Culture - Elementary
Earners will need to demonstrate their understanding of the use of computing culture to support the understanding that computing affects many aspects of the world. This includes demonstrating they can effectively support students in learning that computing affects many in both positive and negative ways and at local, national, and global levels, and that individuals and communities influence computing through their behaviors and cultural and social interactions, and in turn, computing influences new cultural practices. Earners will also need to have their personal characteristics influence their beliefs and assumptions about the students in their class, identifying their own biases. Additionally, earners will need to demonstrate how they use universal design for learning, culturally relevant pedagogy, and other techniques to support all students in successfully accessing and engaging with content.
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Computer Science Teachers Assocation (CSTA) Standards for CS Teachers > Professional Growth and Identity
3c - Examine and counteract personal bias. Examine how their personal perspective, privilege, and power impact student success and classroom culture and continuously work to counteract biases. -
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
4c - Design inclusive learning experiences. Use Universal Design for Learning (UDL), Culturally Relevant Pedagogy (CRP), and other techniques to support all students in successfully accessing and engaging with content. -
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 > Control
2.AP.C.01 - With guidance, independently and collaboratively create programs to accomplish tasks using a programming language, robot device, or unplugged activity that includes sequencing, conditionals, and repetition -
Wyoming Content and Performance Standards > Control
5.AP.C.01 - Using grade appropriate content and complexity, create programs that include sequences, events, loops, and conditionals, both individually and collaboratively.
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 Culture micro-credential is one of three micro-credentials that make up the Impacts of Computing stack. The Impacts of Computing stack is one of six micro-credential stacks, which, when completed, will lead to a Computer Science Teacher Master Distinction.
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.
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 resources offer support understanding.
Earners are encouraged to participate in additional learning opportunities if more extensive learning is needed. Other 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. In addition, 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
All instructions are included in the worksheet. Once you have completed the worksheet, upload it in the evidence section as a PDF.
This task requires an analysis of both computer science content standards and the CSTA Standards for Computer Science Teachers. Google Docs Template: https://bit.ly/E-IC-C-PS
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 the proficiency scale. Proficiency scale: https://bit.ly/3rpyEqW
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/3J99Mdj
Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/3rpyEqW. 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
Examine and counteract personal bias – The teacher examines how their personal characteristics influence their beliefs and assumptions about the students in their class, identifying their own biases. Teacher examines how their biases impact student success and classroom culture. Teacher explains how they continually work to identify and counteract their own biases in the classroom. CSTA 3c
Design inclusive learning experiences – The teacher uses universal design for learning, culturally relevant pedagogy, and other techniques to support all students in successfully accessing and engaging with content. CSTA 4c
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.
A Simple Way to Self Monitor for Bias
https://www.edutopia.org/article/simple-way-self-monitor-bias?mkt_tok=eyJpIjoiT0RCaFl6UmxNREl4TkRFeSIsInQiOiJ5S0pMNWNncE1qWmZnNXlRK2c2XC8rSHA5NitFa25aYVNtNFpPYzR5YWpcL0lTQTJKSjdFMTM4V1NFODVLcmhwNXBiSFh5Y3NoRWloUnFRa203V2xtOXdvTjFaTmNGOVN2eWZYWGpwWmJcL0xkc
This is a self-assessment to help teachers become aware of their own biases.
About Universal Design for Learning
https://www.cast.org/impact/universal-design-for-learning-udl
Videos and presentations that will help teachers fully understand UDL.
Careers in Tech Video Series
https://code.org/careers-in-tech
These videos show how technology has changed the career options available.
Class Book Project: Technology Helps People
https://docs.google.com/document/d/1jqQL_EhN6N8zd7lIE121NIrK0BtEa1f7/edit
In this lesson, students will contribute to a class book on the topic of ways that technology helps people. Using technology tools to create their page, students will identify one way that technology helps people and illustrate it for the book. The book can then be shared digitally or printed to share at the unit Celebration.
Cultural Consequences of Computing Technology
https://drive.google.com/file/d/13omobb5XDqxdhN8o5qNTDh8MY9RACuBK/view?usp=sharing
Computing technology is clearly a technical revolution, but will most probably bring about a cultural revolution as well. The effects of this technology on human culture will be dramatic and far-reaching. Yet, computers and electronic networks are but the latest development in a long history of cognitive tools, such as writing and printing. We will examine this history, which exhibits long-term trends toward increasing democratization of culture, before turning to today's technology.
