Why the Classroom Plan is Important and How Your Team ...

?TEALS Classroom Plan 2018-2019:Co-Teaching Model[INSERT SCHOOL NAME]Classroom Teacher: _________________TEALS Volunteers: ____________________Contents TOC \o "1-3" \h \z \u Using the Classroom Plan PAGEREF _Toc515042116 \h 3The Co-Teaching Model PAGEREF _Toc515042117 \h 3Team Contact Info PAGEREF _Toc515042118 \h 4Shared Digital Archives PAGEREF _Toc515042119 \h 4Group Communication PAGEREF _Toc515042120 \h 4School Information PAGEREF _Toc515042121 \h 5Class Schedule PAGEREF _Toc515042122 \h 5Key People PAGEREF _Toc515042123 \h 6Goals and Roles PAGEREF _Toc515042124 \h 7Teacher Learning Plan PAGEREF _Toc515042127 \h 8Classroom layout and technology plan PAGEREF _Toc515042128 \h 9Classroom Photo PAGEREF _Toc515042129 \h 9Technology Plan PAGEREF _Toc515042130 \h 9Software Requirements PAGEREF _Toc515042131 \h 9Teaching Schedule PAGEREF _Toc515042132 \h 10Daily Handoff Plan PAGEREF _Toc515042133 \h 11Weekly Team Sync PAGEREF _Toc515042134 \h 11Classroom Procedures PAGEREF _Toc515042135 \h 12Entering the Classroom PAGEREF _Toc515042136 \h 12Transitioning from Lesson to Lab PAGEREF _Toc515042137 \h 12Submitting Assignments PAGEREF _Toc515042138 \h 13End of class period PAGEREF _Toc515042139 \h 13When Students Are Off Task PAGEREF _Toc515042140 \h 13In the Lab PAGEREF _Toc515042144 \h 15Atmosphere for Focus and Collaboration PAGEREF _Toc515042145 \h 15Getting Help PAGEREF _Toc515042146 \h 15Tracking Student Progress PAGEREF _Toc515042147 \h 15Engaging Students PAGEREF _Toc515042148 \h 16Active Learning Strategies PAGEREF _Toc515042149 \h 16Connecting with Students PAGEREF _Toc515042150 \h 16Notebooks PAGEREF _Toc515042151 \h 17Raffle PAGEREF _Toc515042152 \h 17Engaging Parents/Guardians PAGEREF _Toc515042153 \h 19Pacing and Differentiated Instruction PAGEREF _Toc515042154 \h 20Grading PAGEREF _Toc515042158 \h 21Lesson Planning PAGEREF _Toc515042159 \h 23CS Culture Days PAGEREF _Toc515042166 \h 25Recruiting Next Year’s Students PAGEREF _Toc515042170 \h 26Enrollment PAGEREF _Toc515042171 \h 26Recruitment Activities PAGEREF _Toc515042172 \h 26Appendix PAGEREF _Toc515042173 \h 28Student Experiences Survey PAGEREF _Toc515042174 \h 28Why the Classroom Plan is Important and How Your Team Should Use ItThe Classroom Plan serves as a guide to organize your team to teach a year of computer science through the TEALS program. There should be one copy of this document per teaching team (classroom teacher + TEALS volunteers), with access available to all the members of the teaching team.Throughout the summer, your team should meet regularly, once every week or two. During your team meetings:Provide assistance to the classroom teacher on their ongoing work through the curriculumComplete the sections of this guideIdentify any questions or issues to raise with your TEALS Regional Manager The concepts within the Classroom Plan relate to what you learn in TEALS Summer Training. You should reference the online training materials in Canvas if you need a reminder about an idea or reach out to your regional manager.Sometimes, the Classroom Plan asks you to discuss a question as a team and make a decision about how you will run your class. The classroom teacher is the final arbiter of what happens in the classroom – after all, they are legally responsible for the wellbeing of the students. In each section, we provide a recommended default approach (in gray text). You should adjust this approach based on local factors of your classroom (examples: age and background of the students, physical layout of the classroom, teacher’s comfort level with course content, etc). Even if you decide to keep our recommendation, you should discuss why as a group.Throughout the school year, if something isn’t working in your class, revisit this plan and try modifying some of the decisions you made over the summer.The Co-Teaching ModelThe TEALS Co-Teaching Model is designed to help teachers with minimal background in computer science learn the CS course content and become comfortable as the leader of the selected class. The TEALS Implementation Guide contains an appendix that outlines a learning model for classroom teachers in this role.As you work through the classroom plan, always keep an eye towards the goal of supporting the classroom teacher’s learning and comfort. Team Contact InfoFor each member of your TEALS team, fill in your preferred methods of communication so that the whole team can easily get in touch with each other.RoleNamePreferred EmailPreferred PhoneClassroom TeacherVolunteer TeacherVolunteer TeacherVolunteer TAVolunteer TAShared Digital ArchivesMost TEALS teams create a place to share files with each other. It could be a DropBox, Google Drive, OneDrive folder, Microsoft Teams folder or something else. Record the access information here: CommunicationMany TEALS teams create an online group for easy communication, or as a central point of contact for students in the class. We’ve seen success with an email group as well as with GroupMe, Slack, or Microsoft Teams (if you have access to Office 365). Select ONE mode of communication that is comfortable for everyone on the team, including the classroom teacher. If you find your team isn’t communicating well, consider adjusting which tool you are using for communication.Group Email: _____________@________._______Microsoft Teams link: Slack Channel:GroupMe Group:Other: School InformationFill in this information as soon as possible. The classroom teacher should help facilitate.School name and AddressExample High School1234 Example StreetExemplar Town, Exemplivania 00000School Website: ’s Online Calendar: ScheduleClass Meeting TimeSome classes meet every day at the same