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Modularity - Elementary
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Microcredential ID : 53
Stack
Algorithms and Programming - Elementary
Credits
0.5 PTSB Recertification Credit

Description

Earners demonstrate their understanding of breaking down tasks into simpler tasks and combining tasks to create something more complex. In addition, earners will show how they effectively support students in learning about recognizing patterns to make use of general, reusable solutions for commonly occurring scenarios and clearly describing tasks in ways that are widely usable. This micro-credential also asks earners to model a willingness to learn from others, continuously develop new skills, and design learning experiences that make connections to other disciplines and real-world contexts.

Standards
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Professional Growth and Identity
    3b - Model continuous learning. Model willingness to learn from others and to continuously develop new skills. Demonstrate comfort in problem solving and perseverance when encountering new or challenging content.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4a - Analyze CS curricula. Analyze CS curricula for implementation in their classrooms in terms of CS standards alignment, accuracy, completeness of content, cultural relevance, and accessibility.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4b - Develop standards-aligned learning experiences. Design and adapt learning experiences that align to comprehensive K-12 CS standards.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4d - Build connections between CS and other disciplines. Design learning experiences that make connections to other disciplines and real-world contexts.
  • Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Instructional Design
    4g - Inform instruction through assessment. Develop multiple forms and modalities of assessment to provide feedback and support. Use resulting data for instructional decision-making and differentiation.
  • Wyoming Content and Performance Standards > Modularity
    2.AP.M.01 - Using grade appropriate content and complexity, decompose (breakdown) the steps needed to solve a problem into a precise sequence of instructions (e.g., develop a set of instructions on how to play your favorite game).
  • Wyoming Content and Performance Standards > Modularity
    5.AP.M.01 - Using grade appropriate content and complexity, decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
  • Wyoming Content and Performance Standards > Modularity
    5.AP.M.02 - Using grade appropriate content and complexity, modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
How To Earn This Microcredential

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.

Fees
There will be no fee assessed for reviewing this microcredential.
Clarifications

This micro-credential is intended for teachers in grades K-6. If you teach middle school or high school grades, you will want to work on the secondary level computer science micro-credentials. The Modularity micro-credential is one of five micro-credentials that make up the Algorithms & Programming stack. The Algorithms & Programming stack is one of six micro-credential stacks that will lead to a Computer Science Teacher Master Distinction when completed.

Important Terms
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.

Chosen Grade Band:

The teacher/earner can choose which grade band and standard to focus their lesson around.

Complete Knowledge:

Refers to all of the skills listed in the proficient level of the 2019 WY Computer Science Performance Standards (see in the resources) for the chosen standard.

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 & software); the creation, access, and use of information through algorithms and problem solving, and the impact of computing on society.

Conditionals:

A feature of a programming language that performs 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.)

Control:

(in general) The power to direct the course of actions. (in programming) 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 :

Information that is collected and used for reference or analysis. Data can be digital or non-digital and can be in many forms, including numbers, text, a show of hands, images, sounds, or video.

Decompose:

To break down into components

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.

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, the standards provide level 1 and level 2 standards. Level 1 standards include introductory skills. The level 2 standards are intended for students who wish to advance their study of computer science.

K-14:

Refers to Computer Science standards ranging from kindergarten into postsecondary education.

Loop:

A programming structure that repeats a sequence of instructions as long as a specific condition is met

Performance Standards:

The standards all students are expected to learn and be assessed on through the district assessment system by the end-of-the grade band (see 2019 WY Computer Science Performance Standards in the resources).

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.

Scope and Sequence:

Scope refers to the topics and areas of development within a curriculum, and the sequence is the order in which those skills are taught.

Supporting Computer Science Standard:

All students are expected to be instructed on these CS standards, taught within the context of the performance standards. (see Micro-credential Map by Grade Band in the resources) If no supporting standards are listed on map, this area becomes is not applicable.

Unplugged:

Tasks take place away from a computer in order to model key concepts

Variable:

A symbolic name 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.

Background Scenario / How This Will Help You

This micro-credential collection provides earners with the opportunity to document their knowledge and skills in teaching computer science to students in grades K–6. 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.

Evidence Options
Candidates are required to submit multiple pieces of evidence.
Category: Analyze

Analyze: Standards This task requires an analysis of both computer science content standards and the CSTA Standards for Computer Science Teachers.

Analyze: Standards:

All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. Google Docs Template: https://bit.ly/3AVLpwF

Category: Design/Develop

This lesson plan shows the planned instruction of your computer science focus standard.

Lesson Plan:

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. Google Docs Template: https://bit.ly/3ummSzC

DESIGN_DEVELOP.docx

Category: Implement

Implement the set of activities or lesson plan you designed.

Student Work:

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.

Category: Evaluate

Evaluate how effective your activities were at promoting student learning of the standards. Use specific examples from the artifacts you submitted in the Implement activity.

Journal:

All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF. Google Docs Template: https://bit.ly/3J5Og8X

EVALUATE – Worksheet.docx


Review Criteria

Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and the proficiency scale. Proficiency scale: https://bit.ly/3sj6bT5

The checklist will help you review your submission materials to ensure you address everything that is expected for this micro-credential. Checklist: https://bit.ly/32UZcH8

Reflection Prompts

Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3sj6bT5. 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.


