CS Ambassador Training by TEALS

Learn how to help schools facilitate the Hour Of Code during Computer Science education week (12/8-12/14). Visit tealsk12.org/hourofcode for more info.

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CS Ambassador Training by TEALS

Created 2 years ago

Duration 0:47:58
lesson view count 306
Learn how to help schools facilitate the Hour Of Code during Computer Science education week (12/8-12/14). Visit tealsk12.org/hourofcode for more info.
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Slide Content
  1. CS Ambassador Training

    Slide 1 - CS Ambassador Training

    • for the Hour Of Code
  2. Welcome

    Slide 2 - Welcome

  3. Agenda

    Slide 3 - Agenda

    • Who are we? [5 minutes]
    • What is Hour Of Code? [5 minutes]
    • Showing & Telling [10 minutes]
    • Working With Students [15 minutes]
    • Working With Schools [10 minutes]
    • Next Steps [5 minutes]
    • Q&A [10 minutes]
    • source: http://dilbert.com/strips/comic/2010-06-25/
  4. Expand access to CS

    Slide 4 - Expand access to CS

    • Teach kids CS
    • Grow more CS teachers
    • Grow more CS programs
  5. The Job/Student Gap

    Slide 5 - The Job/Student Gap

    • 2%
    • 98%
    • Computer Science Students
    • All other math and science students
    • 40%
    • 60%
    • Computing Jobs
    • All other math and science jobs
    • Courtesy code.org, Sources: College Board, Bureau of Labor Statistics, National Science Foundation
  6. Why aren’t there more CS classes and teachers?

    Slide 6 - Why aren’t there more CS classes and teachers?

    • Huge industry demand for EE CS majors.
    • No pathway to teaching CS.
    • High Schools don’t recruit at CS career fairs.
    • TfA used to not distinguish CS majors for CS teaching placement.
    • Big financial sacrifice to teach.
    • No CS teachers.
    • No CS courses in course selection sheet.
    • No students.
    • No perceived demand.
  7. Slide 7

    • How TEALS works
    • Schools committed to offering CS but can’t find teachers with CS background.
    • Build and establish sustainable CS program, build CS teacher capacity. Committed to handoff.
    • Full school administration buy in and support.
    • 1st Period CS in the school schedule.
    • AP CS A (year long) ==1st Semester college course. Taught in Java. UW CSE 142. Or Udacity CS046 for flipped classroom modelIntro to CS Principles (semester long) == High school survey course. Based on UC Berkeley CS 10.
  8. 2014/15 School year (year 5)

    Slide 8 - 2014/15 School year (year 5)

    • 135 High schools from 19 States.
    • 7000+ students
    • 480+ volunteers
  9. The Hour of Code:       year 1         15 million participants

    Slide 9 - The Hour of Code: year 1 15 million participants

  10. Hour of Code

    Slide 10 - Hour of Code

    • Coding tutorials at code.org/learn
    • Flexible time, difficulty, age, equipment
    • Schools sign up at hourofcode.com to win prizes
    • Must go through hourofcode.com for count and certificates
  11. Hour Of Code Tutorials

    Slide 11 - Hour Of Code Tutorials

    • Demo (code.org/learn)
    • Tutorial Picker (tealsk12.org/hourofcode/tutorial-picker/)
  12. CS Ambassador Lesson Plan

    Slide 14 - CS Ambassador Lesson Plan

    • Lesson Plan (tealsk12.org/hourofcode/)
  13. Showing and Telling

    Slide 16 - Showing and Telling

    • Presenting a mini-lesson about your work
  14. Imagine

    Slide 17 - Imagine

    • Remember the most boring class you ever took.
    • What might be the first words out of that teacher’s mouth for a lesson about Digital Storage?
  15. Types of Hooks

    Slide 19 - Types of Hooks

    • Personal example
    • Story
    • Mystery
    • Joke
    • Controversy
    • Hypothetical
    • Physical object
    • Demo
    • Quote
    • Image/Video
  16. What is this?

    Slide 20 - What is this?

