Earners demonstrate their understanding of how computer programs store and manipulate data using variables. Earners will demonstrate how they support students in learning about variables and ways to organize extensive data collections into data structures of increasing complexity. Additionally, earners will need to show how they plan activities that use evidence-based, CS-specific teaching strategies to develop students’ conceptual understanding and proactively address student misconceptions in CS.
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 variables micro-credential is one of two micro-credentials that make up the algorithms & programming stack. The algorithms & programming 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 a chosen standard.Universal 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)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 standards 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 on.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" (see 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.)Algorithm:
A step-by-step process to complete a task.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.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.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.Control:
In programming, it is the use of elements of programming code to direct which actions take place and the order in which they take place.Control structures:
A programming (code) structure that implements control. Conditionals and loops are examples of control structures.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 and worked with in appropriate ways.Events:
Any identifiable occurrence that has significance for system hardware or software. User-generated events include keystrokes and mouse clicks; system-generated events include program loading and errors.Prototype:
An early sample, model, or release of a product built to test a concept or process or to act as a thing to be replicated or learned from.Recursion:
Recursion is the process of defining a problem (or the solution to a problem) in terms of (a simpler version of) itself.Variable:
A symbolic name that is used to keep track of a value that can change while a program is running. Variables are not just used for numbers; they can also hold text, including whole sentences (strings) or logical values (true or false). A variable has a data type and is associated with data storage location; its value is normally changed during the course of program execution.Conditionals:
A feature of a programming language that perfroms different computations or actions depending on whether a programmer -specified Boolean condition evaluates to true or false. (A condition could refer to a conditional statement, conditional expression, or conditional construct.)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.
Complete "02. ANALYZE – Algorithms & Programming – Variables" in the resources section below. All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. The resource can be found by following this link: https://bit.ly/3Cib2YT.
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/3CiC6aq. This checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential: https://bit.ly/3k2QTyr.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3CiC6aq. 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.
Plan instruction to foster student understanding – CSTA 4f The teacher plans activities that use evidence-based, computer science-specific teaching strategies to develop students’ computational understanding and proactively address student misconceptions in computer science.
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.
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.
“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 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 Algorithms & Programming – Variables micro-credential. Aligned standards and instructions for selecting a focus standard are outlined below the task description. There are two parts to this task.
PRIMM is one approach that we hope can help teachers structure lessons in programming. It is based on research into the learning of programming but combines different areas. Our overall interpretation of the research is that teaching programming requires a blended approach using a range of strategies.
This blog post identifies four teaching methods that advantage students with less computing backgrounds.
When you look at programming pedagogy in this way it becomes obvious that we should be showing our learners plenty of examples of working programs before letting them loose on coding for themselves. This is where Use-Modify-Create comes into play.
In most programming languages, a variable is a container that holds information that you can access. You can think of a variable as a box that contains something. You can open the box to find out what is inside, or even put something else into the box. In some ways, human memory and computer memory are similar. We rely on our memory for remembering all sorts of things.
The K–12 Computer Science Framework has established that students should be learning about the computer science concept of variables as early as middle school, although the field has not yet determined how this and other related concepts should be introduced. Secondary school computer science curricula such as Exploring CS and AP CS Principles often teach the concept of variables in the context of algebra, which most students have already encountered in their mathematics courses. However, when strategizing how to introduce the concept at the middle school level, we confront the reality that many middle schoolers have not yet learned algebra. With that challenge in mind, this position paper makes a case for introducing the concept of variables in the context of middle school science.
This Code.org lesson introduces lists in an unplugged activity.
In this article, you will learn the top six data structures that you should know if you want to become a software engineer and when to use which data structure.
This video defines variables and introduces the vocabulary that goes along with them with humor and visualizations.
Two female software developers discuss computer science misconceptions.
This video playlist from CS at Pitt discusses the common misconceptions that pertain to CS.
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.
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