This micro-credential represents the knowledge of how to teach storage in a secondary classroom to support students learning of how data is stored on computers. As students progress, they learn how to evaluate different storage methods, including the tradeoffs associated with these methods. Students learn that the core functions of computers are storing, representing, and retrieving data. Please locate "01. PROFICIENCY SCALE – Data & Analysis – Storage" under resources to view specific Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers included in this micro-credential.
To earn this micro-credential you will process through the ADDIE learning model producing evidence that demonstrates your knowledge of the Wyoming Computer Science Content and Performance Standards and the CSTA Standards for Teachers. Through the ADDIE learning model you will analyze standards, design/develop and implement a lesson, collect student work artifacts, and evaluate your professional practices.
The storage micro-credential is one of three micro-credentials that make up the data & analysis stack. The data & analysis stack is one of six micro-credential stacks which when completed will lead to a Computer Science Teacher Master Distinction.
All of the skills listed in the proficient level of the Wyoming Computer Science Content and Performance Standards (see the resources) for the chosen standard.K–14:
Refers to computer science standards ranging from kindergarten into postsecondary education.Scope and sequence:
Scope refers to the topics and areas of development within a curriculum, and sequence is the order in which those skills are taught.Grade band:
The computer science standards are written in grade bands (K–2, 3–5, 6–8, and 9–12). The standard committee (CSSRC) determined the standard to be met by the end of the grade band. In grades 9–12, there are level 1 and level 2 standards. Level 1 standards include introductory skills. Level 2 standards are intended for students who wish to advance their study of computer science.Chosen grade band:
The teacher or earner can choose which secondary grade band and standard to focus their lesson around.Supporting computer science standard:
There is a difference between supporting standards and performance standards. All students are expected to be instructed on supporting computer science standards, taught within the context of the performance standards. Supporting standards do not need to be assessed through the district assessment system. If no supporting standards are listed on the "Micro-credential Map by Grade Band" in the resources, this area becomes N/A.Performance standards:
The Wyoming Content and Performance Standards serve several purposes. They articulate a set of expectations for what students should know and be able to do, enabling them to be prepared for college and career success; to live a life that contributes to the global community. These expectations are communicated to students, parents, educators, and all other Wyoming stakeholders, and provide a common understanding among educators as to what students should learn at particular grades. Standards do not dictate methodology, instructional materials used, or how the material is delivered. (See Wyoming Computer Science Content and Performance Standards in the resources.)Analog data:
The defining characteristic of data that is represented in a continuous, physical way. Whereas digital data is a set of individual symbols, analog data is stored in physical media, such as the surface grooves on a vinyl record, the magnetic tape of a VCR cassette, or other non digital media.App:
A type of application software designed to run on a mobile device, such as a smartphone or tablet computer. Also known as a mobile application.Classroom climate:
The prevailing mood, attitudes, standards, and tone that students and teachers feel when they are in the classroom.Computational artifact :
Anything created by a human using a computational thinking process and a computing device. A computational artifact can be, but is not limited to, a program, image, audio, video, presentation, or web page file.Computational thinking:
The thought processes involved in formulating a problem and expressing its solutions in such a way that a computer (human or machine) can effectively carry them out.Computer science:
The study of computing principles, design, and applications (hardware and software); the creation, access, and use of information through algorithms and problem-solving; and the impact of computing on society.Data:
Information that is collected and used for reference or analysis. Data can be digital or nondigital and can be in many forms, including numbers, text, show of hands, images, sounds, or video.Data structure:
A particular way to store and organize data within a computer program to suit a specific purpose so that it can be accessed a nd worked with in appropriate ways.Data type:
A classification of data that is distinguished by its attributes and the types of operations that can be performed on it. Some common data types are integer, string, Boolean (true or false), and floating-point.Encoding:
The process of converting data from one form to another.Inference:
A conclusion reached on the basis of evidence and reasoning.Integrity :
The overall completeness, accuracy, and consistency of data.Model:
A representation of some part of a problem or a system. [MDESE, 2016] Note: This definition differs from that used in science.Reliability :
Consistently produces the same results, preferably meeting or exceeding its requirements.Unconscious bias:
Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair.Stereotype threat:
Being at risk of confirming, as a self-characteristic, a negative stereotype about one's social groupUniversal design for learning (UDL):
A framework for designing curriculum to be broadly accessible to all students. (See UDL for Learning Guidelines + Computer Science/Computational Thinking in the resources)Modalities of assessment:
Modalities of assessment include written assessment, oral assessment, performance tasks, or visual representations.Forms of assessment:
These include formative, summative, or student self-assessment.
This micro-credential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades 6–12. The content provides resources to support understanding.
Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Additional learning opportunities may include free online resources, postsecondary courses, and local courses.
The micro-credential structure offers earners flexible pathways and timelines. Earners can complete the micro-credentials in any order that aligns with their classroom timelines and availability. Micro-credentials offer earners the opportunity to submit evidence and receive evaluator feedback. Earners are encouraged to resubmit evidence until mastery is earned. Each resubmission will be reviewed and updated feedback will be provided.
Analyze: Standards This task requires an analysis of both computer science content standards and the CSTA Standards for Computer Science Teachers.
All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF.
