The College Board Advanced Placement™ Computer Science-Principles Summer Institute: Mr. John Meinzen

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Morning Session : Introductions and Understanding the AP CSP Course

Prior to Day 1 (if possible) : Assignment #1 : sign on to the shared Google Drive and complete the Day0: Getting to know each other Survey.


Lesson 0 : Introductions & preparing for the Week

Key Understanding:

    • RELAX...or at least Don't's at least a 3-year journey and all you need is a desire for your students to learn!

    • We can only fight 0's and 1's a little bit at a time.


    Notes about color coding in this Website :

    • Red page numbers and highlights refer to official Course and Exam Description (3-ring Binder) and other critical concepts.
    • Blue page numbers and highlights refer to Workshop Handbook (thick workbook if available) and activities for Workshop Teachers.
    • Green highlights are helpful hints and for 1st year teacher insights.
    • Orange highlights are unofficial perspectives from your workshop leader...use with caution and don't quote me.

    APSI Host

  • Presenter's Goals: Mr. John Meinzen, Edwardsville High School, Illinois

    • Overall Goal : Provide you (participants) with an organized but non-linear progression of knowledge and activities to assist you in developing & teaching your AP CS Principles course.

    • Day 1 & 2 : Explain the official AP CSP Course Framework by "Expanding and Contracting" byte-sized pieces of the Course and Exam Description (CED).

    • Day 2 : Provide clarity and depth for required components of the AP CSP course (what you teach your students).

    • Day 3 : Provide structure and "classroom-ready" resources for planning your AP CSP course without dictating assignments.

    • Day 4 : Demonstrate "best-practices" while giving freedom for you to decide your pedagogy (how you teach your students).

    • Last Goal : Provide you with sufficient resources and experiences to start your course with confidence (even if you will be a bit overwhelmed :)


    This week has a linear progression...

    ...but we will have "tangential mini-discussion" as questions arise...

    ...that may interrupt your focus. --> let John know!


    We will most likely NOT be able to complete each activity...this week is just a cliff and a parachute, or just maybe a sled ride down a gentle slope:)

  • AP Summer Institute Workshop Resources for the Week : Websites & Printables

    Printables for the Week

    AP Computer Science Principles Course & Exam :
    3-ring Binder : CED Effective Fall 2020)
    AP Computer Science Principles Workshop/APSI :
    Thin Workshop Handbook : 2020 : Lessons 1-9

    Websites for the Week

    [Bookmark in separate Browser Tabs for the week]

    AP Central : College Board :
    AP Computer Science Principles : Leader website :
    Shared Google Drive : complete Day 0 : Survey
    link provided at APSI
    AP Summer Institute : LMS (if required) :
    not required by most APSI's; site-specific


    Additional Resources that may be used for specific purposes :


Student Activity : 1st Day of School : Engagement in CS! aka: keeping the students busy ;)

    Explore and Play a little with the following "Computer Science Learning Games"

  1. Introduction to Programming from several Endorsed Providers

    1. Coding Minecraft [using website...skip past initial video to start the tutorial]

    2. Snap! [using Beauty and Joy of Computing website at UC Berkeley]

    3. Code Combat for a longer coding game...can also brows's site of educational coding games

    4. John's all-time favorite: LightBot 2.0 [or a video demonstration: Hour of Code at]

      • (for purchase as an app)

      • online graphical Drag-n-Drop environment - browser must have Adobe Flash installed as a plug-in ...otherwise blank video or error message is displayed.

      • can be free, with advertisement--be careful where you click-- or can be purchased at Armor Games.