time. Other classes meet at different times on different days of the week. Some schools even have alternating schedules that don’t match the days of the week. Record your class meeting schedule here:Example:Monday, Wednesday, Friday: 8:02 – 8:52Tuesday, Thursday: 8:02 – 8:42Bells and Passing TimeDoes your school use a bell? A warning bell? A late bell? Describe:Example: At the end of each period there is a warning bell 5 minutes before class ends, then a bell at the end of class, followed by 4 minutes of passing time, and a bell to begin the next classInterruptionsWill there be morning announcements before, during or after your class? How much time?Example: Morning announcements and the Pledge of Allegiance occur at 8:15 every morning, interrupting the 1st period classKey DatesFirst teacher day of school:First student day of school: 1st semester holidays:Winter break:Last day of 1st semester:1st day of 2nd semester:2nd semester holidays: Spring break: Last day of 2nd semester:Key PeopleSchools are often tightly-knit communities. Volunteers will often need to interact with additional members of the school staff, and it’s helpful to know them ahead of time. In addition to filling in the contact info below, try to meet each of these people during a school visit before school starts.RoleNamePreferred EmailPreferred PhonePrincipalTEALS Partnership Coordinator (usually Assistant Principal)TEALS District Contact (often CTE Director)IT CoordinatorFacilities StaffSecretary/Main OfficeGuidance CounselorOthers…?Goals and RolesTake a deep breath. TEALS is going to be a big commitment for everyone on the team, but hopefully a meaningful and impactful one.Goals: Personal ReflectionAs a group, discuss what each of you hopes to get out of this experience (goals), what strengths you bring to the team, and what you are most worried about. Record the responses below:NameGoalsStrengthsWorriesMr. ExampleLearn how to teach Intro CS.Be able to support my students.See the real-world impacts.10 years of teaching experience.Dedication.Finding time during the school year to do the lessons.What if I don’t get the material?Classroom RolesBelow, we’ve listed several roles and responsibilities and who they are assigned to. Review these lists, adjust them as you see fit, and add in additional ones you can think of.Classroom TeacherVolunteer TeachersVolunteer TEaching Assistants Work through the curriculum over the summer (continuing into the school year)Assist the classroom teacher with learning the curriculumAssist the classroom teacher with learning the curriculumCreate a course syllabusHelp create the syllabusHelp create the syllabusPrepare and teach an increasing proportion of the lessonsGive feedback to volunteers on their teaching and student interactionsPrepare and teach lessons from the curriculumGive feedback to the classroom teacher on their CS content knowledgeMonitor students for understanding, support the lessonGive feedback to classroom and TEALS teachers on student understanding levelAssist students with their work and track their understanding – shadow the volunteers as necessaryAssist students with their work and track their understandingAssist students with their work and track their understandingHelp grade student work, make final decisions about grades, enter grades into school recordsHelp grade student workGrade student workRegularly meet with the team to discuss student progress, pacing, and adjustmentsRegularly meet with the team to discuss student progress, pacing, and adjustmentsRegularly meet with the team to discuss student progress, pacing, and adjustmentsTeacher Learning PlanThe main objective in the Co-Teaching Model is to handoff primary instruction of the class to the classroom teacher within one to three years. As a group, formulate a strategy for how the teacher will progress towards handoff. Use our example as a starting point.Summer – Mrs. Example will begin reviewing the lesson plans and attempt to complete all labs and projects. Volunteers will provide assistance and feedback as needed.Semester 1 – The Volunteer Teachers will lead most lessons. Mrs. Example will observe and give pedagogy feedback. During lab, Mrs. Example will aid students independently or together with a volunteer. Mrs. Example will aim to prepare and teach 1 lesson per unit, as selected here:September: Lesson 0.2, Lesson 1.3October: Lesson 2.5, 3.2November: Lesson 4.2, 5.1December: Lesson 6.3Semester 2 – Mrs. Example will aim to teach 1 lesson per week, selected during our team sync-up the preceding weekClassroom layout and technology planThe layout of your classroom and/or computer lab will play a big role in how your class functions.Classroom PhotoTake a photo of the classroom(s) and/or lab(s) and paste it here, or draw a sketch:Photo HerePhoto HereTechnology PlanNumber of students expected in the class: ___________Number and type of computers available for students in the classroom: _________________________Will you require any additional hardware for the course that must be ordered (missing or broken computers, monitors, keyboards, mice, speakers, etc.): ________________________________________How is the internet connection in the classroom when used simultaneously by all machines? Software RequirementsRelay your technology needs to the school’s IT coordinator as soon as possible and get confirmation that your needs will be met. Ensure that any required websites can be reached through the school’s internet filter.TEALS Intro CS (Semester 1: Snap!)TEALS Intro CS (Semester 2: Python)TEALS AP CS A (Java)Snap! [browser-based] IDE, SDKInstallation instructions included in first unit of curriculum.Java IDE (Eclipse Recommended)Installation instructions included in first