Juni Learning - Instructor Mock Session Scratch (Games Superstar)

+ Python L1 (Graphics Superstar)

Scratch (Games Superstar) + Python L1 (Graphics Superstar)

Thanks so much for taking the time to interview with us! For the Mock Session, please be prepared to teach
two lessons (curriculum to follow) to a Mock Student.

For the first lesson, you can assume that the student does not have much, if any, experience in CS. For the
second lesson, students are either very new to coding but in middle school or a more advanced younger
student. Assume they have no familiarity with Python syntax.

The curriculum below is meant to be guiding notes on material to cover and types of guidance you can
provide students.

TEACHING TIPS & PRINCIPLES

Everyone has their own teaching style. At Juni, we strive to always be positive, energetic, and encouraging.
Helpful teaching strategies include:

● Asking the student lots of questions. Instead of telling the student what to do, prompting questions
like “What do you think the next step is?” or “How do you think we can get the computer to do...?” are
a great way to keep the student engaged and actively learning.
● Modeling proper form and syntax, and then letting the student attempt it on their own. If the
student is new to programming, it is a good idea to teach them the proper way to write something. For
instance: “To give the Turtle instructions - you call the Turtle by it’s name, followed by a period (or
dot), and then the function (or action) that you want the Turtle to do.” This is usually more useful than
simply telling the student what to type.
● Letting the student experiment, reasonably. If the student thinks they have a way to solve the
problem (but it’s incorrect), still let them try it, and then discuss what went wrong. Every mistake is a
learning opportunity for the student to get a better sense of the limitations and constraints of certain
functions and/or structures.
 PACING AND FAQS

We will spend 15 to 20 minutes on each of the three Mock Sessions. You are not expected to finish the
complete lesson - we will simply pause at a natural point in the lesson, and take some time for feedback in
between the Mock Sessions.

At the beginning of the interview, we will walk you through a complete setup of how to use Zoom. This
includes how to ScreenShare, access Remote Control, and the Annotation tool.

We highly encourage you to watch the Mock Lesson recordings, which you can access using the below link:
https://vimeo.com/album/5537430 (password: welovecs123)

MOCK LESSON #1: SCRATCH - GAMES SUPERSTAR

INTRODUCTIONS

Take time to connect with the student. Understand what their passions are and why they may get excited
about coding or about the projects. Helpful questions can include:

● How old are you? What grade are you in? This information will be helpful to proxy the student’s math
and reading comprehension skills.
● What school do you go to? What’s your favorite subject? What do you like to do outside of schools?
What kind of websites do you like?

Take time to introduce yourself to the student. The student wants to get to know you! Where do you go to
school? What do you like to do for fun? What interests you? What is your experience with computer science?

FRUIT CATCHER PROJECT

● Today, we’re going to create a game together! First, let’s try out the game we’re going to build
● Solution link: https://scratch.mit.edu/projects/166194260
● Ask the student what they observe. What characters are involved in the game? What instructions will
they need to provide to the computer in order to build the game?
● Now we’re going to build the game ourselves! Let’s open Scratch in a separate tab, and click Create.

SETTING UP SCRATCH

● Scratch is a mini code editor. You can edit the code here and the computer will make things happen!
We’ll go through an example in a second.
● The top right area (with the Scratch Cat) is called the Stage. This will change based on your code!
 ● Sprites are the different objects or characters in Scratch that you can control with your code. The cat is
a sprite!
● The script, middle section, is created with lots of different code blocks put together. Like the script of a
play, they will go in order from top to bottom.
● On the far left, these blocks are different lines of code. They’re like building blocks you can use to give
instructions to your Sprites. Walk through a few different tabs and look at different blocks - they are
color coded based on what they tell the Sprite to do. Choose a block like move 10 steps and place it in
the script. Show the student that clicking on the code block activates the instruction.
● The green flag is what you click every time we want the script to run. Place the ‘When Green Flag is
Clicked’ block above the block from earlier. Let’s try running this script! (this is a good way to model
how to build scripts for the student so they can build the remaining ones on their own)
● Now let’s start building your own version of the game! Have the student pick a Sprite that functions
similiarly to the Bowl in Fruitcatcher. Review the instructions that the bowl will need to have, and
work with the student to get the bowl working properly.
● Ask the student which character they would like to work on next. What are the instructions involved
with that Sprite? Work with the student to build as much of the project as time allows.