  2. Beginning Programming: (3D Drag-n-Drop environment) - freeware, installation required

  3. Intermediate Programming: (2D grid-based environment) - freeware, installation required

  4. Algorithmic Skill Development : - free online algorithm practice using Java or Python

  5. Coding across the Internet : JavaScript (both online or local webpages)

  6. Demonstrating OOP Programming to Students

    • Using BlueJ (or similar) to:

      • Write a Cake recipe (Class or Type)

      • Create a CyberPet or PetRock object

    • Focus on basic Class design (& UML) and differentiate objects from Classes

      • field variables : Strings & booleans

      • methods: accessors & mutators

Lesson 1 : Engagement & AP CSP Course Goals [CED Binder & Updatex]

Key Understandings:

  • 2.C The needs of all willing and academically prepared students should be considered when planning, sequencing, pacing, and scaffolding the course.

  • 2.E An underlying goal of AP CSP is to broaden participation and provide a class for all academically prepared students to learn computer science content and skills

  • 3.D Creating community within a classroom through collaborative discourse and shared experiences is essential to building student confidence and fostering student progress.


Updates for the 2020-22 School Years for Experienced or returning AP CSP teachers

Course and Exam Descriptions (CEDs) :

    • Newer Course Framework in CED as of Fall 2020

      • New Big Ideas broken down into Enduring Understandings then Learning Objectives and, finally, Essential Knowledge Statements

      • New Computational Thinking Practices broken down into Skills.

      • NOT sequenced like many AP courses (i.e. no Unit or Chapter Guides)...may need to use an Endorsed Provider's schedule.

      • suggested spiral and scaffolding techniques

      • coordinated with online student and teacher resources in AP Classroom.

      • teachers may download for free on AP Central, order 3-ring Binder online, or use the 3-ring Binder provided at APSIs/Conferences [for Johns APSI's, you should already have this shipped to your home and in your hands]

      • Major change: Explore Task is gone...assessed in MC questions

    • Endorsed Providers - 14 have CB-approved course content and syllabi. (think Course-in-a-Can!!!)


AP Classroom - online question bank. but questions cannot be used on any Summative Assessments (i.e. no student grades or teacher evaluations but may use for completion points!)):

      • Question Bank for Teachers to optionally assign TOPIC Questions to students.

      • Unlike most AP courses, there are NO Personal Progress Checks or Progress Dashboard for Teachers to identify student improvement...this would imply a given sequence of content progression (i.e. Units) which is NOT the case for AP CSP.

      • AP Daily Videos : experienced teachers who share insights into specific topics


AP Instructional Planning Report (available after July):

    • Summarizes your students' scores compared with state and national averages.

    • Breaks down your students' scores and allows you to filter based on Topics, Practices, Question Types, etc...this is especially useful to identify your own strengths and areas of improvements.

    • Not available for 2020 Exams (Covid year)...just in case if you keep historical records of AP scores.


Cost (as of Spring 2022...opens August 1...subject to change) :

        • Online Registration of Students for AP Course Resources & ordering of Spring AP Exams.

          • October 15 : preferred deadline for online registration, $96/exam in US ($126 international)

          • November 15 : final deadline for online registration without late fee added $40/exam

          • March 13 : final order changes,$94 + $40 per exam late fee (no late fee for 2nd semester-only courses)

          • $40 fee for unused exams

Lesson 1: Participant Exploration : Recruiting Strategies for Teachers [pages 9-15]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Explain the goals of computer science as it relates to STEM education and broadening participation

  • Connect computer science to students’ lives.

  • Create a classroom that is representative of their school, that engages students, and fosters a sense of belonging for students.

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The field of CS is lacking in female and minority groups. AP CSP is meant to be engaging and accessible to all students.

  • Create a classroom that is representative of their school, that engages students, and fosters a sense of belonging for students.


Workshop Handbook: Lesson 1: Pages 9-15

    • Represent demographics of school population you know--for your school--the number (or %) of girls and boys, under-represented groups, etc.