unit of curriculum.Practice-It and CodingBat online practice problemsFor Remote Teaching Teams, look for a supplement to this page during the Remote Teaching Training Sessions.Teaching ScheduleEach TEALS teaching team has the freedom to define their own teaching schedule. As a reminder, TEALS expects each volunteer to attend class approximately 50% of the time it meets (which usually means twice per week), so that on most days there are 2 volunteers in attendance. The classroom teacher must be in the classroom every day.Create a shared calendar (use the tool of your choice: Google, , etc.). Make sure that each member of your team has access to the calendar.Record the location of your shared calendar here: _______________________________________________Add the important dates in your school’s calendar to the team calendar (which you listed earlier in this document). If your school uses a cycle, like A/B days, to determine when classes meet, put that in too.Determine a regular teaching pattern that suits all members of the team. Continuity in the classroom day to day is very important. We do not recommend having a completely different set of instructors every class day. Example: Overlapping ScheduleMTuWThFT1/TA1T2/TA1T2/TA2 T1/TA2 Classroom TeacherThis schedule ensures extra continuity since each day there is the classroom teacher plus one volunteer who was present the previous day. In this example, the teacher leads a shortened lab period on Fridays.Another way to achieve continuity is to have volunteer teacher/TA alternate weeks. Schedules with less continuity require more detailed team communication outside of class.It’s recommended that you use a schedule where each volunteer visits the classroom each week. Try to avoid a schedule where any individual has more than a week between classroom visits. It becomes hard to build and sustain relationships with the students.Enter your teaching schedule into the shared calendar. We recommend adding each person as a recurring calendar event, so that you can make individual adjustments as necessary. You can also enter topics, lesson plans, or course materials as events in the calendar to aid in your planning, or in capturing what actually was taught after the fact.Daily Handoff PlanSince each volunteer is only present half the time, it’s important to create a plan for sharing what happened in class. Some teams use a shared Evernote or OneNote notebook with a page for each day or a shared Google Doc or Word Online document. Others send an email to the team email group after each class. Whatever your strategy, it is most effective when used consistently, and when you write down what happened in class as soon as possible. The update can be just a few sentences. Each report should capture:How far the lesson got (and how far students should be in any assigned classwork or homework)Assessment of student mastery of the material (calling out individual students as necessary)Suggestion of content that does or does not need reinforcement or re-teachingNote school goings-on (schedule changes, important events, etc.)Note student goings-on (notable student interactions that indicate trust or lack thereof, essential in creating a culturally responsive supportive classroom)Record your team’s handoff plan here:Example: After each class, one team member will send an email update to the whole team and post the update in a running Word Online document. Sending the update is the responsibility of the team member who is not teaching the next day.Weekly Team SyncCommunication is essential in any group endeavor, and you can only do so much through asynchronous communication like emails or chat messages. Each TEALS team should schedule a weekly sync where everyone is available at the same time. During the weekly sync, you should discuss:Feedback from the previous weekStudent progress and how to adjust pacing: Do any lessons/topics need to be retaught?Do individuals or groups of students need individual help or differentiation?Teaching schedule and lessons for the upcoming weekAre we creating culturally relevant lessons?High-level challenges or problems that have emergedAre we creating a collaborative environment that supports and includes all our students, especially those from different cultures than our own? Are any of our students experiencing “Amygdala Hijacking” in class?Questions or issues for your TEALS Regional ManagerRecord the plan for your Weekly Sync here:Example: Mr. Sample has a free period after CS every day. We’ll hold a weekly sync on Fridays during the 2nd period class: 8:55 – 9:42. The volunteers who taught that day will stay in the classroom, and any others will participate by phone conference.Example 2: The team will meet on Skype each Sunday evening at 6:00pm. Classroom ProceduresProcedures automate your classroom, allowing your students to spend more time focused on mastering content and less time in transitions or off task. As a rule, you should use classroom procedures for scenarios where they can save the most time, either because the task in question occurs frequently or is particularly time consuming. A classroom procedure is a series of steps that students should follow. It should include a clear entry cue, and a clear conclusion. Procedures are specific and well-defined. As the captain of the TEALS teaching team and the individual who will be present every day of the class, the classroom teacher should be the driving force behind these procedures. Be sure to incorporate culturally responsive teaching strategies to increase the participation and achievement of students from underrepresented groups. When thinking about your classroom, think about how your team will incorporate the following