MOCK LESSON #2: PYTHON - GRAPHICS SUPERSTAR

INTRODUCTIONS

Take time to connect with the student. Understand what their passions are and why they may get excited
about coding or about the projects. Helpful questions can include:

● How old are you? What grade are you in? This information will be helpful to proxy the student’s math
and reading comprehension skills.
● What school do you go to? What’s your favorite subject? What do you like to do outside of schools?
What kind of websites do you like?

Take time to introduce yourself to the student. The student wants to get to know you! Where do you go to
school? What do you like to do for fun? What interests you? What is your experience with computer science

Today, we’re going to use a programming language called Python to create some graphics (digital art) on the
computer!

SETTING UP PYTHON

● Have the student login to https://repl.it. This is where we’ll run our Python scripts. In Python, code
exists in files called scripts. We’ll walk through how to create and run a script now.
● Have the student create a file in Repl.it by clicking on the red button on the bottom right corner of the
‘My Repls’ view, and type Python (with Turtle) for the language. Name the file “Spirals”
 ● This is where we will type our code! When we want to run the code, we can just click the button that
says Run.

SPIRALS PROJECT

● Show the student, on their screen in another tab, the final solution. Let’s try to figure out what steps
the computer is taking to draw these spirals!
● Solution Link: https://repl.it/@JuniLearning/GrS1-Spirals
● Try slowing down the drawing speed to observe the steps (speed 1 to 5). Show the student that the
arrow is our Turtle, and we give instructions to the Turtle to help it draw! What’s the first step? What’s
the second step?
● Once the student understands that the Turtle is repeatedly moving forward and turning, they can start
coding.
● Show the student how to create the turtle drawer with import turtle and t = turtle.Turtle()
● If you want to give our turtle a command (or function), you call the turtle by its name, followed by a
period (or dot), and then the name of the command. Functions / commands in Python always end with
a set of parenthesis.
● If we want the turtle to move forward, use t.forward(), and provide the function with the number of
steps to move forward.
● If we want the turtle to turn, use t.right() or t.left(), and provide the function with the angle. Let’s
draw a simple shape, like a square, first. What angle do we need to draw a square? Have the student
string together these two commands until they get a square.
● How can we repeat these commands many times without typing them out? We can put these com-
mands in a loop. Show the student how to create a loop in Python. We’ll do more practice with this in
the future.
Juni Learning - Instructor Mock Session
Checklist

Here is a checklist to help you be successful during your interview:

I am familiar with Zoom Tools (Annotation, Screenshare, Remote Control).

I have ensured I have a quiet space with reliable internet connection during my interview time.
I have read through the curriculum.
I have watched the sample lessons.
Juni Learning - Instructor Mock Session
Rubric
To help you succeed during your interview, we have compiled a list of qualities we look for in a successful
candidate during the course of our mock interview sessions.

An exceptional candidate will...

Technical/ ● Make virtually no mistakes. If they do, they use effective explanations to
Curriculum correct.
Knowledge ● Appear prepared and highly knowledgeable about the topic and the curriculum
provided.

Explanation ● Give excellent and clear explanations.

● Hardly use complex, low level language - and if they do, they define it clearly.
● Employ direct definitions and use analogies or examples to further explain.

Effective ● Employ guiding questions. They lead the student by asking them questions
Questioning based on knowledge they have taught, and encourage them when they answer
incorrectly.

Adaptability ● Demonstrate an exceptional ability to empathize and recognize student’s

confusion.
● Answer student questions clearly and concisely.
● Exhibit the ability to pivot and adapt their answers or lesson strategy to the
needs of the student.

Relatability ● Establish a strong connection with the student throughout the lesson.
● Relate to student interests, and connect those interests with aspects of the
lesson.

Organizatio ● Clearly and confidently annotate different components and concepts of the
nal Clarity lesson.
● Effectively use space and tools to help a student understand abstract concepts.
● Demonstrate mastery of the annotation tools during mock lesson.

Engagement ● Frequently allow students to actively contribute to the lesson in a meaningful

way.

Encouraging ● Praise experimentation, whether or not it leads to success.

Trial and ● Model that it’s normal to make mistakes or not know everything.
Error ● Guide the student through the process of correcting their errors without
lecturing them about it.

Delivery ● Display confidence in their delivery of content.

● Exhibits patience and is upbeat, approachable, and kind.