    • Recruit clusters of students...start in middle schools

    • Extend an invitation to students

    • Encourage current students to showcase projects in school can take years to develop a reputation

    • Reach parents...course info sheets in multiple languages

    • Reach counselors...describe creativity, communication, collaboration in STEM

Explore the above Recruiting Resources and create a list of YOUR priorities for greatest IMPACT at your school

    • Browse for demographic information on your school or district's website

    • Browse for demographic information at your state's State Board of Education website

    • Search the internet for "Demographics of NAME OF SCHOOL in STATE"

    • Who are the "key" people to contact at your school/district?

Lesson 1: Participant Activity : Preparing for the Week [full CED]

Mark the following sections in the Course & Exam Description (3-ring Binder)

  1. Pages 1-125 : Course Framework

    • Page 13 : Course Framework Components (both are hierarchical)

      • Course Practices:6 Computational Thinking Practices -> 20 Skills

      • Course Content : 5 Big Ideas -> EU -> LO -> EK

    • Page 20 : Course-at-a-Glance -- these are NOT Unit Guides or Chapters...not sequenced in tme!

    • Page 24 : Using the Big Idea Guides -- these are NOT Unit Guides or Chapters!

    • Page 27 : 5 Big Idea Guides

  2. Pages 129 - 153 : Instructional Approaches : Best Practices in the Classroom

  3. Pages 163 -183 : Exam Overview & 18 Sample Questions

  4. Pages 189 - 201 : Student Handouts : Create Performance Task

    ready-made masters to be photocopied for your classroom, these MUST be provided to students!

    • Assessment Overview (1 Create Task and 1 Written Exam consisting of Multiple Choice Questions)

  5. Pages 205 - 252 : Appendix 1 : Exam Reference Sheet(s)

    • Exam Reference sheet - students will be given these on the Written Multiple Choice Exam



Afternoon Session : Understanding the Course using the CED

Lesson 2 : Six Computational Thinking Practices [page 16]

Key Understanding:

  • 2.B Helping students develop mastery of the course skills requires careful planning to sequence skills in a developmentally appropriate way so that students master prerequisite skills before being asked to complete more complex tasks.


Delving Deep : Lesson 2 : PowerPoint (9-page pdf) : Exam Sample Multiple-choice Questions and alignment with the CED's 6 Practices and Skills


P1: Computational Solution Design

  • 1.A Investigate the situation, context or task.

  • 1.B Determine and design an appropriate method or approach to achieve the purpose.

  • 1.C Explain how collaboration affects the development of a solution.

  • 1.D Evaluate solution options.

P2: Algorithm and Program Development

  • 2.A Represent algorithmic processes without using a programming language.

  • 2.B Implement an algorithm in a program.

P3: Abstraction in Program Develoment

  • 3.A Generalize data sources through variables

  • 3.B Use abstraction to manage complexity in a program.

  • 3.C Explain how abstraction manages complexity.

P4: Code Analysis

  • 4.A Explain how a code segment or program functions.

  • 4.B Determine the result of code segments.

  • 4.C Identify and correct errors in algorithms and programs.

P5: Computing Innovations

  • 5.A Explain how computing systems work.

  • 5.B Explain how knowledge can be generated from data.

  • 5.C Describe the impact of a computing innovation.

  • 5.D Describe the impact of gathering data.

  • 5.E Evaluate the use of computing based on legal and ethical factors.

P6: Responsible Computing

  • 6.A Collaborate in the development of solutions.

  • 6.B Use safe and secure methods when using computing devices.

  • 6.C Acknowledge the intellectual property of others.

Assessment of Students : Overview [Pages 163-183]

  1. Create Performance Task [30% of overall score]

      • ...develop and design process to create a computational artifact

      • ...Create Performance Task requires individual and collaboration effort with reflective documentation

      • 30% of overall score

      • 12 hours of classroom time the teacher MUST provide for their students (i.e. no homework, no distrations!)

      • online student submission by 30Apr (15Apr suggested) but actual date may be later:

        • (V) - Video of Programming, (<1min, <30MB, in mp4, avi,, wmv, mov) ...[ LOs 5.1.1 or 5.1.2],

        • (IWR) - Individual Written Response in PDF about Program and Development process [typed directly into AP Digital Portfolio]...and

        • (PC) - Program Code in PDF (comment cited code).

