Welcome to
Virtual PLC #3
Coaching Series
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Access shared slides:
Agenda:
How do we fit this in? This session is focused on key implementation questions and interdisciplinary possibilities. PLC members develop a detailed curriculum integration plan that’s responsive to local needs and opportunities. Coaches preview Code.org’s built-in supports for differentiation and enrichment.
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
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Checking in - How’s it going?
Which statement best describes you?
Put it in the chat:
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How to make CS Happen: Key Ingredients
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Today’s Key Ingredient:
Lead Learner
Pair Programming
Authentic Choice
Journaling
Playbook Links |
Last PLC Session:
TIME!
How to make CS Happen: Time!
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TIME!
CS Instruction CAN be a whole-class lesson during a reserved time block…but time for CS could be found in a lot of different spots!
Does your school/grade level have some of these time opportunities?
Reflective Moment: Making Matches
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What kinds of lessons are we LOOKING for?
Are there people we need to check in with?
How should it feel for the students?
If we’re getting creative with time, how can we know we’re making a good match between a time opportunity and a Code.org CS Fundamentals lesson?
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
| | | |||
Digital Citizenship | 1 | Digital Trails | Created by Common Sense Education, students will learn that the information they put online leaves a digital footprint or “trail.” | Sel weeks 18-25 Responsibility and Kindness | SEL Block |
Sequencing | 2 | Move It, Move It | This lesson mentally prepares students for the coding exercises that they will encounter over the length of this course. | Perseverance, Collaboration | Math rotations |
3 | Sequencing with Angry Birds | This lesson begins with a brief discussion on computer lab manners, then will progress into using a computer to complete online puzzles. | Manners = respect Responsibility EL Module 3 and 4 | EL Bird Curriculum | |
4 | Programming with Angry Birds | In this set of online puzzles, students will build on the understanding of algorithms, debugging, and general computer literacy. | Initiative Collaboration | Cooperative Play | |
5 | Programming with Harvester | Students will apply the programming concepts that they have learned to the Harvester environment. | Determination Motivation | Flex time = free time | |
1- Course B
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
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1- Course B
Loops | 6 | Getting Loopy | Students will dance their way to a better understanding of how to use repeat loops. | Students can work together (collaboration) to develop a pattern for a dance | During SEL or productive play centers math warm up |
7 | Loops with Harvester | Building on the concept of repeating instructions, this lesson will have students using loops to more efficiently get to the veggies. | Math -Patterns SEL - perseverance Science- harvest plants Vocabulary | Math center/discussion Can have students count how many steps.which directions it would take to get somewhere | |
8 | Loops with Laurel | Students use loops to collect treasure more efficiently. | Left and right vocabulary, directionality | Finding patterns in music/brainbreak | |
9 | Drawing Gardens with Loops | Here, students use loops to create patterns. At the end of this stage, students will be given the opportunity to create their own images using loops. | SEL - perseverance Left and right vocabulary shapes/number of sides- geoboards | Morning meeting(talk about vocab) |
Concept Chunk | # | Lesson Name | Description | Do you see any academic or SEL connections? | Where will it fit into my instructional day? |
| | | |||
1- Course B
Impacts of Computing | 10 | The Right App | Students exercise empathy and creativity to sketch their own smartphone app that addresses the needs of an imaginary user. | Sel Weeks 8-9 | |
Events | 11 | The Big Event Jr. | This lesson shows that events are a great way to add variety to a pre-written algorithm. | Explore Labs September | Math or science |
12 | A Royal Battle with Events | In this online activity, students will have the opportunity to learn how to use events in Play Lab and apply all of the coding skills that they've learned to create an animated game. | | Math or Reading Rotations |
Reflect and write:
What lessons do you feel comfortable teaching and what are your next step/s?
What do you hope your students will gain (both academic and SEL) when engaging in computer science?
1- Course B
Group Reflection
Time to APPLY - Project FUTURE Collaborative!
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Project FUTURE believes Computer Science curriculum integration is the next big step in unlocking the magic of CS for elementary education. We are excited to welcome a select group of teachers to the Project FUTURE Collaborative - a cohort of K-5 teachers who will design and test CS-integrated units.
This two-year process will begin with a one-week institute at Sacred Heart University, July 11-15th. Applications are now OPEN
Benefits of participation in the Project FUTURE Collaborative include:
Welcome to
Virtual PLC #2
Coaching Series
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Access shared slides:
Agenda:
Dan Schaeffel
Follow me on Twitter!
