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How to use questioning to guide understanding, learning and problem solving skills in students.

How to navigate code.org to access resources and lessons to teach CS to students in an engaging way.

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Exact Instructions Challenge PB&J Classroom Friendly | Josh Darnit

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Learned and saw that Discoveries SY2223 curriculum had been translated into 5 different lessons. I am going to work on translating my TLO (U5L1) into Spanish and Korean before I send it to my curriculum colleagues.

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One take-away I learned is that coding can easily be transferred to every day experiences in the classroom. Let's use algorithms as an example. Learning algorithms seems like a challenging concept for my K-2 students, but it can easily be made tangible and fun. For instance, students can write the steps for brushing their teeth or tell how to make a peanut butter and jelly sandwich. By focusing on algorithms, students learn to break down complex tasks into manageable steps and to think logically.

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I learned a lot about coding for K-2nd graders and look forward to implementing the lessons provided by Kyle. Thank you for all the information 🤩

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Throughout this week, I was introduced and got to explore something that I have very little experience with. I also had the opportunity to collaborate with my own colleagues at our school, colleagues from the school across the district, and so many other new educators that I learned so much from. Throughout this week, I really enjoyed that we learned so many different student-engagement activities, especially ones that got us out of our seats and talking with new people. Overall, this was such a great experience and I feel like I learned a lot of new, useful, and valuable information.

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I learn how to Computer Science is for every student regardless what is their socio economic, academic background. There is no prerequisite to take AP Computer science course. I got so much resources. I was able to collaborate with many peers and learn lot from that as well.

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Greetings!

I came away with a plethora of knowledge from this course on coding. I am not where I would like to be, but I am grateful that I am not where I used to be. One takeaway that I would always remember is grouping. Everyone learn different ways and process information at different levels. We have to be cognizant of students background knowledge and their culture, and that everyone could bring something to the learning process.

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I was able to collaborate with peers to develop and implement computer science lessons and get to experience new lessons as a student. I also got to meet new people.

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Teachers are amazing! Totally engaged and committed. They can now do the work in bringing Computational Thinking into any lesson, with CONFIDENCE & Perseverance! Reach out to your Debugging SuperPower Teacher leader if you need anything :)

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I'm excited to dive into more Cross-Curricular Extension Activities that can embed coding into content, making learning even deeper.

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I can learn and teach coding!

I can find code lessons that are at my level and with some time and practice I can make great progress.

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Resources for Scratch Jr. Grades Pre-K-2nd including LP

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Resources for Scratch Jr. Grades Pre-K-2nd including LP

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The Coding as Another Language (CAL) approach, developed by Prof. Marina Umaschi Bers understands the learning of computer science as a new literacy for the 21st century that supports young learners in developing new ways of thinking, new ways of expressing themselves and new opportunities to make t…

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I never knew exactly what CT was. I learned how it can be integrated into any core subject area. I am a science teacher, and the CT concepts and approaches can easily be embedded into my lessons!

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Learning about CODE.com has created the amazing idea and motivation to bring this wonderful program to my building. Now I need to convince Administration to allow All of our students to learn to Code. Establishing Equity in learning is a must.

I would like to share, guide, and lead the opportunity for ALL of our students.

I have learned how to navigate, create, and share with CODE.com. Through this program I can teach not only Bilingual students but DL and Gen Ed. students as well. I am so excited to part take on this endeavor for our students.

Thanks IRC, CODE.com and our instructors Angie and Bryan for educating me. Learning is Fun!!!

Patricia Castaño

Waukegan HS

District 60

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Computer science is for everyone | Hadi Partovi | TEDxRainier

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I learned a lot about Coding and how it can be integrated into any topic/subject. I also enjoyed hearing from educators with different backgrounds and interacting with them!

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I'Ve learned that diversity gives a opportunity to see and hear different points of views and ideas.

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Pretty good interesting course for new learners as well as someone who already know Computer Science. Curriculum by Code.org is really good.

Practical experience and learning in this CS principles course is great for newbies.

I am a substitute teacher as well as volunteer for not for profits. I am planning to accept if any CS class opportunity pops up for me and volunteer for kids too.

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One of the most valuable lessons from the CSEL Summer Institute is understanding that computer science can be integrated into all content areas. As a math teacher, I'm leaving with new tools to better support my multilingual students through engaging and inclusive strategies.

I really appreciated the collaborative activities presented by the presenters—excellent examples of hands-on learning!

