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Table of Contents

Session 1

Session 3

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Session 2

  • Transition to Asynchronous

Session 4

  • Transition to Asynchronous

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@TeachCode

Virtual Professional Learning Program Summer 2022

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Computer Science A

As you enter:

  1. Take attendance: https://code.org/pd/BDZP
  2. Get today’s slides: https://sites.google.com/ucsd.edu/cs-a-create-uc-san-diego/slides

​

Module 4

Recruiting and Supporting Students in CSA

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Session 1

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Introduction to

Module 4

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@TeachCode

Reminder:

Yesterday you made a commitment at the end of the day. Take a moment to remember what that commitment was and how that will impact your participation today.

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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.

@TeachCode

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Theme of the Day:

Recruiting and Supporting Students in CSA

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Today’s Agenda

Workshop Opener - Facilitator Presentation

Asynchronous Debrief

Model Lesson 7 U3L5: Enhanced For Loops - Lesson Exploration

Assessment in CSA - Discussion-based

Asynchronous

Asynchronous Debrief

Recruiting Students - Discussion-based

Tools for Teaching CSA

Asynchronous

@TeachCode

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Gots and Needs Recap

What I Got:

Getting a better understanding of the vocab and OOP with each day :)

I got a lot out of working in the smaller groups.

I really appreciate being able to safely ask questions of the presenters and my colleagues. They are all so helpful, and they have great honest answers and never make me feel uncomfortable or dumb.

Time to discuss with my peers and plan

@TeachCode

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Gots and Needs Recap

What I Need:

More practice, more time to really work through lessons, a better understanding of the class overall (whole year overview) (FRIDAY)

Is there homework? Are there worksheets that can be assigned as homework that reinforce what was taught in class so that students have time to make sense of the concepts taught and at the same time get more practice? (Extra Practice sheets in every lesson--will review resources in a session)

To get a look at the AP Exam (TODAY---and AYWs) and an overall view of the year's content.(FRIDAY)

Additional Resources (TODAY)

@TeachCode

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Check-in Poll

How are you feeling about the CS content we have explored so far?

I Get It

I am Struggling

I am making Progress

@TeachCode

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Asynchronous Debrief

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Unit 2 Project - Group Discussion

Prompt: Last time we looked at the student work and thought about efficiency. This time, let’s consider this work through the lens of qualities of a software engineer. When you look at this work, how do you see the student being creative, a problem solver, or curious?

  • Think (1 min)
  • Share (X min)

Being able to recognize these qualities in student work and tell students that you see these qualities in the work they do can help students see themselves as having the skills of a software engineer and belonging in software engineering spaces.

@TeachCode

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Suggested Timeline for Friday

Shifting the Asynchronous #1 time to the afternoon (It is planning time). By doing that, we are looking at being done by 12:30am vs 2:30

@TeachCode

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Model Lesson #5:

U3L5 - Enhanced For Loops

@TeachCode

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Unit 3 - Lesson 5

Enhanced For Loops

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Warm Up

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Careers in Tech

Unit 3 Lesson 5 - Warm Up

CSA

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Unit 3 Lesson 5 - Warm Up

What do you wonder about their job and what they do?

What problem are they solving?

What are some of the skills and knowledge they use to do their job?

Do This: Write down your ideas and thoughts on a sticky note or a scrap piece of paper.

CSA

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Activity

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Lesson Objectives

  • Traverse a one-dimensional (1D) array using an enhanced for loop
  • Differentiate between while, for, and enhanced for loops
  • Implement an algorithm to calculate the sum or average of the values in a one-dimensional (1D) array

Unit 3 Lesson 5 - Activity

CSA

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Predict: Enhanced For Loops

Lesson 5: Enhanced For Loops

Unit 3 Lesson 5 - Activity

  • Navigate to Lesson 5, Level 1
  • Predict the output of the program
  • Run it to compare your prediction with the results

CSA

Do This:

1

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Prompt

What did you notice about the code in this program?

What do you wonder about the code in this program?

Unit 3 Lesson 5 - Activity

CSA

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Enhanced For Loops

As you watch the video, keep an eye out for the syntax for writing an enhanced for loop.

