Earners demonstrate their understanding of identifying computing system problems and the strategies used to resolve the issue systemically. Earners will demonstrate how to support students in learning how to use systematic problem-solving processes and develop their troubleshooting strategies based on a deeper understanding of how computing systems work. Earners will also need to demonstrate how to create and scaffold meaningful opportunities for students to discuss, read, and write about CS concepts and how they integrate CS practices.
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 Troubleshooting micro-credential is one of three micro-credentials that make up the Computing Systems stack. The Computing Systems stack is one of six micro-credential stacks that will lead to a Computer Science Teacher Master Distinction when completed.
The design of products, devices, services, or environments for people who experience disabilities. Accessibility standards that are generally accepted by professional groups include the Web Content Accessibility Guidelines (WCAG) 2.0 and Accessible Rich Internet Applications (ARIA) standards.Computing Device:
A physical device that uses hardware and software to receive, process, and output information. Computers, mobile phones, and computer chips insideComputer 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.Computing System:
A collection of one or more computers or computing devices, together with their hardware and software, is integrated to accomplish shared tasks. Although a computing system can be limited to a single computer or computing device, it more commonly refers to a collection of multiple connected computers, computing devices, and hardware.Hardware:
The physical components that make up a computing system, computer, or computing device.Input:
The signals or instructions are sent to a computer. [Techopedia]; (noun): A device or component that allows information to be given to a computer (code.org)Operating System:
An operating system, or "OS," is software that communicates with the hardware and allows other programs to run.Output:
Any device or component that receives information from a computer.Self-Efficacy:
An individual’s belief in his/her ability to succeed in specific situations or accomplish a task,Software:
Programs that run on a computing system, computer, or other computing devices.System Software:
System software refers to the files and programs that make up your computer's operating system.Universal Design for Learning (UDL):
UDL is a framework for designing a curriculum to be broadly accessible to ALL students. Learn more about utilizing the UDL Framework in CS education: https://ctrl.education.ufl.edu/wp-content/uploads/sites/5/2020/05/Copy-of-UDL-and-CS_CT-remix.pdf.
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.
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 Version: https://bit.ly/3uq0ghv
This lesson plan shows the planned instruction of your computer science focus standard.
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.
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.
Evidence submissions and reflections will be reviewed for alignment with the assignment guidelines and the proficiency scale. Proficiency scale: https://bit.ly/3AWH38x
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/3AVFdom.
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3AWH38x. 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 – 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 CS 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
Encourage student communication – The teacher creates and scaffolds meaningful opportunities for students to discuss, read, and write about computer science concepts and how they integrate computer science practices. CSTA 5e
Lessons aligned to each CS Standard for grades K-2.
Lessons aligned to each CS Standard for grades 3 -5.
This panel is a forum to discuss the challenges and benefits of active and cooperative learning and techniques for incorporating active and cooperative learning into the computer science classroom.
Article about how the University of Arizona is fostering collaborative learning in their Computer Science Department.
This checklist is a great example of what a class or student could create in a lesson.
Collection of resources from a cooperative learning effort and their application in a CS environment.
Article discussing how to teach students the basics of solving problems with tablets and laptops to empower them when things go wrong.
Examples of cooperative learning to encourage student communication.
This article provides tips and techniques for identifying and documenting problems no matter the subject area.
This article discusses ways teachers can foster student-led problem-solving in their classrooms.
One teacher shares how she helped students to identify, record, and solve common tech problems in their classroom.
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