Thank you, CSEL team, for such a meaningful and inspiring experience!

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I have learned a great deal of information related to CS, as well as how unconscious bias affects the teaching of the program. I plan to use the resources of this course with my ML students in my class next year.

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I plan to use several of the LP's this year, particularly the data privacy.

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I am learning to learn how to step back and let learning happen. I have been working a lot on building thinking classrooms and struggling to stay consistent with it. This PD is showing me that it is ok to let students explore and struggle before intervening. We can provide scaffolds for students who need it, but the end goal is to get them to build those connections by doing because those experiences will be more memorable.

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I've learned how to navigate the code.org website.

This resource will be very helpful when planning lessons.

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Journaling and "Retrieve Pair Share"

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I plan to use some of this information in my EL classroom to ensure that my students have the same opportunity to learn about computer science as the general education students. I have a literacy/careers course, and this information fits perfectly.

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To help any MLs in your CS classes

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Collaboration with other teachers. discussion, conclusions

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Being the Change - A Text for Social Comprehension

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Being the Change - A Text for Social Comprehension

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Identity mapping and other strategies that help to teach social comprehension and build community in classrooms.

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Foreword by Terrence J. Roberts, PhD.

A Letter to Readers

Acknowledgments

An Introduction to Social Comprehension and Strategies to Prepare You for the Work Ahead
Chapter 1: Exploring Our Identities
Lesson: Affirming Our Identities: Identity Webs
We introduce the elements of our own identities (such as sister, athlete, bilingual, reader) and look for connections to or wonders about the identities of others.

Lesson: Placing Ourselves in the World: Stories of Our Names
Using a mentor text, we write the stories of how we got our names, how our names make us feel, and our experiences with our names.

Lesson: Journeying into Our Family Histories: "Where I'm From" Poems
We use the structure of a "Where I'm From" poem to share our family histories, storied objects, and moments.

Synthesis: Making Thinking Visible
Chapter 2: Listening with Love
Synthesis: Making Thinking Visible
Chapter 3: Being Candid
Lesson: Seeing Our Own Bias: Drawing Activity
We learn about how bias works, and we use an activity to help us see some of our own bias and brainstorm how we can confront it.

Lesson: Understanding Microaggressions: Poem Analysis
We analyze examples of microaggressions to understand what they are and how they affect people, and we look for microaggressions in our own lives.

Lesson: Refusing to Let Others' Biases Define Us: Identity Statements
We assert who we are with confidence. We recall labels others have tried to put on us, reject those labels, and choose how we define who we are.

Synthesis: Making Thinking Visible
Chapter 4: Becoming Better Informed
Lesson: Understanding How Our Identity Affects Us: Our News
We identify what is happening in our world-personal events, news stories, media-and consider how our identity shapes what we give our attention to.

Lesson: Moving Beyond Our Initial Thinking: Mini-Inquiries
We use a mini-inquiry to learn more about a topic and examine how new information changes our perspective.

Synthesis: Making Thinking Visible
Chapter 5: Finding Humanity in Ourselves and in Others
Lesson: Broadening Our Ideas About Who We Are Responsible To and For: Our Universe of Obligation
We consider who we feel responsibility to and why. We also consider how that responsibility can change in certain situations.

Lesson: Understanding Others' Perspectives: Intent Versus Impact
We work to understand two sides of a divisive issue by listening to both perspectives.
Chapter 6: Facing Crisis Together
Suggested Resource Stacks

References and Inspiration

This book is based on the idea that we can develop skills and habits to help us comprehend social issues and participate in relevant, transparent conversations. Social comprehension, like academic comprehension, is how we make meaning from and mediate our relationship with the world. We understand that the meaning making, or socialization, is learned, not inherited. Each chapter in this book includes lessons and/or practical help for students to learn and engage in a targeted social comprehension concept. Our thinking will change often as we practice being more socially literate citizens of the world, so we allow for and model the same for our students as we construct comprehension and cultivate our empathy together. The "At First I Thought . . . Now I Think" journal page in this introduction gives you and your students a tool to reflect on how the experiences in the lessons are affecting your outlook. In the work of social comprehension, we want to be as transparent as possible and make our thinking visible.