Culturally Responsive Classroom Management Strategies
https://drive.google.com/file/d/1J6XURhZEgw_6mbYFLcdCSTxFs66_v_gZ/view?usp=sharing
A paper describing how culturally responsive classroom management supports classrooms and students.
Culturally Responsive Computer Science Education Webinars
https://www.youtube.com/playlist?list=PLySgMiWoycp0Ooc2EPLXdEzQ-JqpxNPmc
Culturally Responsive Computer Science Education Webinar Series was developed with Orange County DOE for K12 Computer Science eductors.
Culturally Responsive Instruction: Best Practices and Supports
https://ies.ed.gov/ncee/edlabs/regions/midwest/blogs/culturally-responsive-instruction-best-practices.aspx
An article defining culturally responsive teaching and providing steps teachers can take to work towards it.
Culturally Responsive Teaching
https://drive.google.com/file/d/14WzDuFZzKgHMt8oG60HDroj7MiWMNWTK/view?usp=sharing
Region X Equity Assistance Center developed a guide to evidence-based teaching practices for teaching all students equitably.
Designing an App Part 4
https://studio.code.org/s/csp3-2021/lessons/9
This lesson reinforces the importance of feedback in the process of developing software. Feedback and testing help make sure that an app actually works for lots of people and in the context in which it will be used. This process also reinforces the importance of making iterative improvements in making software. This lesson is specific to the code.org curriculum, but its ideas and resources could be used in any project.
How Computers Have Changed
https://vimeo.com/103917882
Short animated video introducing how computers have changed over time.
How Does Technology Change Lives?
https://www.wonderopolis.org/wonder/how-does-technology-change-lives
Article from Wonderopolis discusses challenges people have in their lives and how technology has helped to solve these problems.
Love Lettters for Computers
https://www.helloruby.com/loveletters
Love Letters for Computers is a free resource including a series of videos, resources, classroom materials, and a teacher journal that will help you plan how to integrate computer science into your curriculum for children in kindergarten and first years of primary school.
Mobile Phones, Digital Cameras, the Internet and Planes Have Changed How We Live
https://www.kidsnews.com.au/technology/mobile-phones-digital-cameras-the-internet-and-planes-have-changed-how-we-live/news-story/c5aec6a426a25de07e26b6274b4778a1
Article for students to read highlighting how everyday devices like phones, cameras, communication, and travel have changed our world.
My Social Media Life
https://www.commonsense.org/education/digital-citizenship/lesson/my-social-media-life
In this Common Sense Education lesson students reflect on the negative and positive effects social media has on their lives.
Teacher Bias: The Elephant in the Classroom
https://drive.google.com/file/d/1PiyL6mlfcEsy2uJibsds9aJ36tM3eHgU/view?usp=sharing
This resource provides an in-depth look at various unconscious biases that teachers may have and how they can impact the classroom.
Teacher Leadership, Critical Practices for Anti-bias Education
https://www.learningforjustice.org/magazine/publications/critical-practices-for-antibias-education/teacher-leadership
This resource helps teachers understand their current bias and how to begin making changes as an educator.
Technology and Society Videos
https://wyoming.pbslearningmedia.org/subjects/engineering--technology/technology-and-society/
Library of videos from PBS covering how technology has altered human culture and society.
Technology Can Help People Lesson
https://docs.google.com/document/d/1FemtVaStrvK8d2SeJxQ6tUKFBidJ9Pgj/edit#heading=h.2s8eyo1
This lesson will introduce ways that technology devices can make people’s lives better and the general concept of assistive technology. Students will collaborate to design a solution using technology that solves a problem.
Universal Design: Implications for Computing Education
https://sites.uw.edu/sherylb/universal-design-implications-for-computing-education/
Universal design (UD), a concept that grew from the field of architecture, has recently emerged as a paradigm for designing instructional methods, curricula, and assessments that are welcoming and accessible to students with a wide range of characteristics, including those related to race, ethnicity, native language, gender, age, and disability. This proactive approach holds promise for more fully including underrepresented groups in computing studies and for decreasing the need, and thus costs, for academic accommodations for students with disabilities.
Kaylee Nygren
Melissa Rasmussen
| Wyoming Department of Education
122 W. 25th St. Suite E200 Cheyenne, WY 82002 Phone: (307) 777-7675 |