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Inequity in CS Education

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Equity in CS Education

  • Is there any equity problem where you’re at?
  • What can you do about it?

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It’s time for a

RAFFLE!

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Text your name to

415-890-4522

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We are grateful for your work!

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Gots & Needs

Jot down 1 GOT and 1 NEED on post-its.

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Label as GOT or NEED.

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Use specific color to �specify your breakout:

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NEED

more corny jokes!

GOT

strategies for how to group students

K-5

MyCS

App Inv.

HS

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Complete Feedback Survey

Your feedback is critical!

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Complete this survey:

bit.ly/CSeval

�

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