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 5 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�
• Use this slide deck here to respond to the “Group Reflection” question when prompted in the last level of Code Studio. ��
• Complete the pre-survey

Questions from Asynchronous Work

Group Reflection: How does “Learning in Context” (“why” before the “how”) guide

lesson planning for the classroom?

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 5 and 6 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 5 and 6 in one day. Otherwise, delete this slide.

Congratulations!

You have completed your

asynchronous work for Module 5.

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>
2. Fill out Welcome Slides

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Welcome!

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Opening Logistics

toggle your video and mic on/off

use the chat window

post questions or communicate with one another

Using Zoom

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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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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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What are we doing today?

Model Lesson

Model Lesson Reflection

Supporting Equity

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Theme Introduction

Prompts:

What does it mean for learning to start with the “why” before moving on to the “how”?

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Journal

Learning in Context

Learning should start with the “why” before moving on to the “how”

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Share Out

Previously on Unit 5...

• Lesson 1: Representation Matters
• Lesson 2: Patterns and Representations
• Lesson 3: ASCII and Binary Representation
• Lesson 4: Representing Images

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Pixelation Widget

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Model Lesson Role Play

Put your learner hats on

and let’s go!

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Unit 5: Data and Society

Lesson 5

Representing Numbers

Prompt:

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Create a list of all the information you might want to represent to a computer as a number. Here’s some ideas to get you started:

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FACILITATOR ADDS PROMPTS RELEVANT TO LOCAL CONTEXT

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Unit 5 Lesson 5 - Warm Up

Question of the Day

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What system do computers use to represent numbers?

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Data and Society Lesson 5 - Warm Up

Data and Society Lesson 5 - Activity

Representing Numbers

You should have:

Representing Numbers Activity Guide

Number Card Manipulatives

Pen/Pencil

Access to the Internet

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Example:

Figure out which cards should be face up or face down to get the correct number of dots. Put a “U” under a card that should be face up and a “D” under a card that should be face down.

Unit 5 Lesson 5 - Activity

U

U

D

D

Note:

Click on number cards, blank cards, and text boxes to manipulate and move onto the answer grid.

Digital Number Cards

Example Solution:

Figure out which cards should be face up or face down to get the correct number of dots. Put a “U” under a card that should be face up and a “D” under a card that should be face down.

Unit 5 Lesson 5 - Activity

U

U

D

U

Data and Society Lesson 5 - Activity

Binary Number Cards

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Work with your group to figure out which cards should be face up or face down to get the correct number of dots.

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Put a “U” under a card that should be face up and a “D” under a card that should be face down.

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The first one has been done for you.

Data and Society Lesson 5 - Activity

Do This

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Complete the front page of the activity guide

Data and Society Lesson 5 - Activity

Share Out

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What answers did we get?

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Data and Society Lesson 5 - Activity

Prompt

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Was there more than one possible answer for any of these questions?

Data and Society Lesson 5 - Activity

Create a Binary Profile

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Answer each of the questions on the left, but encode your answers as a binary number on the right.

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Use the online widget to help create a personal profile in binary.

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Data and Society Lesson 5 - Activity

Prompt

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The last question on this activity guide uses an 8-bit number, even though we haven't talked about how to represent these numbers yet.

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Do you think we can figure out what numbers are needed for 8-bit numbers? How?

Data and Society Lesson 5 - Wrap Up

Questions to Consider with Video:

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Why are all the types of data on the computer stored a numbers?

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If everything is stored as a number, how do you think the computer tells the difference between numbers, letters, images, and sound?

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Data and Society Lesson 5 - Wrap Up

Model Lesson Reflection

Learning in Context

• In the warm up, the examples provided in the lesson plan were substituted with examples relevant to the people in the room.

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• Increasing relevance is intended to increase student motivation.

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• Selecting relevant examples helps establish the “why” of learning in order to increase student motivation.

Bringing Multiple Perspectives into the Discussion

• During the model lesson, students engaged in a small group discussion. One group member shared on behalf of the group.

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• This was done to help students feel more comfortable with sharing their ideas with the whole class.

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• During the “Share Out,” students shared ideas in agreement and disagreement to invite more perspectives into the discussion.

Early Finisher Activity

• The goal was to keep the group together in order to have everyone participate in the group discussions.

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• In order to do this, the teacher had a plan for early finishers.

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• Early finishers were challenged to go deeper into the content.

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• It is important to note that just because a student finishes early does not mean they are ready for a challenge.

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• Students should demonstrate an understanding of the content before moving on to an extra challenge.

Journal

Prompt:

What choices will you make in order to meet the unique learning needs of your students when you implement this lesson in your classroom?