strategies:Build authentic relationships. They are the on-ramp to engagement and learning.Use the brain’s memory systems for deeper learning. Connecting new content through music, movement, and visuals strengthens the neural pathways for comprehension.Acknowledge diverse students’ stress response from everyday micro-aggressions and help calm the brain.Use ritual, recitation, repetition, and rhythm as content processing power tools.Create a community of learners by building on students’ values of collaboration and connection to create intellectual safety and reduce stereotype threat.Develop procedures for the following common scenarios. Then create more procedures for other scenarios that you think will be common in your class. Throughout the year, add to this list when you encounter a situation that could be improved with a procedure. Remember that classroom procedures need to be taught and rehearsed by your students in order to actually save time and focus.Entering the Classroomstart when: entering the classroom before class startsaction steps:Example: Mr. Sample will greet students at the door with a smile and a welcoming comment. Mr. Sample will have a “Do Now” section of the whiteboard to use for instructions for entry assignments.Example 2: Students will collect and power on their computers when first entering the classroom [useful if the computers take a long time to boot up].Transitioning from Lesson to Labstart when:action steps:Example: We will have monitors closed/turned off during instruction to avoid distraction and help to separate lab and instructional time. Because many students shared that they are interested in Lil Wayne’s music, we’ve created a ritual using one of his song lyrics. When instructors call out “Hello, Brooklyn?” students call back “How you do?” and may open their computer and/or turn on their monitor. We will use music during lab to help students focus and further the distinction.Example 2: Students will line up at the door and walk as a class to the computer lab. Once in lab, instructions will be reviewed. Submitting Assignmentsstart when:action steps:Example: We have imported our class materials into Google Classroom and plan to have students submit assignments through Google Classroom.Example 2: Volunteers David and Desiree will create custom forms students can use to submit their work.Example 3: Student assignments are backed up to a private folder on the school network. Students will save their final work using the format FIRST_LAST_FINAL and we will all be able to access it.Non-Example: Do NOT collect assignments through email.End of class periodstart when:action steps:Example: We plan to use an exit ticket to wrap up class. We plan to have it be a daily activity we do with 5 minutes of class left.Example 2: During lab, the classroom lights will be flashed with 5 minutes left in class to signal they should start to wrap up their work and save. Students will be reminded to power down/put away their computers.Example 3: We plan to have students reflect on what they have learned by writing, creating a picture, a graph, or a table in their online portfolio. We plan to have it be a daily activity we do with 5 minutes of class left.When Students Are Off Taskstart when:action steps:Example: Volunteers in a matter-of-fact tone and supportive body language (smile) should remind the student of their strong skills or project, and ask “how are you tackling this lab?” Let the student know that you believe that they can complete the task within the time allotted and you are available to them if they need help identifying their next step. If students remain off task, discretely notify Mr. Sample about the student and Mr. Sample will intervene.Custom Procedure 1Example: Attention Grabber: TEALS High School uses the phrase ‘eyes and ears on me’ to indicate that attention should be on the speaker. We will use this in our class.Example: Written Work: Mr. Sample will have two paper organizers on his desk, one labeled “Turn-In” and one labeled “Returned Assignments.” We will instruct students to check these at the beginning or end of class.Custom Procedure 2Custom Procedure 3In the Lab Most of the time, students will be working on projects and lab assignments. Describe how you will address the following challenges in lab.Atmosphere for Focus and CollaborationHow will you provide an atmosphere in the classroom that encourages focus and collaboration?Example: We will play music preselected by the team during lab and give the students the option to dim the lights.Example 2: Students will be able to earn the privilege of selecting music that is class appropriate as one of our raffle prizes.Getting HelpHow should students seek help in your classroom?Example: Students will have “question flags” on the side of their monitors that they can raise when they have a question.Example 2: We will use the “C2B4Me” policy. Students will be expected to ask two of their fellow classmates for content-related questions before seeking the help of one of us.Example 3: Students can add their name to the “question queue” for help. Team members will erase the name of each student as they complete their interaction.Tracking Student ProgressHow will you ensure that each student receives attention from an instructor (ideally twice), and that the team knows how each student is progressing in their learning?Example: We are going to designate areas of the room for each team member. Team members will track their visits on a printed class roster.Example: We will have a shared document that all team members have access to that we can update in real time with visits and notes. Engaging StudentsSometimes, students need external motivation to develop good habits. Active