Complete the guided notes on the Unit 3 Guide (found on page 17 of your Activity Packet).

Unit 3 Lesson 5 - Activity

CSA

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Unit 3 Lesson 5 - Activity

An enhanced for-loop is a loop for traversing an array from the first element to the last.

MyConsole.java

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public class MyConsole {

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public static void main(String args) {

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String[] paintColors = {"red", "blue", "green"};

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for (String color : paintColors) {

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System.out.println(color);

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}

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}

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}

Console

red

blue

green

CSA

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Investigate: Exploring Algorithms

Lesson 5: Enhanced For Loops

Unit 3 Lesson 5 - Activity

  • Navigate to Lesson 5, Level 2
  • Investigate the code
  • Make changes as prompted and observe the results

2

CSA

Do This:

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int[] scores = {90, 75, 50, 88};

for (int score : scores) {

score += 10;

System.out.println(score);

}

System.out.println(Arrays.toString(scores));

Unit 3 Lesson 5 - Activity

Changing the value of the enhanced for loop variable will not modify the original array.

>

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100

85

60

98

[90, 75, 50, 88]

CSA

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Unit 3 Lesson 5 - Activity

When to Use Enhanced for Loops

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Use when:

  • Looping through all the values in an array without changing their values.
  • Looping through all the values in an array in order starting at index 0.

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Do not use when:

  • You need the index of the element.
  • You need to change the values in the array.
  • You want to loop through only part of an array or in a different order.

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CSA

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Prompt

How could we use an enhanced for loop to find the sum of the values in a 1D array?

Unit 3 Lesson 5 - Activity

HOLD that�THOUGHT

0

1

2

3

4

4

7

8

3

5

CSA

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Unit 3 Lesson 5 - Activity

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sum = 0

for each value in numbers

add value to sum

print sum

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sum

0

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11

19

22

27

Console

Sum: 27

CSA

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Using Enhanced for Loops

Lesson 5: Enhanced For Loops

Unit 3 Lesson 5 - Activity

  • Navigate to Lesson 5, Level 3
  • Complete the Check for Understanding with your partner
  • Refactor the for loop to an enhanced for loop on Level 4
  • Complete a choice level to use an enhanced for loop with a 1D array on Level 5

A

B

C

D

3

CSA

Do This:

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Wrap Up

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In the chat, respond to the prompts:

What did you learn from each other?

Unit 3 Lesson 5 - Wrap Up

Curious

Collaborator

Creative

Problem Solver

How do these ideas and thoughts contribute to your identity as a software engineer?

Don’t hit enter yet!

CSA

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Hit Enter!

CSA

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Today you learned about . . .

  • Traversing a one-dimensional (1D) array using an enhanced for loop
  • The difference between while, for, and enhanced for loops
  • Writing an algorithm to calculate the sum or average of the values in a one-dimensional (1D) array

Unit 3 Lesson 5 - Wrap Up

CSA

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Key Vocabulary

Enhanced for loop: a loop for traversing an array from the first element to the last

Unit 3 Lesson 5 - Wrap Up

CSA

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Debrief

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Debrief

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Learner Reflection:

So far, you have seen many “predict” levels in lessons.

  • As a learner, what skills can you practice when engaging in a “predict” level?
  • What skills and content can students learn by doing the “predict” levels?

@TeachCode

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Debrief

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Whole Group Discussion:

  • What have you seen in the model lessons so far that makes “predict” levels productive ground for learning? When have “predict” levels been less productive for learning?
  • What role does the teacher play in making the “predict” levels productive for all students?

@TeachCode

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@TeachCode

10 Minute Break

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Return at 10:40am

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Assessment in CSA

@TeachCode

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AP Assessment

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Prompt

What do you already know about the AP

CSA assessment?

@TeachCode

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Exam Overview

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Take out your CED.