    • Student & Teacher Expectations ond Create Performance Task :

      Students ...

      • complete both in the classroom by student himself/herself!

      • complete both without teacher assistance is essential do at least two "practice" performance tasks before the students work on their own independently.

      • describe or analyze their work including proper citation of sources for both performance tasks!


      Teachers ... [Note: complete list for teachers are given on pages 71-83]

      • let students do can't even assign a list of topics to choose from.

      • but you must be an advisor, organizer, and point out resources and are a "Leader" not the "Sage on the Stage" !

      • provide students with handout for timeline (you generate) & photocopy of Create Scoring Guidelines.

      • provide students with a photocopy of Student Submission Guidelines for Create Task.

      • provide students with access to the Learning Objectives (LOs and EKs).

      • Updated details and Scoring Guidelines at:

  2. One End-of-Course Written Exam [70% of overall score]

    • Monday, 8 May 2023, 2 hours in the afternoon (noon-2pm local time).

    • Paper and Pencil

    • 120 minutes

    • 70 Multiple Choice questions

      • 57 Single-Select Multiple Choice (SSMC select 1 answer from 4 options)

      • 5 Single-Select Multiple Choice with reading passage about a computing innovation.

      • 8 Multiple-Select Multiple Choice (MSMC select 2 correct answers from 4 options)

      • Note: On the digital exam, there are 59 single-select multiple-choice questions, 5 single-select multiple-choice questions with reading passage, and 6 multiple-select multiple-choice questions.

      • May be presented as "sets" of problems or discrete questions

      • Reference sheet will be available during Written Exam

    • Assesses the Learning Objectives and Skills from the Big Ideas and Computational Thinking Practices

    • Practice Exams

      1. accessible via AP Classroom after course authorization (i.e. your syllabus has gone through Audit) received via login only at or

      2. 18 Sample Exam Questions in Course and Exam Description (CED) 3-ring Binder

Lesson 2: Participant Activity : Six Practices and 2 Assessments : Create Task & Written Exam [pages 17 - 19]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Explain how the 6 Practices provide opportunities for student to transfer their knowledge and skills into new contexts. 

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The 6 Computational Thinking Practices are broken down into Skills that professionals use in computer science. 


Read and Complete - Workshop Handbook: Lesson 2: page 17 - 19

  • Student Handouts are in CED (3-ring Binder)

    • Pages 163-171 : Assessments : Teacher Overview of the 2 parts of AP CSP Assessments : 1 Create Task & 1 Written Exam

    • Page 189 : Create Task : Student Handouts.

    • Make a list of what students need to DO rather than should KNOW. Hint : See Page 168 for Performance Task Verbs.

    • Pages 172-183 : Written Exam : Sample Multiple Choice Questions.

    • Make a list of VERBS students need to have the SKILL to complete. Hint: See Page 183 for Learning Objective-to-Skill mappings


Experienced/returning AP CSP Teachers ONLY : Comparing 2019-20 and 2020-22 Course & Assessments

pre-2021 Assessment

Changes for 2020-21

74 multiple choice questions

  • Single select and multiple select questions

Multiple choice questions

  • 70 Single select and multiple select questions

  • 1 set of 5 stimulus based questions

Explore Performance Task

  • Students investigate a computing innovation, create a computing artifact, and answer a series of prompts related to the data used in the computing innovation and its effects.

Explore Curricular Requirement

  • Students will be required to investigate 3 computing innovations of their choosing and answer similar questions.

  • This will be assessed in multiple choice.

Create Performance Task

  • Students collaborate in the creation of a computer program.

  • Students answer questions about the development of their program as well as about algorithms and abstraction used in its creation.

Create Performance Task

  • Students collaborate in the creation of a computer program.

  • Students will be required to use lists and procedures that include parameters in writing their programs.

