Students reflect on their work throughout the unit and make connections to potential career paths of interest through personal reflections and exposure to other models of success in CS.
Students connect their collaboration experience to the skills needed to be employed in a digital technology career.
In this section students will have the opportunity to meet Georgia Tech students in CS and learn about some of the areas they are working on within the field of computer science. Students will also have the opportunity to hear from these students what are some things they have struggled with in their learning paths. These videos are intended to help students create some connections to other young people that might have some relatable stories. The reflection questions are very broad, and we recommend using a Think-Pair-Share process for the video discussion, so different students have enough time to think and possibly make personal connections to these stories before sharing. Teachers are also encouraged to promote a rich discussion that includes not only aspects of those stories that they might find inspiring or motivating, but also aspects of the stories they also find relatable in terms of struggles.
Also, in this section students will be able to reflect on their progress throughout unit 2. Having spent significant time working in the various roles assigned to make the website, the class will discuss those roles, the skills needed to engage in them, and how those roles and skills would be necessary in a web design or programming career position.
Lastly, the students will complete the Unit 2 portfolio organizer and use that information to update their html resume.
Activity 1 (Budget 120 minutes)
Meet a Georgia Tech computer science student!
Teachers will share with the students that as part of Capacity, they will have the opportunity to learn more about Georgia Tech CS students, and their interests throughout the rest of the course (specifically at the end of units 1, 2, and 3). Students will watch 3 short video interviews of Georgia Tech computer science students.
Video 1: https://b.gatech.edu/2G3Rrme
Video 2: https://b.gatech.edu/2zK7Kim
Video 3: https://b.gatech.edu/2rkTgB4
Afterwards, teacher will facilitate a Think-Pair-Share (T-P-S) activity in which students record individually their thoughts, then pair with another student to share their views, and lastly share with the entire class in a whole group discussion. Teachers can facilitate the T-P-S activity using the following prompts (please see note about discussion in the section summary):
1. For you, what was the most compelling or interesting thing about any of these students' stories? Why?
2. Did you learn anything new or surprising about computer science as a field and its application?
Students and teacher review the team roles and discuss the skills required to serve the project through collaboration.
Teachers can use the second question or content form the videos regarding what the GT students were doing within CS, as a springboard to connect to the work the students have been doing in class during unit 2, specifically the roles they had the opportunity to take on related to website design development and management.These are some questions the teachers can use to promote that discussion:
What roles did you have an opportunity to try?
Which one was your favorite and why?
Which one was your least favorite and why?
What steps do you think you would have to take if you wanted to have a career in web design or computer science?
From the skills you have learned in this class so far, which ones you think will help you succeed at school?
From the skills you have learned in this class so far, which ones you think could help you if you were to become a web designer or a computer scientist (if you were interested in pursuing that career path).
Teacher can either use a think-pair-share process, or a whole class discussion. We will return to similar career-oriented discussion themes in later units.
Students complete their IDT Portfolio Organizer for Unit 1.
Students will complete their IDT Portfolio Organizer Unit 1 at this time. Teachers will remind students there are no right or wrong answers and that the assignment will not be graded.
Students update their html resume for Unit 1.
Lastly, students can take this time to update their html resumes and add the skills they recognize to have acquired during unit 1 (these are their answers to question 1 in their unit 1 portfolio organizer).