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 6 Asynchronous Work

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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

FACILITATOR NOTE: Use this slide if you are running Modules 5 and 6 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�
• Use this slide deck here to respond to the “Group Reflection” question when prompted in the last level of Code Studio. �

FACILITATOR NOTE: Use this slide if you are running Modules 5 and 6 in one day. Otherwise, delete this slide.

Questions from Asynchronous Work

Group Reflection: How does “Learning in Context” (“why” before “how”) help motivate students? How does differentiation also help motivate students?

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.

Congratulations! You have completed your asynchronous work for Module 6.

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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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?

Summary of

Conclusions and Connections

Differentiation

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Meeting Opener

Welcome!

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Welcome!

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Welcome!

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Summary of

Conclusions and Connections

Chapter 1 Progression

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Chapter 1 Progression

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Lesson 8: Project - Create a Representation

Project Resources:

• Rubric
• CS Practices Reflection
• Project Guide
• Sample Marked Rubrics
• Project Exemplar

Code Studio - Project Resources

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Chapter 2 Progression

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Chapter 2 Progression

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Lesson 16: Project - Make a Recommendation

Project Resources:

• Peer Review Doc
• Rubric
• CS Practices Reflection
• Project Guide
• Sample Marked Rubrics
• Project Exemplar

Code Studio - Project Resources

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Differentiation

Differentiation and a Culture of Inclusion

Every classroom is inclusive to SOME of your students, but our goal is for the classroom to be an inclusive space for EVERY student.

Definition of inclusion from the “Guide to inclusive �computer science education” [link]

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“Creating learning environments that are accessible and welcoming of students’ identities, backgrounds, differences and perspectives without barriers or judgment. This means actively attending to gender, race, ethnicity, ability or socioeconomic status.”

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Teaching tips

For younger students, you may want to stop the activity after they have finished the first page of the worksheet. This means that they will not need to go online for any of the lessons.

This activity models a base-2 number system for the student. However, it is not necessary for the students to understand the math behind the patterns that they are creating. Students should focus on the fact that they are using a binary system (face up/face down) to represent information.

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Teaching tips

Prompt:

Think about the students in your room and the objectives of this lesson.

What adjustments will you make to this lesson to meet the needs of your students?

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Discussion Goals

What we’ll be doing…

• Revisit the model lesson, U5L5.
• Read the questions and discussion goals for the wrap up of the model lesson, U5L5.
• Discuss the prompts in their breakout rooms.

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Breakout Room: Discussion on slides 33 and 34

Prompts:

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What are some benefits to using the Discussion Goal when preparing to teach a lesson?

How might Discussion Goals support differentiation during a class discussion?

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Breakout Room: Discussion goal #1

Question for wrap up discussion in U5L5:

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

The goal of this discussion is to have the students think more deeply about the purpose of binary.

For the first question, they may want to return to their ASCII character sheets and see how the computer would interpret the same binary sequence as a number. For their image representation, they may wonder whether it is even useful to interpret the binary sequences as numbers. In the end, the purpose of defining all data as numbers is less about the "reality" of what the ones and zeros represent, and more about how binary is traditionally interpreted.

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Breakout Room: Discussion goal #2

Question for wrap up discussion in U5L5:

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

For the second question, allow students to think of different ways that the computer would distinguish between different types of data. While it's not necessary for students to come up with any specific answer, challenge them in any ways that involve human interpretation of context, such as knowing that a name is most likely text and age is most likely a number. Assure them that they will look at the problem again in a couple of lessons.

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Share out

Prompts:

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What are some benefits to using the Discussion Goal when preparing to teach a lesson?

How might the Discussion Goal support differentiation during a class discussion?

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Guide to differentiation

Another resource to support differentiation is the CSD Guide to Differentiation found on page 60 of the CSD Curriculum Guide.

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Link: CSD Guide to Differentiation 2021

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Breakout Room 1: Strategies

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Breakout Room 2: Strategies

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Breakout Room 3: Strategies

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Breakout Room 4: Strategies

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Share out

Prompts:

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What strategies do you use in your classroom that promote inclusion and meet the unique learning needs of your students?

What strategies do others use that you might want to try?

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Wrap Up

Clear Question Parking Lot

Intro to Module 7 Asynchronous

Overview and Goals

Overview:

In Module 7, we will reflect on and discuss the theme of “Learning through Creation”, as we plan and prepare to teach Unit 6:Physical Computing.

Goals:

• Preview Unit 6 content which focuses on hardware
• Become familiar with the Problem Solving Process for Programming
• Prepare to support students in programming a Circuit Playground
• Reflect on the how students can build knowledge as they build a product

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Closing

1. Add the link to your cohort’s Module 7 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 7 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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Post Survey Link

FACILITATOR NOTE: Use this slide if you are running Modules 5 and 6 in one day. Otherwise, delete this slide.

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Question Parking Lot

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