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Share

What choices will you make in order to meet the unique learning needs of your students when you implement this lesson in your classroom?

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Supporting Equity

Context Setting

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• Concern: things that I am concerned about, but cannot really influence
• Influence: things that I may be able to influence, but I cannot control
• Control: things that I have the power to control

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Share Out

Prompts

• What control or influence do you have over barriers for who has access to CS at your school?
• What actions, if any, might you want to add to your 30-60-90 day plan in support of access to CS at your school?

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• What control or influence do you have over barriers for who is in your CS class?
• What actions, if any, might you want to add to your 30-60-90 day plan in support of diversity in your CS class?

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Context Setting

• Stereotype threat: Being at risk of confirming, as a self-characteristic, a negative stereotype about one's social group [Steele & Aronson, 1995].
• Even subtle aspects of classroom environments, such as the gender ratio of students in a class or posters associated with masculine CS stereotypes, can cause anxiety that affects the performance and academic engagement of females.

CSTA Standards for CS Teachers

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Introducing Stereotype Threat in CS

• Study: Assessing Children’s Understanding of the Work of Computer Scientists
• Stereotypical representations of men working alone
• Media
• Males wearing glasses who enjoy video games and science fiction

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Stereotypes in CS detract females and students from underrepresented groups from pursuing CS and may also affect male students who do not fit this stereotype.

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Study of Stereotype Threat in CS

• A control group of students taking a CS course were asked to identify their demographic information before taking a test.
• This indirectly reminded students of stereotypes before taking the test when stereotypes could affect student performance on the test.
• The experimental group of students were asked to identify their demographic information after taking the test when stereotypes could not affect student performance on the test.

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Study of Stereotype Threat in CS

Some key findings of the study

• For harder topics in CS such as loops, stereotype threat applies to all students.
• All students scored higher when they were not reminded of stereotypes before the test.
• Average/below-average students scored higher when not reminded of stereotypes before the test, regardless of race or gender.

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Stereotype threat in CS classrooms

Some ways stereotype threat may be activated in classrooms.

• Number of students in a classroom in the same identity group
• Female to male student ratio
• Based on race/ethnicity
• Identity group of instructors
• Course materials
• Explicit or implicit bias
• Lowered expectations
• Over-praising one group over another

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Gallery Walk

Add a star next to the strategy you already use.

Add a heart next to the strategy you would like to implement in your classroom.

Empirically Validated Classrooms Strategies

Present and recruit positive role models from diverse groups

• Expose students to successful role models from their group that challenge negative stereotypes.
• Invite role models who represent who IS in your classroom and who IS NOT in your classroom.

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Promote a growth mindset about intelligence

• Teach students that intelligence is like a muscle - that is it is not fixed, but grows with effort.

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Empirically Validated Classrooms Strategies

Support students’ sense of belonging

• Teach students that worries about belonging in school are normal, not unique to them or their group, and momentary not fixed.
• Support effective group work in which all students feel they can contribute to projects.

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Empirically Validated Classrooms Strategies

Create fair tests, present them as fair, and as serving a learning purpose

• Use gender- and race-fair tests, communicate fairness, convey that they are being used to facilitate learning, not to measure innate ability or conceptualize stereotypes.

Convey high standards and assure students of their ability to meet these standards

• Frame critical feedback as reflective of high standards and share the feedback-giver’s confidence in the students’ ability to meet those standards.

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Journal

Prompts

• What strategies have you or do you currently use in your classroom?
• What strategies do you want to implement in your classroom?
• Add strategies you want to implement in your classroom to reduce stereotype threat in CS in your journal or 30-60-90 day equity plan.

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Wrap Up

Clear Question Parking Lot

Intro to Module 6 Asynchronous

Overview and Goals

Overview:

In Module 6, we will continue to reflect on and discuss the theme of “Learning in Context”, as well as focus on differentiation in a CS Discoveries classroom as we plan and prepare to teach Unit 5: Data and Society.

Goals:

• Investigate lessons to gain an understanding of key concepts
• Access and use project and support resources
• Review the Problem Solving Process for data
• Reflect on differentiation strategies to meet the needs of learners
• Reflect on how “Learning in Context” can help motivate students

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1. Add the link to your cohort’s Module 6 slides to your cohort’s digital digest.
2. Add a link to your cohort’s digital digest to this slide.

Module 6 Asynchronous Work

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Closing

1. Add the link to your cohort’s Module 6 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 6 Asynchronous Work

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<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

FACILITATOR NOTE: Use this slide if you are running Modules 5 and 6 on separate days. Otherwise, delete this slide.

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Question Parking Lot

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