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Enter your attendance:

Welcome to

CS Fundamentals

Intro Workshop

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Please add to this padlet

Access shared slides:

https://tinyurl.com/wpzbfuws

Sign Up: https://studio.code.org/pd/workshops/10870/enroll

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Meet your facilitators

Like what you hear or see?

TWEET about it!

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@mymindSpark

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@TeachCode

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Welcome!

Welcome to the CS Fundamentals Intro Workshop!

You are joining a community of more than 100,000

K-12 teachers who have prepared to teach CS through Code.org’s Professional Learning Program.

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Workshop Goals

The workshop goals today are to:

Proactively prepare to successfully implement CS Fundamentals courses, regardless of prior CS experience.
Examine equity in CS and commit to taking steps in establishing equitable and inclusive CS Fundamentals classrooms.

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Logistics

Location of food, restroom, parking lot instructions
Read table tents to sit by grade or grade band
Create a name tag
Point out posters

links to enter attendance, access shared slides, and join workshop section
Icebreaker (optional)
Question Parking Lot

Share the Curriculum Guide is used throughout the workshop

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Norms

Be present.

Make and Take Space.

Seek to Understand.

Take Risks.

Expect and Accept Non-Closure.

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Agenda Overview

Welcome

Intro to CS and Code.org

Model Lessons

Debugging Lesson

Wrap Up

Focus on Equity

Lesson Planning

Addressing Implementation Barriers

Lunch

Resources and Support

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What is Code.org?

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Welcome to Code.org from Hadi

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What is Code.org?

Code.org’s vision

“Every student in every school has the opportunity to learn computer science as part of their core K-12 education.”

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What is Code.org?

Code.org’s Approach to Equity in CS

CS is a foundational subject for all 21st century careers.
CS in K-12 is an equity issue that must be addressed because discrepancies in access often fall along lines of race, gender, and income level.

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What is Code.org?

Code.org is part of a larger CS community

working towards equity in CS

Code.org collaborates with other equity-minded computer science organization such as

Microsoft, NCWIT, CSforAll and the CSTA which as incorporated equity focused elements into its Standards for CS Teachers
Your regional partner hosting this workshop in support of K-12 CS education

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What is Computer Science?

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What is Computer Science?

Prompt

Share a word or phrase to describe

what computer science means to you.

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Name Journal Response

Melissa	Example 1	Becky	Example 2
Kristen	Programming and coding Creativity, problem solving, critical thinking, coding	Blair	Coding creating, critical thinking, problem solving, application, step by step, foundational
Sarah	Coding and finance creative foundational	Joe	Critical thinking and coding Problem solving, Inclusive, Foundational, Creative, Marketable,
Kiera	Programming Critical Thinking	Laura 1	Money Lucrative
Jamie	Math Problem Solving	Jess	Programming Problem solving, essential
Denise/Chris	Math coding Creative problem solving Helping others daily tasks	Julie	Programming Creative thinking

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Name Journal Response

Melissa	Example 1	Becky	Example 2
Aimee	programming/PLANNING, PROBLEM SOLVING, CRITICAL THINKING	Jackie	Thinking critically
Stella	Coding Problem solving, Critical thinking, creativity	Allison	Coding Problem solving, creativity, critical thinking
Nedra	Programming/Problem solving
Colleen	Coding problem solving, critical thinking, algorithms, daily activities, Opportunities,	Patrick	Planning/patience Problem solving/ creativity
Laura	Programming / Coding Problem solving, critical thinking, creativity, needed skills	Andrea	Coding Critical thinking/problem solving

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Name Journal Response

Melissa	Example 1	Becky	Example 2
Heather	Programing problem solving creativity, foundational, college and career readiness	Mark	Programming, problem solving, creativity, etc.
Liz	Coding Jobs, problem solving, real life application
Nikki	Coding Creativity, problem solving, following steps
Kris	Programming		Problem solver, make life easier/more efficient
Peggy	Programming	Peggy	Problem Solving and following step by step directions

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Name Journal Response

Melissa	Example 1	Becky	Example 2
Donnie	Using computers to solve problems or reach a goal? Example -moving an object across the screen	Donnie	Problem solving and logical reasoning in creative ways
Cindy	problem solving/puzzles	Cindy	Needed skills
Laura	Programming a series of steps	Michael	Creativity, strategic thinking.
Sara	Programming
Charissa	The process of it all.Stuff I am not good at.