Review Criteria

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 – 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. (CSTA 4g)

Supporting Standards - The teacher identifies and explains the connection of supporting computer science standards to the standard being taught in their lesson.

Vertical alignment – The teacher explains the relationship of the standard in the scope and sequence of computer science standards directly above and below chosen grade band. CSTA 4b

Model continuous learning – The teacher models willingness to learn from others and to continuously develop new skills. The teacher uses a variety of problem-solving approaches and perseveres when encountering new or challenging content. (CSTA 3b)

Build connections between computer science and other disciplines – The teacher designs learning experiences that make connections to other disciplines and real-world contexts. (CSTA 4d)

Resources
2nd grade CS Lessons Gilbert Public Schools
https://www.azed.gov/sites/default/files/2019/09/2nd%20Grade%20CS%20Lessons.pdf?id=5d72d03b1dcb251298c0fa91

Lessons aligned to each CS Standard for grades K-2.


5th grade CS Lessons Gilbert Public Schools
https://www.azed.gov/sites/default/files/2019/09/5th%20Grade%20CS%20Lessons.pdf?id=5d72d0c61dcb251298c0fa9e

Lessons aligned to each CS Standard for grades 3 -5.


Brownie Bites (unplugged)
http://everydaycomputing.org/lessons/action-fractions/grade-3/brownie-bites

Students practice giving precise instructions on how to cut a brownie into equal parts.


Computational Thinking Introduction
https://educators.brainpop.com/lesson-plan/computational-thinking-lesson-plan-decompose/

Explains the basic concepts of Computational Thinking (CT) and how CT and CS can be integrated into math and science topics.


Computational Thinking Lesson Plan: Decompose
https://educators.brainpop.com/lesson-plan/computational-thinking-lesson-plan-decompose/

In this lesson plan, adaptable for grades K-3, students watch the BrainPOP movie Computational Thinking and discover how to solve a problem by breaking it down into smaller parts and creating steps to solve it. Then they will explore the concept of decomposition through a variety of hands-on activities.


Computer Science in K-12: An A to Z Handbook on Teaching Programming - I: Intrgrating programming school subjects (Paid Resource)
https://amzn.to/3sCaM45

This is a handbook for K-12 teachers interested in teaching programming. It's designed to focus on pedagogy and be accessible to beginners and useful for more experienced teachers. Each chapter has tons of examples and ideas of what to look out for in terms of misconceptions.


Computer Science in K-12: An A to Z Handbook on Teaching Programming - I: Intergrating programming school subjects (Paid Resource)
https://amzn.to/3sCaM45

This is a handbook for K-12 teachers interested in teaching programming. It's designed to focus on pedagogy and be accessible to beginners and useful for more experienced teachers. Each chapter has tons of examples and ideas of what to look out for in terms of misconceptions.


Decomposition Bitesize
https://www.bbc.co.uk/bitesize/guides/zqqfyrd/revision/1

A website explaining the basics of decomposition that includes an app creation activity and test for students.


Exploring Computational Thinking
https://edu.google.com/resources/programs/exploring-computational-thinking/#!ct-materials

Searchable Google collection of references, demonstrations, lesson plans, and explorations to Incorporate computational thinking (CT) and CS into your curriculum.


How to Code a Sandcastle (Paid Resource)
https://amzn.to/35qwGhV

This children's book tells a story of a girl coding a robot to build a sandcastle to introduce code, sequencing, loops, and decomposition. The elementary teachers in the CT4EDU project liked this book a lot.


Infusing Computing Podcast Series
https://wiobyrne.github.io/infusing-computing-pod/index.html

Podcast that talks with real teachers who are integrating CS and Computational Thinking into other disciplines and real-world contexts.


Integrating Computational Thinking
https://edtechbooks.org/k12handbook/computational_thinking

This digital book chapter includes videos and other resources that will help you integrate CT concepts including decomposition at any grade level.


Math Education: The Roots of Computer Science
https://www.edutopia.org/blog/math-education-roots-computer-science-lincoln-sedlacek

This article from Edutopia discusses how computer science and mathematics can be integrated.


Video: Break it Down
https://www.youtube.com/watch?v=oZ7XebAb9xI&list=PL_ym6QHjS1syp5u4XKsTKb0vnh0q2lnoj&index=9

Break it Down is a fun and funky song about breaking down problems into smaller pieces! Breaking down programming problems is a huge part of learning how to code. In this video, we use the example of baking a cake to show how to think about a big challenge as a series of smaller problems.


Video: Computations Thinking: Decomposition
https://www.youtube.com/watch?v=yQVTijX437c

Very detailed video from Curriki explaining decomposition. Great for a teacher who wants to learn more about decomposition in our world.


Video: Introduction to Decomposition
https://www.youtube.com/watch?v=rxsYpP2-omg&t=2s

Quick Video describing decomposition and giving everyday examples.

Earners
Jamie Fortman

Jamie Fortman
Erica Jensen

Erica Jensen
Erika Jorgensen

Erika Jorgensen
Megan Mohr

Megan Mohr
Shebree Moore

Shebree Moore
Kaylee Nygren

Kaylee Nygren
Melissa Price

Melissa Price
Courtney Pushcar

Courtney Pushcar
Melissa Rasmussen

Melissa Rasmussen
Jamy Shassetz

Jamy Shassetz

Wyoming Department of Education

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