The final chapter of the book addresses how we, as educators, can continually refine our own approach to this work. If we are going to be on the front lines of helping children make sense of the news they bring to school and the curriculum the world keeps handing them, we must have a strong foundation of social comprehension in place. If we can commit to approaching this work as the lead learner, teaching with curiosity and modeling vulnerability rather than rigid certainty, we can build habitats of trust where kids (and adults) participate in a learning discussion, and where expression, identity, and social literacy matter.

- Introduction

A sense of urgency for pedagogy rooted in empathy and humanity is palpable in communities around the world. But how can teachers actualize such instruction and make it accessible to students? Where is the professional development teachers yearn for to facilitate important, and at times, challenging conversations? Being the Change is the resource every educator needs right now! Against a socio-politically charged backdrop where tensions run high, Sara is a beacon of light who offers practical, compassionate guidance that makes it possible to do the work of social comprehension. The journey to accomplishing this isn't linear; it is messy, tangled, circuitous. But Sara provides a pathway for teachers and our students. She offers a sustained, clear voice that reminds us of why this work is necessary and how it can look in our classrooms. Being the Change is invaluable to all educators as we work to empower our students as change-makers who positively influence the world.

- Sonja Cherry-Paul

****

Sara Ahmed is the ultimate upstander; she cares enough to confront. Her gentle and wise voice is a model for how to be in this tumultuous age. She shares text sets that ask big questions and resist simplistic answers. She invites teachers and students to address tensions in today's classrooms and examine bias in their thinking. Being the Change offers practical tools for building a classroom community that is inclusive, candid, and caring. This book is a treasure.

- Penny Kittle

****

What an incredibly powerful, practical, beautiful book. As I read I could not help but think how this book has the potential to radically change conversations in classrooms (and larger communities) around compassion, listening, empathy, and knowing. It is books like these that heal. It is hope and possibility and humanity within these covers.

Perhaps the greatest compliment I could give is that as I read, the teacher in me itched to get out of this room and into the presence of kids- to experience these lessons in real time, to hear children's stories, to dig into this work because for the first time I feel capable. This book is a roadmap with an entry point all of us can access and guidance through the most challenging places we could go. I don't feel afraid of what could happen, I feel energized about what Sara has taught me I can help happen.

I could not help but think of the million and one ways I could use Sara's thinking and teaching, to engage in this work whole heartedly from the moment children step through the doors.

- Kristi Mraz

****

In her book, Being the Change, Sara K. Ahmed offers us not only the roadmap of how to create and maintain components of meaningful social change within our instruction but also the necessary tools for us to navigate the hard conversations we invite in and those we have not had the courage to have...yet. By centering her book on developing the identity of the very children we teach, she gives us invaluable tools to navigate the hard topics that are constantly surrounding our learning community. While she writes in her book that there is no magical formula for making the world a better place, within the pages of this book and in her willingness to help us grow not just as educators but as human beings with her impactful lesson ideas, she has given us something near magic. A resource to be used in every school, this book will leave a trail of change for a better world in its wake if we let it.

- Pernille Ripp

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Being the Change is based on the idea that people can develop skills and habits to serve them in the comprehension of social issues. Sara K. Ahmed identifies

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Stuck on how to debug...get a rubber duck!

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Hello Ruby is a great tool to teach students more about computer science. They have a lot of videos and lessons you can follow. This is one of my favorite lessons - https://s3.amazonaws.com/helloruby.com/loveletters/PDF+materials/Task+25.pdf

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Hello Ruby for homeschoolers - Computer Science in One Minute! Watch now "

Hello Ruby is the world's most whimsical way to learn about computers, technology and programming. The story started with a book, and now Ruby continues her adventures in exercises, activities and videos. It's suited for kids age 5 years and older (but even adults might learn something new).

"Hello Ruby is way more than a children's book"
Fast Company

"The heroine of Liukas' book is a girl, but it's not a book for girls."
Guardian

"Hello Ruby has obviously struck a chord. "
Wired

"Getting girls into programming, one children's book at a time "
TechCrunch

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Welcome to the whimsical world of computing. Hello Ruby is a children's book and an app that teaches programming fundamentals through stories and kid-friendly activities. It's suited for kids between 5 and 8 (but even adults might learn something new).

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Code.org has a lot of free lessons available. The Sprite and game lab are my favorites. https://code.org/en-US/tools

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Code.org Tools & Labs | Explore Coding Labs & Educational Widgets

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Discover Code.org’s coding labs and educational tools. Access Sprite Lab, App Lab, Internet Simulator, and more to enhance computer science learning.