  • Students will answer questions about their program development, use of algorithms and abstraction, as well as test cases to round out the iterative development process.


pre-2021 Course Practices

Changes for 2020-22

6 Computational Thinking Practices

  • Creating Computational Artifacts

  • Analyzing Problems and Artifacts

  • Connecting Computing

  • Collaborating

  • Abstracting

  • Communicating


6 Computational Thinking Practices

  • Computational Solution Design;

    Algorithms and Program Development

  • Code Analysis

  • Computing Innovations

  • Responsible Computing

  • Abstraction in Program Development

  • Responsible Computing


pre-2021 :
Big Ideas

Changes for 2020-22 :
Five Big Ideas






Creative Development

  • Currently BI 1 is not tested

  • Updated is testable

  • Collaboration LOs have been condensed in 1 EU





Abstraction integrated throughout


  • EU on data is moved to data

  • EUs on programming are moved to programming

Data and Information





  • Largely staying the same, but now includes data abstraction










  • Reduced redundant concepts

  • Includes the exam reference components




The Internet


Computer Systems and Networks

  • Some concepts have been removed; mainly specifics that might evolve or change over time

  • Parallel and distributed computing


Global Impact

Impact of Computing

  • More testable LOs

  • Privacy and safety has been included

  • Focuses on the effect of computing on the individual and how to keep yourself safer when using technology

Lesson 3: Big Ideas and Course at a Glance. AP CSP in a Nutshell

Key Understandings

  • 1.A AP courses focus on building conceptual understandings through the teaching of linked learning objectives and essential knowledge statements, all contextualized around course-specific big ideas.

  • 1.C The course framework defines the scope of the course and specifies what students must know and be able to do on the AP Exam.


Delving Deep : Lesson 3 : PowerPoint (9-page pdf) : CED Course-at-a-Glance


Starting the Course : Planning for the Official Content (i.e. online CED for searching)


Ending the Course : Planning to Assess Students (25 pages of Assessment Overview...must give to students...same as CED pages 189-212)

    1. Create Performance Task : online submission generally by 30April, 30% of AP CSP score...though suggest students be given recognition (bonus pts/completion pts) if final submissions before

      • (PC) Final Program Code (Independently or Collaboratively)

      • (V) Video displaying running of student program and demonstrates functionality student developed (created independently)

      • (IWR) Independently Written Response [750 word limit for combined written parts exclusive of Program Code] in 18 different boxes. Collaboration is NOT allowed.

          Part 3a. Provide a written response. Approx. 150 words combined in 3 subparts

          • i. Describe overall purpose. Why did YOU write the whole program?
          • ii. Describe functionality of program demonstrated in video. How does the program work as seen in your video?
          • iii. Describe input & output of program demonstrated in video

          Part 3b. Paste two program code segments that contains a list (or other collection type) being used to manage complexity. Approx. . 200 words combined in 5 subparts, exclusive of Code

          • i. Code segment that shows how data have been stored in the list
          • ii. A second code segment that show the data in the same list being used as part of fulfilling the programs purpose.
          • iii. Identify the name of the list.
          • iv. Describe what the data contained in the list represents.
          • v. Explain how the selected list manages complexity by explaining why program could not be written, or how it would be written differently, if the list was not used.

          Part 3c. Paste two program code segments that contains a procedure that implements an algorithm and a call to that procedure. Approx. 200 words combined in 4 subparts, exclusive of Code

          • i. Code segment developed by student that :
            • defines procedure's name and return type (if necessary)
            • Contains and uses one or more parameters that have an effect on the fuunctionality of the procedure
            • Implements an algorithm that includes sequencing, selection, and iteration.
          • ii. A second code segment that shows where the procedure is called.
          • iii. [with part iv] Describe in general what identified procedure does and how it contributes to the overall functionality
          • iv [with part iii] Explain in detailed steps how the algorithm implemented in the procedure works. Explanation must be detailed enough for someone else to recreate it.