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Emojis

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Kahoot!

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What’s happening in your state?

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What is Computer Science?

“The study of computers and algorithmic processes, including their principles, their hardware and software designs, their implementation, and their impact on society.”

- Computer Science Teacher Association (CSTA)

Let’s breakdown this definition.

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Overview of CS

Computer Science (CS) is learning about:

Algorithms - step-by-step processes to complete a task, i.e. instructions

For example, brushing your teeth, playing a game, opening a file

Hardware such as a keyboard, mouse, or monitor
Software such as Microsoft Windows or Android
Design and use of hardware and software and their impact on society

For example, apps for social change or artificial intelligence

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Overview of CS

CS is about creativity

CS is not technology, like the cell phone we use. CS is a process that can create technology.
CS teaches students to create new technology instead of only being consumers of technology.

CS is about problem solving

CS helps students think differently about solving problems in any context.
CS uses a problem solving process that can be applied to any field of study and to any problem.

CS uses code, CS is not only coding

Code is a tool similar to how arithmetic is a tool for math and words are a tool for language.
CS teaches students to break down big, ambiguous problems into smaller chunks. Recognizing what’s important and what needs to be solved first are critical thinking skills that are valuable in ANY context.

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We don’t want a generation of scrollers...

we want a generation of creators!

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What is Computer Science?

Discussion Prompts

What new words or phrases come to your mind based on the Overview of CS?

Add any additional words or phrases in a different color to slide 19-21.

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What is Computer Science?

When you think of who should teach CS, who do you think of? Why?

Please write your response in your Blue Code.org journal.

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What is CS Fundamentals?

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First, a short video

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Overview of CS Fundamentals

Course A Kindergarten	Course B 1st Grade	Course C 2nd Grade	Course D 3rd Grade	Course E 4th Grade	Course F 5th Grade

Hour of Code introduces students to CS.

CS Fundamentals courses support students in building CS knowledge and skills.

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CS Fundamentals

Provides courses for each K-5 grade level for both pre-readers and readers

Is designed with K12 Computer Science Framework practices and CSTA K-12 standards

Includes cross-curricular extension activities mapped to ELA/Math CCSS and Science NGSS

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CS Fundamentals Courses

Mix of unplugged (offline, kinesthetic) and plugged (online, programming)

Course length increases as students get older

Courses do not assume any prior knowledge in computer science

Grade-level appropriate literacy and math skills in mind

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Overview of Courses

Courses are organized by concept chunks which are the big ideas for that course and make it easy to see at-a-glance what topics are included in a course.
Courses include “unplugged” (off a computer) and “plugged” (on a computer) activities to help students learn CS concepts.
Some courses include:

Text-to-speech to support pre-readers.
Prediction puzzles to support discovery and critical thinking.
Built-in tools for students to create games and animations.

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10 minute break!

We’ll start back at 1:38

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Model Lessons

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Overview of Model Lessons: Role Play

Facilitators model lessons wearing the “teacher hat.”
Participants engage with the model lessons wearing “learner hats.”

Consider role playing as your students and keep in mind:

Your students’ perspectives
Types of questions they would ask
How they would engage with the lessons

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Model Lessons Context: Course C

Model lessons are part of Course C, designed for students in second grade
Two separate lessons are modeled as a single lesson, but lessons are each intended to be taught separately.
Model lessons are shortened to focus on main activities.

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Context-setting/Skill Building Plugged/Unplugged

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Transition to Model Lessons Role Play

Let’s get our “hats” on and go!