  17. RAMAC

    Slide 21 - RAMAC

    • The first hard drive.
    • IBM, 1956
  18. Be Relevant

    Slide 22 - Be Relevant

    • CONSIDER: What are some topics on the minds of todays’ students?
    • Try to relate your work to something kids know about and/or care about.
  19. Be Concrete

    Slide 23 - Be Concrete

    • Talk about your work
    • What do you do day to day?
    • What do you build/sell/teach/learn/study?
    • How might it impact the students in the room?
  20. Be Concrete

    Slide 24 - Be Concrete

    • Talk about your work
    • What do you do day to day?
    • What do you build/sell/teach/learn/study?
    • How might it impact the students in the room?
    • DEMO
    • DEVICES
    • OBJECTS
    • VIDEO / PHOTO
    • JOB TITLE
  21. Body Language

    Slide 25 - Body Language

  22. Body Language

    Slide 26 - Body Language

  23. Body Language

    Slide 27 - Body Language

  24. Multiple Volunteers

    Slide 28 - Multiple Volunteers

    • Total presentation length: 5 minutes
    • 1 – 3 volunteers should present
    • Q&A with all at the same time
  25. Review: Show & Tell

    Slide 29 - Review: Show & Tell

    • Have a hook
    • Be Concrete
    • Be Relevant
    • Make few assumptions
    • Stand straight and unobstructed; make eye contact; smile!
    • PDF resource in packet
  26. Working with students

    Slide 30 - Working with students

  27. Give encouragement

    Slide 31 - Give encouragement

    • Encourage effort, grit and resilience
    • Celebrate challenges as well as solutions
    • Be measured and proportionate
  28. The Way Of The Meerkat

    Slide 35 - The Way Of The Meerkat

    • 30-60 seconds per interaction
    • Visit each student twice (between all instructors.
    • Goal is to assess, unblock, give encouragement (not to solve)
    • Don’t get monopolized
  29. Socratic Method of questioning

    Slide 36 - Socratic Method of questioning

    • Not to give answers, to unblock.
    • Diagnose misunderstanding
    • Use questions to give hints and next steps
    • Return later to check on progress
    • Step 1: Diagnose
    • How are you doing?
    • What is this supposed to do?
    • What isn’t working?
    • Show me how it works.
    • Step 2: Leading questions
    • What kind of loop should you be using instead?
    • Who should be able to modify these variables? Who shouldn’t?
    • Instead of static, what kind of method should this be?
  30. Questions Only!

    Slide 37 - Questions Only!

    • This slide shows an improvisational comedy game from the TV show.
    • Look for moments where the actors intentionally rephrase a statement as a question.
    • https://www.youtube.com/watch?v=tkxRzV3gtDc
  31. Questioning activity

    Slide 38 - Questioning activity

    • 1. Diagnose2. Leading Questions
    • Instructor will pretend to be a student working on an hour of code tutorial.
    • In the following activity, you’ll watch the student attempt part of a tutorial, and then select what you think is the best question to ask the student.
  32. This response isn't a question, and may not engage the student.

    Slide 40 - This response isn't a question, and may not engage the student.

  33. Review: Working With Students

    Slide 45 - Review: Working With Students

    • Encourage gently
    • Be a Meerkat
    • Diagnose; Ask leading questions
  34. Working with schools

    Slide 46 - Working with schools

  35. Slide 47

    • The school system does not always function logically…
  36. Negotiating entry

    Slide 48 - Negotiating entry

  37. What else can go wrong?

    Slide 49 - What else can go wrong?

    • Brainstorm…
  38. Planning Materials

    Slide 51 - Planning Materials

    • Planning Discussion Guide
    • Checklist
  39. Next Steps

    Slide 53 - Next Steps

    • Match
    • Starting week of 11/24
    • Select a school online based on your preferences
    • Plan
    • Pick tutorial
    • Discuss logistics
    • Prepare
    • Plan
    • Show&Tell
    • Try the tutorial
    • Contact school
    • Practice questioning techniques
    • Visit the school
    • Execute
    • Week of 12/8
    • Have fun!
    • Invite friends and colleagues to sign up too!
  40. Questions?

    Slide 54 - Questions?

    • Email hourofcode@tealsk12.org