@SchaeffelDaniel
@teachcode
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
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Getting Started
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Let’s check in! Which statement best describes you? Put it in the chat:
Did you complete the survey? This was a repeat survey at the start of the 1st coaching session.
We have responses from 1
40
Reflective Moment
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What comes to your mind when you think about the Classroom Environment during Computer Science instruction?
What does it
LOOK like?
What does it
SOUND like?
What does it
FEEL like?
What we’re going for!
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Observation Focus: Classroom Clips
How to get there: Key Ingredients
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Read about these key ingredients of Code.org’s pedagogy in your Grade 1 Playbook Pages 20 - 22
Lead Learner
Pair Programming
Authentic Choice
Journaling
Key Ingredient:
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Lead Learner
What this idea means, in your words: exploratory learning, wait time, collaboration. Teacher as guide/coach
Quote that you think is key: I may not know the answer but I know together we can figure it out
What teachers might find challenging or new about this idea: traditionally teachers have given more guidance/less frontloading.
How this practice helps students: Helps students become more self directed. Help with student comfort level/confidence. Teaches perseverance/evaluate self learning
What related ideas and experiences do we bring to this work? Model learning right alongside them
What this looks like for our grade level:
Key Ingredient:
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Pair Programming
What this idea means, in your words:
�Working with a partner
Quote that you think is key:
“Teachers start with pair programming”
What teachers might find challenging or new about this idea:
management
How this practice helps students:
They learn to work as a team and confidence.
Speaking/Listening skills
What related ideas and experiences do we bring to this work?
We have used paired learning experiences in other areas.
What this looks like for our grade level:
It looks like the MLT teacher doing these lessons.
Key Ingredient:
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Authentic Choice
What this idea means, in your words:
Letting students have choice in what they’re working on
Quote that you think is key:
Try to keep the projects as open to students’ interests as possible while still keeping them focused on the learning at hand.
What teachers might find challenging or new about this idea:
Unfamiliar with code site/activities - not sure what free choice looks like on code
How this practice helps students:
Gives students ownership over their learning, communication skills, opportunities for collaboration, building social skills
What related ideas and experiences do we bring to this work?
We have great background in giving choice to students through academics/life in classroom
What this looks like for our grade level:
MLT-students working together in the computer lab on different projects
Key Ingredient:
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Journaling
What this idea means, in your words:
Quote that you think is key:
What teachers might find challenging or new about this idea:
How this practice helps students:
What related ideas and experiences do we bring to this work?
What this looks like for our grade level:
Key Ingredient:
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Supports for SEL
How does the Lead Learner support SEL? Perseverance, cooperative learning, asking for help, how to respond to others | How does Pair Programming support SEL? Opportunity for the mto hear what their partner is thinking and reading |
How does the Authentic Choice support SEL? Letting them be creative and challenge themselves | How does the Journaling support SEL? |
What supports are built into the lessons?
Time to APPLY - Project FUTURE Collaborative!
@TeachCode | #TeachCode
@TeachCode
@TeachCode | #TeachCode
Project FUTURE believes Computer Science curriculum integration is the next big step in unlocking the magic of CS for elementary education. We are excited to welcome a select group of teachers to the Project FUTURE Collaborative - a cohort of K-5 teachers who will design and test CS-integrated units.
This two-year process will begin with a one-week institute at Sacred Heart University, July 11-15th. Applications are now OPEN
Benefits of participation in the Project FUTURE Collaborative include:
Welcome to
Virtual PLC
Coaching Series
#TeachCode | @TeachCode
Access shared slides:
Agenda:
About the presenters:
Daniel Schaeffel, Code.org CSF Facilitator
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@TeachCode
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Follow me on Twitter!
@SchaeffelDaniel
@teachcode
Meet my buddy Tucker!
He is a 7 month old Miniature Long-Haired Dachshund.
Norms
Be present.
Make and Take Space.
Seek to Understand.
Take Risks.
Expect and Accept Non-Closure.
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Welcome!