Learning StrategiesTo learn, students must engage with the material. We’ve included a handful of strategies for encouraging student engagement below. As a team, discuss how you plan to use the following participation strategies in your classroom. Which questioning techniques will you use to ensure that all students engage during full-class instruction?Example: Each day, we’ll use a mix of calling on raised hands (with ample wait time), around the world questions, cold calls (with warning), and the “write, then answer” activity. We’ll try to call on every student at least once.How will you provide structures for students to collaborate with each other during full-class instruction?Example: Since our classroom is arranged in clusters, we plan to use think/group/share in groups of 4. We will use this strategy when discussing topics with students and during culture activities. When creating groups, we will select diverse groups and change them throughout the semester so that students gain exposure to many different peers’ experiences.Example: We will allow space for rapport talk as a warm up to a lesson or unit by using discussion dyads giving each speaker equal time to talk and space to talk without being interrupted. How will you provide structures for students to collaborate with each other during lab work?Example: We plan to use pair programming 2-3 times per unit when assignments are well suited to this format. We will change pairs of students per unit so that students experience and learn from each other’s approaches.Example 2: We will use the “C2B4Me” policy. Students will be expected to ask two of their fellow classmates for content related questions before seeking the help of one of us.Connecting with StudentsHow will we avoid the “Amygdala Hijacking” of our students?Example: We will represent the various student identities (backgrounds, cultures, ethnicities, languages, etc.) in the classroom by decorating the room with heroes and proverbs/sayings as derived by student responses to the “Student Experience” survey [See Classroom Plan Appendix].Example: When a student seems hijacked we will listen with empathy and validate the student’s perspective. We will provide choices to allow the student to feel a sense of control.How will we use brain science to help our students learn?Example: We will use sorting and matching games to introduce and review new vocabulary and syntax – ideally within 24 hours – to help commit content to our students’ long-term memories.Example: We will “storify” the introduction of new ideas, words, or concepts from a unit by asking students weave them together in a coherent, cogent narrative.Example: We will assign rhythmic mnemonics in song by asking students to write their own songs, raps, or spoken word pieces in the style of the alphabet song to the Schoolhouse Rock! episodes. How will we build authentic relationships with students?Example: We will ensure that we pronounce all students’ names correctly, asking students to say their names, restating it right then, and practicing after we’ve heard it correctly.Example: We will represent the various student identities (backgrounds, cultures, ethnicities, languages, etc.) in the classroom by decorating the room with computer scientists (both male and female) and sayings from their respective cultures as derived by student responses to the “Student Experience” survey.Example: We will take note of our students’ important events and life happenings (e.g., birthdays, playoffs, festivals, mother’s surgery, etc.) and ask about these happenings throughout the year.Example: We will design lessons that recognize our students’ backgrounds, learning styles and interests by using the responses from the “Student Experience” survey.NotebooksTaking notes on paper results in better learning outcomes for students on average. In computer science, notebooks can be used to record definitions, syntax, programming patterns and idioms, examples, and diagrams. Students can also record their reflections on the work they are doing and use the notebook as a scratch space to plan out their approach to problems before implementation. Notebooks help make learning more explicit and help students to organize and process new information. Many students may not know how to take good notes. You may need to model it for them.When should students use their notebooks in your class?Example: We will expect notebooks during every class period to be used for taking notes and as reference during projects and labs. To encourage notebook use, students will be rewarded tickets for passing notebook checks and students will be able to use their notebooks on quizzes. How often will you check the notebooks? Is there a grade associated with notebook completeness?Example: We will be doing notebook checks every two weeks. Notebooks are not allowed to be part of student grades at TEALS High School so Mr. Sample is going to work with us to use incentives for proper notebook completeness.When can and should students refer to their notes (during lab? On quizzes? On tests?)Example: Students may use their notebooks during lab, on quizzes, and during project work. Students may not use notebooks for tests unless specifically instructed to do so.What should students do about notes when they miss class?Example: We will have a copy of the notes available at the end of each class that will be available through either OneDrive digitally or as a hard copy collected from Mr. Sample’s desk.RaffleTEALS provides classes in the co-teaching model with a raffle kit containing tickets, a collection box, and a variety of small and medium prizes. At the end of the year, TEALS provides a grand prize (either a laptop or an Xbox – the team