          Part 3d. Provide a written response. Approx. 200 words combined in 3 subparts.

          • i. Describes two calls to the procedure identified in written response 3c. Each call must pass a different argument(s) that causes a different segment of code in the algorithm to execute.
            • First call:
            • Second call:
          • ii.Describes what condition(s) is being tested by each call to the procedure.
            • Condition(s) tested by the first call:
            • Condition(s) tested by the second call:
          • iii. Identifies the result of each call.
            • Result of the first call:
            • Result of the second call:
    2. Written Exam : Monday, 8 May 2023, 2 hours in the afternoon (noon-2pm local time) : 70% of AP CSP score

      • 70 multiple choice questions total each with 4 optional answers to select

      • 57 single-select questions that have 1 correct answer

      • 5 single-select question with reading passage about a computing innovation

      • 8 multiple-select questions have two correct answers that require both selections to be selected (last set of questions)


Everything about the Course :


Lesson 3: Participant Activity : Big Ideas and Course at a Glance [page 21 - 24]

Learning Goals: (i.e. Can AP CSP teachers ...)

  • Identify the Big Ideas for AP CSP 

  • Identify the relationship between and among big ideas, learning objectives, essential knowledge, and computational thinking practices in AP CSP.

  • Explain how the essential knowledge statements define what students need to know and build toward the learning objectives that define what students need to be able to do in order to develop or “earn” enduring understandings.

Knowledge Statements: (i.e. Are AP CSP teachers aware that...)

  • The big ideas are threads, themes, or concepts that are revisited throughout the course. 

  • There are five Big Ideas in AP CSP.

  • The course framework defines the scope of the course and specifies what students must know and be able to do on the AP Exam.

  • The Understanding by Design TM model of the AP CSP course framework supports planning that helps students build deep conceptual understanding.

  • Understanding is earned over time. In order to develop enduring understandings, students must learn the essential knowledge in the context of learning objectives, which they must have multiple opportunities to practice. 


Read and Complete - Workshop Handbook: Lesson 3: page 21 - 24

Considerations as you think about Teaching AP CSP

  • Consider teaching techniques such as scoffolding - "easier" assignments that grow naturally to grow more complex assignments or spiraling assignments that branch out to similar assignments to reinforce understandings.

  • Consider how students will design and develop computational artifacts [on their own!]. This often means more modeling/demonstrating or referencing examples than it does talking.

      • software development life-cycle or engineering design process:

        • investigate/question -> plan -> design/tools -> create/implement -> evaluate/test -> document/analysis

      • educational design process (for the students):

        • plan -> implement -> reflect ->revise

  • Examples of effective and ineffective supports for AP CSP:

    • Long lectures - ineffective unless student attention spans are "trained" appropriately

    • Handouts - Organizational charts, Rubrics, & Timelines specifying development process, Sample work

  • Examples of Computational Tools and used in John's class [scaffolding with minimal teacher instruction]

    • 3rd Quarter : Project 3 : Data Representations & Encodings - students learn about basic encodings then create their own ciphers or encodings of their own names

      Unplugged Activity : Binary & Encodings EK2.1.1 C, D, E, & G

      Each requires 1 printed sheet & 1 blank sheet: Modeling Strategy


      1. Encoding - Binary Representation of a Number - Encode your Birth Month in Binary

      2. Encoding - Binary Representation of a Character - Encode Your Name in Binary

        1. Level 1 - Using 5 bits to encode the letters of the alphabet using: 'a'=00000 to 'z'=11001=25

          Example: "john" = 9 14 6 13 in decimal = 01001 01110 00110 01101 in binary

        2. Level 2 - Using the ASCII/ANSI code of 8 bits = 1 byte = 1 character to encode typewritten characters

          Example: "john" = 106 111 104 110 in decimal = 01101010 01101111 01101000 01101110