Intro Session- Virtual PLC #1 Feb 3
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Opportunities/Expectations for Implementation
What does it look like? | What does it sound like? | What does it feel like? |
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Anticipated Barriers
Now that you’ve been introduced to CS Fundamentals, what is top of mind as a barrier for making CS Fundamentals work in your classroom? Think both in terms of getting as far as you might like and in terms of making those lessons as effective as possible. |
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Ensuring everyone has access
Log in to Code.org with your teacher account. The website header will help you navigate the site:
The Code.org home page is the starting point for everything in the curriculum. To get started with your students, you will need to create a section. For details on how to create a section, visit the getting started support articles at support.code.org.
Once you’ve assigned your CS Fundamentals students to a section, a tile that can be used to access the course overview page will appear on the homepage. This is your starting point for lesson planning and all the resources you need to teach the course.
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Spotlight Project Course B
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Planning for Next Session
Next Session- March 17th
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Unpacking Course B
Concept chunks are the big ideas that provide structure to a course. Concept chunks make it easy for teachers to see at a glance what is covered in a course. |
At the highest level, each CS Fundamentals course is organized into concept chunks.
Each CS Fundamentals course has between 4 and 6 concept chunks, and each chunk can have one or several lessons. In most cases, concept chunks begin with a computer-free lesson called an Unplugged Lesson, which is meant to introduce a concept before students engage with programming lessons. Programming lessons require students to use computers and consist of Skill Building, Application, and End of Course Project lesson types.
Each course is composed of the following concept chunks:
Course A Kindergarten | Course B 1st Grade | Course C 2nd Grade |
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Concept Chunks by Course
Course A Kindergarten | Course B 1st Grade | Course C 2nd Grade | Course D 3rd Grade | Course E 4th Grade | Course F 5th Grade |
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Found on page 6 of the Curriculum Guide
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Unpacking Course B
Overview
Course B was developed with first graders in mind. Tailored to a novice reading level, this course also assumes limited knowledge of shapes and numbers. While the concepts in Course B parallel those in Course A, students will be exposed to more sophisticated unplugged lessons and a greater variety of puzzles. Students will learn the basics of programming, collaboration techniques, investigation and critical thinking skills, persistence in the face of difficulty, and internet safety.
Core concepts:
Attitudinal goals:
Key teaching tips:
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Unpacking Course B
Digital Citizenship | 1 | Digital Trails | Created by Common Sense Education, students will learn that the information they put online leaves a digital footprint or “trail.” |
Sequencing | 2 | Move It, Move It | This lesson mentally prepares students for the coding exercises that they will encounter over the length of this course. |
3 | Sequencing with Angry Birds | This lesson begins with a brief discussion on computer lab manners, then will progress into using a computer to complete online puzzles. | |
4 | Programming with Angry Birds | In this set of online puzzles, students will build on the understanding of algorithms, debugging, and general computer literacy. | |
5 | Programming with Harvester | Students will apply the programming concepts that they have learned to the Harvester environment. |
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Unpacking Course B
Loops | 6 | Getting Loopy | Students will dance their way to a better understanding of how to use repeat loops. |
7 | Loops with Harvester | Building on the concept of repeating instructions, this lesson will have students using loops to more efficiently get to the veggies. | |
8 | Loops with Laurel | Students use loops to collect treasure more efficiently. | |
9 | Drawing Gardens with Loops | Here, students use loops to create patterns. At the end of this stage, students will be given the opportunity to create their own images using loops. | |
Impacts of Computing | 10 | The Right App | Students exercise empathy and creativity to sketch their own smartphone app that addresses the needs of an imaginary user. |
Events | 11 | The Big Event Jr. | This lesson shows that events are a great way to add variety to a pre-written algorithm. |
12 | A Royal Battle with Events | In this online activity, students will have the opportunity to learn how to use events in Play Lab and apply all of the coding skills that they've learned to create an animated game. |
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Wrap-up
Next Steps
Additional Resources
THANK YOU!
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Creating a Class Section
Let’s use the teacher dashboard and create a class section.
Here’s a video, “Creating Sections,” [link] to refer to after the workshop.
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Teacher Dashboard
Code.org Website Overview
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What is the teacher dashboard?
Q: What is the teacher dashboard?
A: The teacher dashboard contains tools for checking on and evaluating students work, as well as managing the students in a particular section.
The teacher dashboard allows you to:
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Exploring Curriculum Resources
Navigating to the Course Overview Page
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Help & Support
Overview of Help & Support
Bug reports [link]
Forum.code.org [link]
Code.org Support Articles [link]
teachers [link]
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RESOURCES
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