may select one option via the TEALS Dashboard). It’s up to each teaching team to determine how to use the raffle in your class, in accordance with any relevant school policies.When will you explain the rules?Example: We will explain the raffle when we go over the syllabus during the first days of class. We’ll briefly repeat the rules each class when we begin to give out raffle tickets over the first two weeks (or at the start/end of each period for the first few days or weeks as needed).How will you distribute tickets?Example: Students will receive tickets for turning in assignments, classroom participation, and for helping other students with relevant classroom material. Each team member will carry tickets and tickets will be attached to assignments.How will you select the winner(s) and when?Example: We plan to do a weekly raffle with students only being able to win once within a month. For the grand prize, all the tickets students collect for the year will be used as the prize pool so the more tickets you have the higher your chance of winning.Engaging Parents/GuardiansInvolve? ?parents? ?and guardians by? ?using? ?take-home? ?letters that open the door to parent participation. Parents can provide cultural context, and act as the main educators in many cultures. It’s also a great opportunity to share the personal background of each team member, and help reinforce why computer science is important for students. TEALS has a sample take-home letter. Modify this template as a group to apply to your class. We’ve highlighted passages that you need to customize for your class.When will you send the take-home letter to parents and guardians?Example: We will send the take-home letter home with students on the second day of class, along with the course syllabus, because we don’t want it to get lost with too many other first-day materials.Pacing and Differentiated InstructionThe pace of learning will vary student to student and day to day. Differentiated instruction is a teaching strategy in which instruction is modified to best reach each student. Save valuable classroom time by consistently evaluating the pace of the class and planning strategies ahead of time for both advanced and struggling students.PacingWhen will your team evaluate the pacing of your class?Example: During our weekly sync meeting, we will discuss the pacing of the week to see if any changes need to be made.What tools will you use to inform your pacing decisions?Example: We will go over the results of an end of week exit ticket as well as our students’ notes from the week, and our notes on their progress during lab.How will your team identify students that may need differentiated instruction?Example: Mr. Sample will be responsible for calling attention to students that need differentiated instruction during our weekly sync.Example: We will track differentiation notes through end of class emails to our team email account.Advanced StudentsWhat do you plan to do with students who are flying ahead? Be specific: who on the team will be responsible?Examples: extra credit assignments (check if this is allowed), give opportunities for advanced students to assist other students, complete additional work on online course or extension, extra textbook, work quietly on other subjects. Example: Jane Volunteer will work on advanced assignments and have 1-2 ready each week. Students consistently ahead of this schedule will meet with Mr. Sample to determine if a more advanced class is a better fit/available.StragglersWhat do you do with students that are falling behind?Examples: split the class, get help from another student, classroom teacher intervention, online resourcesExample: At the start of every lab, one team member will host a review session for students that feel they could use extra help. Students can opt-in to attend the review session, and we can gently suggest to individual students that they should consider attending.Example: We will use “helping trios” where each student presents something they are working on and gets help/feedback from fellow classmates. GradingThe classroom teacher has the final say in what grades students receive and is responsible for putting the grades into the school’s grading system. Methods and standards for grading vary greatly from school to school and teacher to teacher. In most TEALS partner classes, volunteers assist the teacher with grading student work. The teaching team should calibrate their grading by first all grading the same submission and adjusting the difference in grades to a set standard. In the following questions, be sure to align with the school’s and teacher’s overarching policies.What will be the breakdown of criteria in students’ grades for the course?Example 1: We will follow TEALS’ recommended breakdown for the intro class:40% Projects40% Class Participation / Labs / Notebooks20% Quizzes and TestsExample 2: We will follow TEALS’ recommended breakdown for AP classes:40% Tests and Quizzes40% Projects / Large Labs / Performance Tasks20% Class Participation / Homework / Daily Labs / NotebooksWhat is your policy on late work?Example 1: Large assignments are accepted up to 10 class days before the end of the semester in which it was assigned. Late work will be scaled to 80% of the score it receives. Small assignments may be turned in up to 1 day late for full credit.Example 2: Assignments may be submitted late but will lose 10% of their value for each calendar day late they are received. Will students be allowed to submit corrections to tests and/or revisions to projects?Example: Students may always resubmit projects with revisions up to the end of the semester in which the work was assigned. The project will be re-graded and the