Program Development - Elementary
Earners demonstrate their understanding of how programs are developed through a repeated design process until the programmer is satisfied with the solution. In addition, earners will demonstrate how to effectively support students in learning about the tradeoffs in program design associated with complex decisions involving user constraints, efficiency, ethics, and testing. Finally, this micro-credential also asks teachers to demonstrate how they provide structured opportunities for students to collaborate in CS to develop students’ ability to deliver, receive, and respond to constructive feedback in the design, implementation, and review of computational artifacts.
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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
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. -
Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Classroom Practice
5d - Support student collaboration. Provide structured opportunities for students to collaborate in CS. Develop students’ ability to provide, receive, and respond to constructive feedback in the design, implementation, and review of computational artifacts. -
Wyoming Content and Performance Standards > Program Development
2.AP.PD.01 - Develop plans that describe a program's sequence of events, goals, and expected outcomes. -
Wyoming Content and Performance Standards > Program Development
2.AP.PD.02 - Give credit to ideas, creations, and solutions of others while writing and developing programs. -
Wyoming Content and Performance Standards > Program Development
2.AP.PD.03 - Independently and collaboratively debug (identify and fix errors) programs using a programming language. -
Wyoming Content and Performance Standards > Program Development
2.AP.PD.04 - Use correct terminology (debug, program input/output, code) to explain the development of a program or an algorithm (e.g., in an unplugged activity, hands on manipulatives, or a programming language). -
Wyoming Content and Performance Standards > Program Development
5.AP.PD.01 - Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences. -
Wyoming Content and Performance Standards > Program Development
5.AP.PD.02 - Using grade appropriate content and complexity, observe intellectual property rights and give appropriate credit when creating or remixing programs. -
Wyoming Content and Performance Standards > Program Development
5.AP.PD.03 - Using grade appropriate content and complexity, test and debug (i.e., identify and fix errors) a program or algorithm to ensure it runs as intended. -
Wyoming Content and Performance Standards > Program Development
5.AP.PD.04 - Using grade appropriate content and complexity, describe choices made during program development using code comments, presentations, and demonstrations. -
Wyoming Content and Performance Standards > Program Development
5.AP.PD.05 - Using grade appropriate content and complexity, with teacher guidance, perform varying roles when collaborating with peers during the design, implementation, and review stages of program development.
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.
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 Program Development 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.
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 CS 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 the map, this area 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.
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.
Category: Analyze
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. Google Docs Template: https://bit.ly/3GsmIsX
ANALYZE – K-6 Algorithms _ Programming – Program Development.docx
Category: Design/Develop
This lesson plan shows the planned instruction of your computer science focus standard.
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
Category: Implement
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.
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.
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
Review Criteria
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and this proficiency scale. Proficiency scale: https://bit.ly/3GqtGi2
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/3LaULsW
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3GqtGi2. 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 – The teacher demonstrates accurate and complete knowledge of the content and skills of the standard being taught. CSTA 4a
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
Student support collaboration – The teacher provides structured opportunities for students to collaborate in computer science. The teacher develops students’ ability to provide, receive, and respond to constructive feedback in the design, implementation, and review of computational artifacts. CSTA 5d
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.
Bee:Debugging
https://code.org/curriculum/course2/10/Teacher
In this lesson, students will encounter puzzles that have been solved incorrectly. They will need to step through the existing code to identify errors, including incorrect loops, missing blocks, extra blocks, and misordered blocks.
Computer Science in K-12: An A to Z Handbook on Teaching Programming - Chapter P: Peer Collaboration and Pair Programming (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 teachers who are more experienced. 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 - Chapter T: Testing and Debugging (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 teachers who are more experienced. Each chapter has tons of examples and ideas of what to look out for in terms of misconceptions.
Cooperative Learning
https://teachglobalimpact.org/strategies-article-8/
This website shares ideas for using cooperative learning and collaboration in a CS classroom.
Cooperative Learning Structures CS Principal Course Video
https://www.youtube.com/watch?v=hDSIs9DaWNw
This lesson provides an overview of cooperative learning structures and examples of how this powerful pedagogical technique can be useful in a CS Principles course.
Engagement Practices Framework- Grow an Inclusive Community
https://ncwit.org/engagement-practices-framework-community-collaborative/
This website shares collaborative learning strategies to build critical thinking and problem solving, which can lead to a more inclusive student community by helping students develop communication and teamwork skills, and an appreciation of diversity.
Getting UnStuck Strategies
https://gettingunstuck.gse.harvard.edu/strategies.html
Interactive images that give different strategies for debugging in Scratch.
Intro to App Design Lesson 7: Debugging
https://code.org/curriculum/course1/5/Teacher#Activity
This lesson focuses on debugging and how comments and documentation in the code are important so that others can understand our code and help to debug it.
Maze: Debugging
https://code.org/curriculum/course1/5/Teacher#Activity
In this lesson, students will encounter puzzles that have been solved incorrectly. They will need to step through the existing code to identify errors, including missing, extra, and misordered blocks.
Process Oriented Guided Inquiry Learning (POGIL)
https://pogil.org/
This website introduces teachers to POGIL. POGIL is a teaching pedagogy that makes students feel engaged, accomplished & empowered.
Polygon Partners (unplugged)
http://everydaycomputing.org/lessons/action-fractions/grade-3/polygon-partners
Students write instructions for drawing a shape. They trade with a partner and use the feedback to improve their instructions.
Scratch Debugging Challenges
https://scratch.mit.edu/studios/237914/
Projects that are made with specific bugs in Scratch that students have to work through to fix.
The Frog and the Fly
http://everydaycomputing.org/lessons/action-fractions/grade-3/frog-and-fly
Students debug a Scratch project so a frog makes the right size hops to catch a fly.
Video: How to Debug
https://www.youtube.com/watch?v=auv10y-dN4s
Find out the 4 simple steps it takes to squash a bug and some tips to debug even faster.
Jamie Fortman
Erica Jensen
Erika Jorgensen
Megan Mohr
Shebree Moore
Kaylee Nygren
Melissa Price
Courtney Pushcar
Melissa Rasmussen
Jamy Shassetz
| Wyoming Department of Education
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