@TeachCode

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AP Exam

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CED pg. 187

*FRQ requires students to hand-write code

@TeachCode

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AP Exam

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CED pg. 188

*Code.org curriculum does not follow the same unit structure seen here

*Code.org curriculum is aligned to the College Board’s organization of the course

@TeachCode

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AP Exam - Section 1: Multiple Choice

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CED pg. 189

@TeachCode

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AP Exam - Section 2: FRQ

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@TeachCode

CED pg. 189

@TeachCode

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Skills Needed for AP Exam

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Skills Needed for AP Exam

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Task: Choose one section you want to learn more about - Multiple Choice or FRQ

  • Review the sample Multiple Choice Questions or FRQ Question 1 from the CED
    • Multiple Choice - pg. 191
    • FRQ - pg. 199-207

@TeachCode

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AP Exam Skills

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Task: Choose one section you want to learn more about: Multiple Choice (p. 191) or FRQ (p. 207) In each group-split between MC and FRQ.

(BREAK OUT 4-5 people/group 15 MINUTES)

  • As you review the sample questions in the CED, consider the following:
    • What content and skills do you see being assessed in this section?
    • What surprised you about this section?
    • What skills will students need to have to be able to do well on this section?

@TeachCode

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AP Exam Skills

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Share Out

@TeachCode

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Curriculum Connections to Assessment

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Curriculum Connections

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Prompt

Where have you seen opportunities to prepare students for the AP exam in the curriculum so far?

@TeachCode

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Curriculum Connections

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Summative assessment opportunities:

  • Show What you Know Week
    • Every unit
    • Projects to synthesize the learning from the unit and practice developing programs
  • Practice FRQ day
  • Multiple Choice Tests every unit

@TeachCode

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Curriculum Connections

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Enhancing Skills

  • Focus on vocabulary in every lesson through check for understanding or vocabulary games
  • Practice breaking down problems through pseudocode before starting to write code
  • An AP test-prep unit (Unit 9) to practice skills and cement knowledge
  • Extra practice which contains AP-type questions

@TeachCode

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Deep Dive into Extra Practice

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Extra Practice

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Every regular non-assessment lesson contains an “Extra Practice” resource aligned to that lesson

@TeachCode

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Extra Practice

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Each Extra Practice has 3 questions

@TeachCode

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Extra Practice

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Question 1 is a copy of the final “Check for Understanding” in Code Studio

@TeachCode

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Extra Practice

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Question 2 is an AP-style question

@TeachCode

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Extra Practice

Question 3 is a bit more open ended, sometimes similar to an FRQ type of question.

@TeachCode

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Extra Practice

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  • Not intended to be “Required homework”
  • Each teacher has their own way of using them in their classrooms
    • Some use one of the questions as bell work at the start of class
    • Some compile them and use them as a review for a unit
    • Some use them an an intervention resource

Up to you to decide how to use them

@TeachCode

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Extra Practice

Your Task: BREAK OUT (2-3 people/group: 15 minutes) Nominate a notetaker and a spokesperson

In your group, take a look at the Extra Practice from Unit 2, Lesson 1, Lesson 2, and Lesson 3 (linked off the corresponding lesson plans).

Consider the following questions:

  • How will these resources help prepare students to build the skills or content knowledge needed to be successful on the AP exam?
  • How do you think you will use these resources in your classroom?
  • Where do you see connections to the skills and content from the lesson from these resources? Use the CED pages 16 and 17-18 to review the Skills and Big Ideas from the course framework.

@TeachCode

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Extra Practice

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Share Out

@TeachCode

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Transition to Asynchronous

Session 2

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Your Assignment: The PLACE

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Lesson Exploration Introduction

Your Task:

  • Go to Unit 3 Lesson 7
  • Read the lesson plan
  • Look at the slides
  • Complete the activity, making sure to complete at least one choice level

@TeachCode

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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

@TeachCode

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Async Session #2 and Lunch Break in progress

Return time for Afternoon Session: 1:15pm

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Session 3

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Asynchronous Debrief

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Debrief

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Learner Reflection:

Open your Curriculum Guide to page 20 where there is a paragraph about choice levels.

So far, you have seen many “choice” levels in lessons.

  • What are different ways you might use choice lessons during class?