student will receive half of the difference between the old grade and the new grade (for instance, if the project originally scored 18/40 and the revised project scored 34/40, the student will receive a final grade of 26/40). After major tests, we may choose to give all students an opportunity to correct their work to receive up to half of the points they missed.What is your policy on academic dishonesty (i.e. cheating)? What constitutes cheating, and what are the consequences?Example: When collaboration is not allowed on an assignment or test, any sharing of code, or discussion of the details of a problem is cheating. When collaboration is allowed, students should avoid giving each other code. Students must add code comments to *cite sources* when they received help, whether online or from another student.At TEALS High School, all instances of cheating require a conversation with the academic dean who then determines a grade and/or disciplinary penalty.How will you share the details of your academic dishonesty policy with students and regularly reinforce it?Example: The policy will be provided to students in written form on their syllabus. We will discuss the policy and do a class activity around evaluating scenarios of cheating during September. Each time we assign a major project we will discuss specific examples of what does or does not constitute cheating.Lesson PlanningTEALS teaching teams have unique challenges and opportunities when planning lessons. You can (and should) take advantage of the individual strengths and experiences of all team members, but you must also make sure that roles and responsibilities are well-defined. In addition, you’ll need to be aware of all the standard factors when planning a lesson, including student needs (both academic and cultural), classroom setup, and scheduling, among others. During planning, volunteers should look for opportunities to tie in their real-world experiences into the context of the lesson.When planning each lesson (typically at least a couple days before the lesson is to take place), make a copy of the below worksheet and fill out the details together. Not all questions will be relevant for every lesson, but you should be sure to think about each issue and ensure you have a plan. Over time, it may become second nature to discuss these considerations as a group.LogisticsCurriculum unit/lesson number:Date(s) of lesson:Teaching team members in class for lesson:Teaching Team ReflectionClassroom teacher: Overall, how comfortable are you with the topics and learning objectives in this lesson? 1 – Not at all 2 – Slightly 3 – Somewhat 4 – Mostly 5 – EntirelyWhich topic are you most comfortable with?Which topic are you least comfortable with?Volunteers: Overall, how comfortable are you with the teaching techniques used in this lesson? 1 – Not at all 2 – Slightly 3 – Somewhat 4 – Mostly 5 – EntirelyWhich technique are you most comfortable with?Which technique are you least comfortable with?What support does each team member need from other members of the team to be successful in helping to lead this lesson?Student ContextWhich previous lessons are required to have been completed before this lesson?Which students may not be prepared for this lesson? Look back over your student progress notes from the lessons you identified a required.What additional scaffolding will you provide for students who may not be prepared for this lesson?Which aspects of the lesson do you think students are most likely to struggle with? How will you help them be successful with these parts of the lesson?PedagogyWhat is the hook for this lesson? How will you ensure that the hook is relevant and accessible to your students? (Modify the curriculum suggestions if necessary.)What instructional formats and techniques will be used in this lesson? How will you ensure that your students will be engaged throughout the lesson?What examples and lab problems are used in this lesson? How will you ensure the examples you use are accessible and relevant to your students? (Modify the curriculum suggestions if necessary.)AssessmentWhen will you include formative assessment in this lesson? What assessment mechanisms or techniques will you use?How will you assess that students have met the learning objectives for this lesson?Division of RolesWho will be the primary instructor(s) for this lesson?What role will each other member of the teaching team play during this lesson? (Be specific. The co-teaching formats explained in TEALS training may be a helpful starting point: One Teach, One Support; Team Teaching; Parallel Teaching; Station Teaching; Alternative Teaching)CS Culture DaysIt’s important to connect the academic course content to real world applications, and a taste of the world of software engineering. TEALS encourages classes to implement CS Culture Days, taking a break from normal lessons and activities. TEALS provides several general lesson plans to illustrate how to run a culture day. Generally, they can include “show and tell” by the instructors, or topics researched and presented by students. Discuss culture day ideas with other teams on the TEALS discussion forum.How often will your team hold culture days?Example: We will use culture days to wrap up units and during days when we have technical difficulties.Instructor Demo/Show and TellWhat are some topics you would like to share with your class? If you are unable to speak to any of the topics you want to share with your class, consider bringing in other colleagues who may be able to.Example:Ashley Volunteer – demo of the new web app I am working on at work, my senior project from college, website my friends and I created for fun in high school.Alejandro Volunteer – bring my boss