Find "03. DESIGN/DEVELOP" in the resources section below. All instructions are included in the worksheet. Once you are finished with this task, upload your lesson plan in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/2Urhzik.
Implement the set of activities or lesson plan you designed. Submit evidence of student learning for your focus standard. Include evidence of students that have met the standard and students that have not met the standard. Examples include videos of students working, completed student worksheets, etc. Annotate each piece of evidence to demonstrate how you facilitated student achievement of the standard.
Find "04. EVALUATE – Worksheet" in the resources section below. All instructions are included in the worksheet. The resource can be found by following this link: https://bit.ly/3xMingf.
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and this proficiency scale, found here: https://bit.ly/35Ylea7. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3w9NgeY.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/35Ylea7. Provide a few sentences stating where the pieces of evidence that support the scores for each component are located.
If you are resubmitting, please indicate what changes were made in the documents (e.g., highlight, text color) and include "Resubmission #" with the resubmission number in the file title when you upload.
Content knowledge – CSTA 4a The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught.
Inform instruction through assessment – CSTA 4g The teacher develops multiple forms and modalities of assessment to provide feedback and support. The teacher uses resulting data for instructional decision-making and differentiation.
Supporting standards The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.
Vertical alignment – CSTA 4b The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band.
Guide students' use of feedback – CSTA 5f The teacher uses formative assessments to provide timely, specific, and actionable feedback to students, and to adjust instruction. The teacher develops students’ ability to interpret and use feedback from computers, teachers, peers, and community.
This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy.
UDL is a framework for designing curriculum to be broadly accessible to ALL students. Learn more about utilizing the UDL framework in computer science education.
These standards are designed to provide clear guidance on effective and equitable computer science instruction in support of rigorous computer science education for all K–12 students.
This article discusses how computational thinking skills were integrated and assessed in New York City elementary schools.
This article discusses different types of assessments and what to consider when choosing an assessment.
Step-by-step guide showing teachers how they can change their lessons or classroom based on data.
The computer science standards are written in grade bands (K–2, 3–5, 6–8, and 9–12). The standard committee (CSSRC) determined the standard to be met by the end of each grade band. In grades 9-12, there are level 1 and level 2 standards. Level 1 standards include introductory skills. Level 2 standards are intended for students who wish to advance their study of computer science. The teacher or earner can choose which grade band and standard to focus their lesson on.
Use this resource for the design/develop step of the ADDIE model.
Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in Implement and suggest any changes in practice or approach that you might make in the future based on your experience with this micro-credential.
Performance Level Descriptors (PLDs) describe the performance expectations of students for each of the four (4) performance level categories: advanced, proficient, basic, and below basic. These are a description of what students within each performance level are expected to know and be able to do. All PLDs are found in this document.
This is a sample lesson using the binary system to represent integers. Teachers could teach this lesson or get ideas from it to put in their own lesson.
Collection of videos teachers could watch or share with their class on the representation/translation of data
A collection of four units with multiple resources on teaching representing and translating data.
This is a collection of lessons focusing on data that is used to inform society, business, and governments. Students are asked to consider the tradeoffs of public data and storage.
This slideshow includes three lessons on storage devices.
This is a lesson plan focusing on how computers use bits of information to represent color. Students will learn how additive color is represented as binary and hexadecimal numbers.
This article discusses the importance of feedback in assessment as well as the criteria to make feedback useful.
This article describes how teachers can foster peer to peer feedback in their classroom.
Basic resource for getting to know storage devices used with computers it includes ways that digital data can be lost as well.
This scale is provided as a resource for learners to view micro-credential criterion and the performance descriptor levels for demonstration of mastery.
Analyze the student and teacher standards aligned with the Data & Analysis – Storage micro-credential. Aligned standards and instructions for selecting a focus standard are outlined below the task description. There are two parts to this task.
This video looks at how computers use a stream of 1s and 0s to represent all of our data - from our text messages and photos to music and webpages. It focuses on how these binary values are used to represent numbers and letters, and discuss how our need to perform operations on larger and more complex values brought us from our 8-bit video games to beautiful Instagram photos, and from unreadable garbled text in our emails to a universal language encoding scheme.
In this video from Code.org Computer scientists teach how computers represent numbers, words, images, and sound with binary.
This video traces the history of storage technologies from punch cards, delay line memory, core memory, magnetic tape, and magnetic drums, to floppy disks, hard disk drives, CDs, and solid state drives. Initially, volatile memory, like RAM was much faster than these non-volatile storage memories, but that distinction is becoming less and less true today.
“Unwrapping” is a simple method that all teachers in all grade levels can use to deconstruct the wording of any standard in order to know its meaning inside and out.
This resource includes a sample response for analyze, design/develop, implement, and analyze as well as a sample reflection prompt response for the devices micro-credential.
This is a list of videos that support navigation of the Midas platform. Including how to submit micro-credentials for review.
This video helps for unpacking the Wyoming Computer Science standards as part of the micro-credential.
This video provides best practices in Google Drive organization for the micro-credentials.
This video gives pointers on completing the CSTA CS teacher standard analyze task for the micro-credential.
This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential.
|Wyoming Department of Education
122 W. 25th St. Suite E200
Cheyenne, WY 82002
Phone: (307) 777-7675