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Lesson 14: The Big Event

Warm Up

Let’s see if we can find a pattern here:

When you flip a switch, the lights turn on.
When you tap on a phone, an app starts.
When the alarm clock goes off, you get out of bed.
When _______________, ________________.

event

action

LEARNER HAT ON

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Lesson 14: The Big Event

Our new vocabulary word today is event.

Events are actions that cause something to happen.

LEARNER HAT ON

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#TeachCode | @TeachCode

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Event

An event is an

action that

causes something to happen.

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Dance Rehearsal

First we will practice our moves.
Then we will see which button makes us move.
Everytime we push a button, it is an it is an “event” that lets them know what they are expected to start doing next.

Activity

Here’s our Event Controller.

When I press a button, you will…

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High Clap

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Dab

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kick

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Body Roll

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This Or That

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Dance Party

Let’s create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

\

#TeachCode | @TeachCode

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

Grade 4

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

Spec Ed.

#TeachCode | @TeachCode

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

Grade 3

#TeachCode | @TeachCode

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

GRADE !

R

L

R

L

#TeachCode | @TeachCode

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

#TeachCode | @TeachCode

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D a n c e P a r t y

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

#TeachCode | @TeachCode

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Dance Party

Create a

together!

Green Button -> Clap High

Orange Button -> Dab

Teal Button -> Kick

Purple Button -> Roll

Pink Button -> This or That

By Grade 2!!

#TeachCode | @TeachCode

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Lesson 14: The Big Event

Wrap Up

What did we learn today?

What are some examples of events?

LEARNER HAT ON

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Transition

Transition from Context-setting Lesson �(Hands on - Concrete)

to

Skill-building Lesson

(Digital)

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Lesson 12: Build a Flappy Game

Please join my session:

LEARNER HAT ON

Join a section enter class code: VBJTJN

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Lesson 12: Build a Flappy Game

LEARNER HAT ON

Log into Code.org

VBJTJN

Scroll down - a lot

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Lesson 12: Build a Flappy Game

LEARNER HAT ON

Navigate to the code.org website
Go to Course C, Lesson 11

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Lesson 12: Build a Flappy Game

LEARNER HAT ON

Navigate to the code.org website
Go to Course C, Lesson 12

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Lesson 12: Build a Flappy Game

Warm Up

Review: We “programmed” or created instructions for button click events.

What program or instructions did we use for the button click events?

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

Activity

Watch a video about coding a game.
Take a look at a puzzle and make a prediction.
Work on Lesson 12: Levels 2 - 11.

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

1

2

3

4

5

6

7

Preview of Lesson 15 in Code Studio

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

Turn to a partner:

What do you predict will happen when Flappy Bird runs into something like the ground or an obstacle?

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

Let’s find out what happens to Flappy Bird!

Work on Lesson 12: Levels 2 - 11

LEARNER HAT ON

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Lesson 12: Build a Flappy Game

Wrap Up

Today’s lesson was about events

In your journal

Describe why events are important in coding?
Tell what your favorite part of either event lesson and why you enjoyed it.

LEARNER HAT ON

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CS Teaching Practices

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Whole Group Share Out

Prompts

What background knowledge was needed to engage with the lessons’ activities?

What was the role of the teacher during the lessons?

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Learning CS

CS teaching practices modeled:

Role of the Teacher: Acting as the lead learner, “I may not know the answer, but I know that together we can figure it out.”
Discovery and Inquiry: Students explore concepts and build their own understanding through lesson activities.
The Classroom Community: Lessons encourage active learning and communication.

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Learning CS

Turn to page 4 in the Curriculum Guide to read more about each.

Role of the Teacher

When were there opportunities for the teacher to be a lead learner during the lessons?

Discovery and Inquiry

When were there opportunities for students to make sense of the Context during the lessons?

The Classroom Community

When were there opportunities for active learning during either lesson?
When were there opportunities to create an inclusive classroom in which all students felt they could share and listen to ideas?