@TeachCode

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Debrief

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Whole Group Discussion:

  • What are different ways you can use choice levels during class?
  • What are different ways you can use choice levels after the lesson has passed?

@TeachCode

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Recruiting and Supporting Students in CSA

@TeachCode

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Getting Students to CSA

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Getting Students to CSA

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Who should take CSA?

College Board promotes open enrollment for any willing and academically prepared student

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Our Curriculum Expectation:

Students have previous CS experience in a course like CS Principles or CS Discoveries

@TeachCode

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Getting Students to CSA

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Code.org’s belief:

CSA classrooms be a true reflection of the school demographics in terms of gender, race, socio-economic status, disability status, etc.

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@TeachCode

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Getting Students to CSA

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Our goal for today:

Think about actively recruiting students from underrepresented groups into our CSA classrooms.

@TeachCode

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Getting Students to CSA

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Resources to investigate

  1. Cracking the Gender Code�
  2. Bridging the Encouragement Gap by NCWIT�
  3. Recruitment strategies from the College Board�
  4. Computer Science is for Everyone: a toolkit

Your Task:

  • Your group will be assigned on of the resources to the right to review.
  • As you review the resource, consider:
    • What solutions or insights does this resource offer to the challenges of recruiting students to CSA?
  • Create a slide with key takeaways from your resource.

@TeachCode

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Cracking the Gender Code

  • The number of females in CS careers is much lower than it needs to be.
  • One of the major ways to improve that is by targeting elementary and junior high females with high interest CS opportunities.+
  • On the high school level, a lot of female students leave the CS classroom because they don’t have a lot of friends taking those classes and they don’t fit with their schedule.+
  • The article basically concludes that it takes structural change from schools all the way to toy manufacturers to help reverse the current trends.

@TeachCode

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Bridging the Encouragement Gap by NCWIT

Big Takeaways:

  • Gender stereotypes start young and discourage girls from CS
  • Girls don’t know enough about CS classes and careers ++
    • e.g. creativity opportunities
  • Parents and teachers can be big influencers
  • Girls of color face additional barriers

Remember:

  • Encouragement matters! Encourage diversity and inclusivity! +++
  • Visibility matters!
  • Get girls involved in CS clubs, Hour of Code, etc. +

@TeachCode

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Recruitment strategies from the College Board

  • Recruit Groups
  • Personal Invitation
  • Ask Current or Former AP Computer Science Students to Share Their Experience+
  • Reach Out to Parents
  • Reach Out to Counselors
  • Direct Students to the Most Appropriate Course
  • Create Enrollment Policies for Equity and Diversity +
  • Recruitment Toolkit

@TeachCode

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Computer Science is for Everyone: a toolkit

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Provides Suggestions for what you can do:

Provide Role Models, Provide some hand on time, encourage a growth mindset

Provides form emails to send to students, parent, as well as other teachers/counselors.+

Provides a recruitment schedule prior to registration day. +

@TeachCode

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Supporting Students Academically

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Supporting Students

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Navigate to pages 16-17 in the Curriculum Guide

Take a few minutes to read the sections on “Personally Relevant Practice” and “Processing and Meaning Making”

@TeachCode

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Supporting Students

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Your Tasks:

Group 1 Focus: Personally relevant practice (pg 16)

  • Describe concrete places in the curriculum that Code.org has made space for personally relevant practice.
  • Describe how they think this is connected to students’ academic success in the course
  • Add other strategies or routines they might use to incorporate personally relevant practice in their classrooms

Group 2 Focus: Processing and meaning making (pg 17)

  • Describe concrete places in the curriculum that Code.org has made space for processing and meaning making.
  • Describe how they think this is connected to students’ academic success in the course.
  • Add other strategies or routines they might use to incorporate process and making making in their classrooms

@TeachCode

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Personally Relevant Practice

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Group 1 Share Out

Locations in the curriculum with space for personally relevant practice:

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How it is connected to students’ academic success in the course

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Other strategies or routines to incorporate personally relevant practice

  • ​
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@TeachCode

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Processing and Meaning Making

