<div dir="ltr">For those of you who aren't on the Code.org CS-P mailing list, I just wanted to show you the delightfully well-organized roll out below of modifications to their curriculum to adapt to changes in the performance tasks. This is such a crystal clear, visual description of what was done and how it impacts teachers.<div><br></div><div>We can only hope to be able to improve and adapt our curriculum over time in a similar way, to keep up with those who can.</div><div><br></div><div>Dianne</div><div><br><div class="gmail_quote">---------- Forwarded message ----------<br>From: <b class="gmail_sendername">Baker and GT</b> <span dir="ltr"><<a href="mailto:csp@code.org">csp@code.org</a>></span><br>Date: Tue, Nov 21, 2017 at 7:14 PM<br>Subject: Now live: Changes to CSP Unit 4 and Explore PT<br><div style="text-align:center;max-width:600px!important"><div style="text-align:left;margin:10px auto"><p>Dear Intrepid CS Principles Teachers,<br>
<br>
As part of our ongoing updates to the CS Principles curriculum, <strong>we will be releasing updates to Unit 4 and the Explore Performance Task unit this evening (Tuesday, November 21st) around 3:30pm PST.</strong><br>
<br>
These updates should be easy to integrate in your classroom and have minimal time impact on the course. We believe they have strengthened Unit 4 as a whole and will better-prepare your students to complete the updated AP Explore Performance Task.<br>
<br>
We have summarized the updates and changes below. If you have any clarifying questions, <a href="http://go.pardot.com/e/153401/culum-updates-2017-18-10762-52/jvmw9j/312514131" style="color:blue" target="_blank">please join us on the forum</a> where we'll be happy to help!<br>
<br>
Best,<br>
Baker, GT, and the CS Principles Team</p>
<h3>What's New?</h3>
<strong>Overview: </strong>Our primary goal was to improve connections to the AP Explore PT in response to changes the College Board made to the AP Performance Task Scoring Guidelines for the 17-18 school year.
<ul>
<li>Unit 4 received some targeted changes to rapid research activities and scoring rubrics.</li>
<li>The AP Prep Unit is now split into <em>two separate </em>Explore and Create prep units.</li>
<li><strong>New Unit:</strong> The <strong>AP CSP Explore</strong> contains Explore PT activities (including the new Explore PT survival guide)</li>
</ul>
<strong>Summary of Unit 4 Changes:</strong>
<ul>
<li><strong>Lesson 1:</strong> Added a brief introduction to the AP Explore PT</li>
<li><strong>Lesson 2: </strong>Updated Rapid Research activity to use prompts and skills that more closely mirror the updated Explore PT</li>
<li><strong>Lessons 3 - 4: </strong>Added a Check-for-Understanding question to each lesson that previews components of the Explore PT. These levels are marked as "(new)" and appear at the end of the lesson</li>
<li><strong>Lesson 8: </strong>Updated Rapid Research activity to use prompts and skills that more closely mirror the updated Explore PT. More robust supports added so this lesson could serve as an end to the unit in some classrooms</li>
<li><strong>Lesson 9: </strong>Added recommendation that classrooms consider skipping this activity if students are ready to move on to complete the Explore PT</li>
</ul>
<i>The image below shows lessons that were updated (blue), levels that were updated or added (green), and lessons we recommend you consider skipping (orange).</i><br>
<br>
<img class="m_3367936576306697672scaleimages" height="433" src="https://cdo-curriculum.s3.amazonaws.com/media/uploads/image_s1DEzjw.png" style="width:600px;height:433px" width="600"><br>
<br>
<b>(New) Explore PT Prep Unit</b>
<ul>
<li><b>New Separate Units for Explore PT and Create PT prep: </b>You will see a change in the course pull down menu for units you can assign to students. There are now two units called "Explore PT Prep" and "Create PT Prep," with specific activities to gear up for and complete the Performance Tasks.</li>