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Whole Group Share Out

Role of the Teacher

When were there opportunities for the teacher to be a lead learner during the lessons?

Discovery and Inquiry

When were there opportunities for students to make sense of the Context during the lessons?

The Classroom Community

When were there opportunities for active learning (communicating or creating with other students) during the lessons?

#TeachCode | @TeachCode

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Teaching CS Equitably

Prompts

How do the CS teaching practices help establish an inclusive CS Fundamentals classroom in which all students are engaged and learning CS?

What responsibility does a teacher have in establishing inclusion in CS when using the following CS teaching practices?

Role of the Teacher

Discovery and Learning

The Classroom Community

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Debugging

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Debugging and Student Practices

Debugging is essential to CS and builds on the following student practices*:

Problem Solving
Persistence
Creativity
Collaboration
Communication

*Student Practices found on page 27 of the Curriculum Guide.

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Debugging: Role Play

Facilitators model debugging wearing the “teacher hat.”
Participants engage with debugging wearing “learner hats.”

Consider role playing as your students and keep in mind:

Your students’ perspectives
Types of questions they would ask
How they would engage in the lessons

#TeachCode | @TeachCode

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Debugging Context

The debugging lesson is

Part of Course C designed for second graders
A skill-building lesson
Shortened and modified to support understanding and approaching debugging (refer to the lesson plan for the full lesson)
An introduction to pair programming - CS strategy built-in for students to engage in.

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Transition to Debugging Role Play

Let’s get our “hats” on and go!

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Lesson 5: Debugging in Maze

Warm Up

How do you fix something that isn’t working?

Do you follow specific steps?

LEARNER HAT ON

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Lesson 5: Debugging in Maze

Our vocabulary words today are

Bug: something that is wrong with the code, an error.

Debugging: Finding and fixing “bugs” or errors in the code to fix.

Persistence: This is one of our student practices. We need to try things many different ways, many different times, and not give up.

LEARNER HAT ON

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Lesson 5: Debugging in Maze

LEARNER HAT ON

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Lesson 5: Debugging in Maze

Activity

Watch a video about pair programming.
Watch a video about debugging.
Work with a partner on Lesson 5: Levels 2 - 3.

LEARNER HAT ON

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Model Lesson: D.2 - Introduction to Online Puzzles

1) Turn on Pair Programming

**Select partner and click PAIR!

2) Designate Roles

3) Pairs share one device

4) Work on puzzles

5) Switch roles often 2-3 min.

6) Work together until time is up!

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Lesson 5: Debugging in Maze

LEARNER HAT ON

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Lesson 4: Debugging in Maze

Let’s debug and help out Scrat!

Work on Lesson 4: Levels 2 - 3

LEARNER HAT ON

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Lesson 5: Debugging in Maze

Check-in

How are you persistent as you work with the code?
How are you feeling when you are persistent with the code?

LEARNER HAT ON

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Lesson 5: Debugging Maze

Wrap Up

Today’s lesson was about debugging.

In your journal, draw and write about a bug you found and how you debugged it.

LEARNER HAT ON

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Debrief

Pair programming is a technique in which two programmers work together at one computer.

The “driver” writes code on the screen while the “navigator” directs the design and setup of the code (tell the “driver” what to write).
The two programmers switch roles often.

To learn more about pair programming go to:

Page 20 of the Curriculum Guide
Code.org’s support article, “How does pair programming on Code.org work?” [link]

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Debugging Process

Use the Debugging Process Guide on page 28 of the Curriculum Guide

Partner Talk Prompts

How did your approach to debugging during the lesson compare to the Debugging Process Guide?

How might you modify the debugging process shown in the guide to meet the needs of your students?

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Whole Group Share Out

Prompts

What modifications to the debugging process, if any, did you suggest to meet the needs of your students?

How does debugging as a process support inclusion where all students are engaged and learning CS?

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Question Parking Lot

Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:
Question: Answer:

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Thank you!

@TeachCode | #TeachCode