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Group 2 Share Out

Locations in the curriculum with space for processing & meaning making:

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How it is connected to students’ academic success in the course

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Other strategies or routines to incorporate process & meaning making

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@TeachCode

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Focusing on Vocabulary Support

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Supporting Students

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Vocab Matching CFU

provided in each non-project lesson that reviews vocabulary introduced in the lesson and revisits older vocabulary

@TeachCode

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Supporting Students

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Challenge Words

high-level words that are not introduced in the framework, but may still be challenging for students

@TeachCode

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Supporting Students

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Vocab Review Activity

Every 5 lessons we have a full-class activity where students review vocabulary through a warm-up.

@TeachCode

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Formative Assessment

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Formative Assessment

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Formative Assessment Resources

Curricular Resources

  • Extra practice
  • Choice Levels

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Other Resources

  • AP Classroom Activities
    • By EK and LO
  • Other platforms

@TeachCode

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@TeachCode

10 Minute Break

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Return at XX:XX

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Tools for Teaching CSA

@TeachCode

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Resources in Code.org’s Curriculum

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Resources in the Curriculum

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Prompt:

What resources have you seen in lessons or lesson plans that you can use to help teach CSA?

@TeachCode

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Resources in the Curriculum

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Guided Notes

@TeachCode

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Resources in the Curriculum

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Activity Guides

@TeachCode

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Resources in the Curriculum

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Extra Practice

@TeachCode

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Resources in the Curriculum

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Coding Levels

* Validation coming Fall 2022!

@TeachCode

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Resources in the Curriculum

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Choice Levels

@TeachCode

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Resources in the Curriculum

Videos

@TeachCode

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Resources in the Curriculum

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Practice FRQ Questions

@TeachCode

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Resources in the Curriculum

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“Free Play”

@TeachCode

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Additional Resources for Teaching

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Additional Resources

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CSAwesome

What is it?

  • Curriculum that includes a digital textbook with small embedded practice problems on a web browser

Why Use it?

  • For deeper reading or additional practice on a topic

@TeachCode

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Additional Resources

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CodeHS

What is it?

  • A curriculum that includes a digital textbook with small embedded practice problems �on a web browser

Why Use it?

  • For deeper reading on a topic

@TeachCode

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Additional Resources

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CodingBat

What is it?

  • A set of coding problems to build coding skill in Java

Why Use it?

  • Additional focused practice on smaller Java concepts such as logic or arrays

@TeachCode

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Additional Resources

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College Board Resources (AP Classroom)

What is it?

  • Practice questions and questions from the College Board based on CSA topics, videos about CSA topics.

Why Use it?

  • Additional formative assessment opportunities on CSA topics. Videos to revisit CSA content in a different way than presented in Code.org’s materials

@TeachCode

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Additional Resources

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Crowdsourcing Resources

Prompt:

  • What tools have you heard of for teaching CSA?
  • What communities are you a part of where you have gotten good ideas before for supporting students in CS classes?

@TeachCode

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Additional Resources

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@TeachCode

Notes about other favorite resources:

@TeachCode

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Additional Resources

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@TeachCode

Notes about other favorite resources:

  • ​
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@TeachCode

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Additional Resources

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@TeachCode

Communities:

  • CSTA - San Diego
  • ​

@TeachCode

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Transition to Asynchronous

Session 4

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Reflection

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Reflection Prompt:

  • Think back to the commitment you made at the end of the day yesterday and that we revisited this morning.
  • Were you able to honor that commitment today? Why or why not?

@TeachCode

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Your Assignment: The PLACE

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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.

​

Facilitators available

@TeachCode

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GOTS

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A better understanding of what the AP CSA Exam looks like

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Good coding practice in morning breakouts.

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Better understanding of AP Classroom correspondence with code.org.

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@TeachCode

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NEEDS

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Please facilitate contact information sharing among participants.

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@TeachCode

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Take the daily survey!

Please fill out the end of day survey!�

studio.code.org/pd/workshop_survey/day/4�

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.

@TeachCode

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Async Session #4 in progress

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Parking Lot

Enter questions here

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@TeachCode