<li><strong>New resources in updated Explore PT Lessons:</strong> <em>All </em>lesson plans in the new Explore unit have been updated with new activities and resources to match the updated task and scoring guidelines. We're excited about the annotated exemplars and <em><a href="http://go.pardot.com/e/153401/NWLQKsbN7021K36kjeqDxzgk-edit-/jvmw9l/312514131" style="color:blue" target="_blank">Explore PT Survival Guide</a> </em>we created. See details below.</li>
</ul>
<h3>Unit 4 Detailed Description of Changes</h3>
<strong>Lesson 1 - What is Big Data?</strong>
<ul>
<li><strong>Wrap Up: </strong>10 minute introduction to the Explore PT added to the wrap-up</li>
</ul>
<strong>Lesson 2 - Rapid Research Data Innovations</strong>
<ul>
<li><strong>Activity Guide: </strong>Prompts updated to more closely align with the Explore PT language and prompts, in particular, the distinction between the "purpose," "function," and "beneficial effect" of an innovation</li>
<li><strong>Lesson Plan: </strong>Teacher-facing commentary added to clearly communicate the relationship between this project and the Explore PT</li>
</ul>
<strong>Lesson 3 - Identifying People with Data</strong>
<ul>
<li><strong>Level 2: </strong>(new) AP Practice Response - Identify the Data Concern</li>
</ul>
<strong>Lesson 4 - The Cost of Free</strong>
<ul>
<li><strong>Level 3</strong><strong>: </strong>(new) AP Practice Response - Justify the Score</li>
</ul>
<strong>Lesson 8 - Rapid Research Cybercrime</strong>
<ul>
<li><strong>Activity Guide: </strong>Prompts updated to more closely align with the Explore PT language and prompts, in particular, "data storage, privacy, or security concerns." We also added a rubric to the activity guide.</li>
<li><strong>One-pager template:</strong> Activity shifted to use the "one-pager" style in Lesson 2. These lessons noew are essentially identical in format.</li>
<li><strong>Lesson Plan: </strong>Teacher-facing commentary added to clearly communicate the relationship between this project and the Explore PT.</li>
</ul>
<strong>Lesson 9 - Practice PT - Big Data and Cybersecurity Dilemmas</strong>
<ul>
<li><strong>Recommendation to Skip: </strong>Given the improvements to Lessons 4 and 8, and feedback about the relative length of the course, we've added teacher commentary suggesting that teachers consider skipping this lesson if they feel their students are prepared to begin working through the Explore PT Unit. The lesson will remain in the curriculum and is otherwise unchanged.</li>
</ul>
<h3>Explore PT Prep Detailed Description of Changes</h3>
When the changes launch, the current AP Prep unit will be divided into separate units for the Explore and Create PTs. The numbers below refer to the lesson numbering in the currently published version of the unit.<br>
<br>
<strong>Lesson 1 - Explore PT Prep - Reviewing the Task</strong>
<ul>
<li><strong>Annotated Explore PT samples: </strong>With three of the examples provided by the College Board, we've created side-by-side views to show a student response, scoring guidelines, and official scoring commentary, as well as Code.org commentary, all in one place.</li>
<li><strong>(optional) - Tech Setup: </strong>Contains links to the AP Digital Portfolio and other tech tools that are helpful for completing the Performance Task (both Explore and Create).</li>
</ul>
<strong>Lesson 2 - Explore PT Prep - Make a Plan</strong>
<ul>
<li><strong><a href="http://go.pardot.com/e/153401/NWLQKsbN7021K36kjeqDxzgk-edit-/jvmw9l/312514131" style="color:blue" target="_blank">Explore PT Survival Guide</a>: </strong>Students are provided a detailed guide that walks them through the nuances of the task, including:
<ul>
<li>Picking a good innovation</li>
<li>The difference between a data concern and a harmful effect</li>
<li>Research tips</li>
<li>Checklists for each prompt of the task</li>
</ul>
</li>
</ul>
<strong>Lesson 3 - Explore PT Prep - Complete the Task</strong>
<ul>
<li>Tie up a few loose ends, understand rules about plagiarism and complete the task.</li>
<li>Optional "Evaluating Sources" activity and resources</li>
</ul>
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</div><br><br clear="all"><div><br></div>-- <br><div class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr">Dianne O'Grady-Cunniff, CS Matters in Maryland</div></div>
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