in from work to talk about working at TECHMAZING Company, demo a new phone app I am working on to help me find my keys.Preeti Volunteer - talk about what it is like to work at a tech company from the perspective of being a woman or person of color and initiatives at my company that support me as a professional with my background.Mr. Sample – show off some of the work I have done for TEALS over the summer, show students some of my errors to encourage perseverance. Based on what you collectively know about your students, what topics might they want to learn about? Example: The incoming sophomores in our class have a range of interests including health care, video games, and cyber security. We can bring in current event topics about security. Joe Volunteer can talk about his former role at Health Incorporated. Student Research and PresentWill you assign a research and presentation project to the students? If so, when in the year will you assign it, and what will it entail?Example: During the first month of school, we’ll assign students to research and prepare a 5-minute presentation on a CS-related topic of their choice. Students will be allowed to choose a topic from a list we present or propose a topic which the instructors must approve. We will randomly assign students a presentation date (two students presenting each Friday).Current EventsHow will you tie current events in computer science into your classroom?Example: Every other Friday we will spend 10 minutes discussing a relevant article from the previous week. Students will be able to submit articles for extra credit.Recruiting Next Year’s StudentsTargeted recruitment efforts of students lead to growing enrollment and help ensure that the diversity of students in your school’s CS classes reflects the overall diversity of your school. While enrolling students is the responsibility of the school, the whole teaching team can work together to create a cohesive plan and volunteers may find ways they can contribute to the process.EnrollmentHow do students enroll in your class, and who controls the schedules?Example: At TEALS High School, any student may elect to take Intro to CS, although the scheduling of the class is most conducive to Freshmen and Sophomore students. A dedicated scheduler, Ms. Management, creates course schedules with help from the 4 Guidance Counselors.When are course schedules programmed at your school?Example: At TEALS High School, students complete a Course Preference Form in March. Preliminary schedules are completed by May, and students receive their draft schedule before the school year ends. Students receive a final class schedule when they return to school in September. Which groups of students at your school are currently under-represented in computer science? What are the best ways to reach those students?Example: Our computer science class at TEALS High School is only 35% female while the school’s population is 51% female. The school has a large minority of Hispanic/Latinx students (52%), but only 20% of the students in our CS class. Our school’s guidance counselors can help us reach a more diverse group of students.Recruitment ActivitiesDiscuss the following activities to aid in recruiting students and decide which of them would be most helpful at your school. For those activities that you want to organize, select a time frame, and outline who will take on what responsibilities for the activity.ActivityTimeframeResponsibilitiesHour Of CodeAn awareness activity where students complete a 1 hour tutorial involving programming or other CS concepts. Often embedded within math or science classes for maximum reach. Example: We’ll encourage math classes to run Hour of Code during CS Ed Week in December. Students from our class will visit math classes to serve as guides.Volunteers Juan and Jane will help select appropriate tutorials from the Hour of Code website. Ms. Sample will coordinate with the math department to schedule and run the activity. Student ShowcaseAn event (assembly, at lunch, or after school) where your students show off the amazing work they’ve done in class to their peers outside the class. Example: We’ll host a showcase at lunch at the end of each semester. We’ll also showcase student work on the daily video announcements once per month.Ms. Sample will organize the activity. Volunteers Juan and Jane will attend and speak with interested students.Back To School / Parent NightMany parents may not be familiar with CS or with your school’s programs. Host a special presentation for parents.Example: Back To School Night is in late September. We’ll do a 5 minute presentation during the opening remarks in the auditorium.Ms. Sample will arrange for the presentation to happen with Principal Awesome. Volunteers Juan and Jane will prepare example projects to show parents.Your Other IdeasAppendixStudent Experiences SurveyAdapted from “Culturally Relevant Teaching & The Brain” by Zaretta HammondThis survey will help you understand your students’ background and learning styles.Student name:What do you think learning computer science is going to be like?What are your favorite things you do with technology? (examples: playing with phone apps, Xbox games, designing visuals/art online)What are your favorite subjects?What is an example of something you learned that you will always remember? Why was it so memorable to you? What did you like about how it was taught? What hobbies, sports, other interests, or social causes do you care about?What is a saying, metaphor, analogy, or parable you remember hearing from your parents or guardians, grandparents, aunts and uncles? And what do you think it means? ................
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