        3. Level 3 - Using the Unicode to Latin1 to encode character code sets (requires Hexadecimal)

          Example: "john" = 6a 6f 68 6e in Hexadecimal

      3. Encoding - Binary Representation of Color - Encode Your Name as a Color

        1. Level 1 - Encode "purple" as an Red-Green-Blue (RGB) value in binary (note: 8 bits = 1 primary color, 24 bits total)

        2. Level 2 - Use your ASCII/ANSI 8-bit, binary-encoded name to discover "your colors." Use 3 bytes (3 characters) per RGB color (1 byte = 1 character)

          Example: "john" = 6a 6f 68

        3. Level 3 - Use website CSS color values to specify the color of your name (requires Hexadecimal)


      Other Number Encodings Worksheets


    • 3D Visualizations - using PovRay for photo-realistic programming using raytracing

    • Javascript+HTML - basic webpages to advanced interactive websites (including JQuery)

    • Robocode - design and program tanks in a 2D environment using Java - great for basic and advanced trigonometry

Misconception Issues :

  • Often, teachers assign tasks without teaching the skills to complete the task...frustration is often a sign of this aspect of creating computation artifacts.

    • Modeling Tasks helps

    • Start with a very simple task...then see where it leads.

    • Breaking Tasks down, scaffolding, and feedback on "safe" practice tasks minimizes frustration and maximizes skill development.

Lesson 3 :Alternate Participant Activity : Condensed Investigation of BI -> EU -> LO -> EK

Use the "LOs-EKs" tab or click the next link to answer the questions regarding the organization of the Curriculum Framework


Questions to be answered individually or in groups:

  • How does the labeling system work?

  • Look up the following : "BI 3, EU 3.1", "LO 3.1.3", "EK 3.1.3A" and "EK 3.1.3E". Can you explain what they have in common?

  • Which one category (BI, EU, LO, or EK) specify what students are to "do" on a performance task?

  • Which one category (BI, EU, LO, or EK) can be written as questions on an exam?

  • Use the "Search All 7 Big Ideas" tab. How many lines contain the word "abstract"? [35]

  • How is the "Search all 7 Big Ideas" concept related to "LO 3.1.3"?

  • Which of the 3.1.3 EK's is the "Search all 7 Big Ideas" concept related?

  • What are relationships between Big Ideas (BI) and Enduring Understandings (EU)?

  • What are relationships between Learning Objectives (LO) and Essential Knowledge statements (EK)?

  • What are "Exclusion Statements" and what is their purpose?

  • Does the Curriculum Framework clarify everything or are there some overlap of topics?

  • Search for word variations of "creat" such as "creativ", "create", or "creating"...what patterns in the curriculum do you see?

  • Search for "P6" or word variations of "coll" such as "collab" or "collect" ...what patterns in the curriculum do you see?

  • Search for student "instructional" words such as "explain", "describe", "select", "identify", "use"

  • What happens when a space is put in the search box (i.e. "connect abstract")?



At the end of Day 1, can you... [if not, ask John!]

Lesson 1 : Recruiting Strategies

  • Explain the goals of computer science as it relates to STEM education and broadening participation?

  • Connect computer science to students’ lives?

  • Create a classroom that is representative of your school, that engages students, and fosters a sense of belonging for students?

Lesson 2 : 6 Computational Thinking Practices & 2 Assessments

  • Explain how the Skills are related to the Practices?

  • Explain how Computational Thinking Practices provide opportunities for student to transfer their knowledge and skills into new contexts?

  • Solution Examples for Lesson 2

Lesson 3 : 5 Big Ideas & Course-at-a-Glance

  • Identify the Big Ideas for AP CSP? 

  • Identify the relationship between and among big ideas, learning objectives, essential knowledge, and computational thinking practices in AP CSP?

  • Explain how the essential knowledge statements define what students need to know and build toward the learning objectives that define what students need to be able to do in order to develop or “earn” enduring understandings?

  • Solution Examples for Lesson 3


Daily Checkout : Day 1