Earners demonstrate their understanding in using computing to support new ways of connecting people, communicating information, and expressing ideas. Additionally, earners show how to support students in learning that computing can connect people, support interpersonal communication, and how the social nature of computing affects institutions and careers in various sectors. Earners will also need to demonstrate how they meaningfully incorporate diverse perspectives and experiences of individuals from marginalized groups in curricular materials and instruction. Additionally, the earner will develop a personal teaching philosophy reflecting that all students can and should learn computer science.
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 Social Interaction 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.Algorithm:
A step-by-step process to complete a task.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.Creative Commons:
Creative Commons is an internationally active non-profit organization that provides free licenses for creators to use when making their work available to the public. These licenses help the creator give others permission to use the work in advance under certain conditions.Cultural Practices:
The displays and behaviors of a culture.Culture:
A human institution manifested in the learned behavior of people, including their specific belief systems, language(s), social relations, technologies, institutions, organizations, and systems for using and developing resources.Equity:
The state, quality, or ideal of being just, impartial, and fair.Forms of Assessment:
These include formative, summative, or student self-assessment.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 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 computer science studies.K-14:
Refers to Computer Science standards ranging from kindergarten into post-secondary education.Marginalized Groups (in CS):
The people who are commonly denied involvement in computer science, including women and non-binary people, Indigenous and Native peoples, Black people, Latinx, English language learners, students with disabilities, students who are neurodivergent, students from low socioeconomic backgrounds, and students who live in urban and rural areas.Modalities of Assessment:
Modalities of assessment include written assessment, oral assessment, performance tasks, or visual representations.Performance Standards:
Performance standards are 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)Public Domain:
Public domain is a legal term that describes a work or product that is not protected by copyright.Scope and Sequence:
A scope refers to the topics and areas of development within a curriculum, and the sequence is the order in which those skills are taught.Self-efficacy:
An individual’s belief in his/her ability to succeed in specific situations or accomplish a task.Systemic Barriers:
Systemic barriers include the lack of CS offerings, scheduling conflicts, prerequisite courses, school funding and resources, lack of qualified and experienced teachers, inadequate access to technology, additional course requirements for English learners and students with disabilities, and students being pulled out from CS classes for additional services.Unconscious bias:
Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair.Universal Design for Learning (UDL):
UDL is a framework for designing a curriculum to be broadly accessible to ALL students. (See UDL for Learning Guidelines + Computer Science/Computational Thinking in the resources)
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.
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/3AZBzK0
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/34yGBky
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/3uoJsrc
Prompt Sort Order Actions Please provide a self-assessment, a score from 1–4, on each component of the proficiency scale found here: https://bit.ly/34yGBky. 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 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
Represent diverse perspectives – CSTA 2c The teacher meaningfully incorporates diverse perspectives and experiences of individuals from marginalized groups in curricular materials and instruction.
Commit to the mission of CS for all students – The teacher develops a personal teaching philosophy reflecting that all students can and should learn computer science. CSTA 3d
Lessons aligned to each CS Standard for grades K-2.
This is a self-assessment to help teachers become aware of their own bias.
Videos and presentations that will help teachers fully understand UDL.
These videos show how technology has changed the career options available.
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.
Computing technology is clearly a technical revolution, but will most probably bring about a cultural revolution as well. This paper looks at the effects of computing technology on human culture.
Regional Educational Laboratory (REL) Midwest takes an up-close look at cultural competency in education.
An article defining culturally responsive teaching and providing steps teachers can take to work towards it.
Region X Equity Assistance Center developed a guide to evidence-based teaching practices for teaching all students equitably.
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.
Short animated video introducing how computers have changed over time.
Article from Wonderopolis discusses challenges people have in their lives and how technology has helped to solve these problems.
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.
Article for students to read highlighting how everyday devices like phones, cameras, communication, and travel have changed our world.
In this Common Sense Education lesson students reflect on the negative and positive effects social media has on their lives.
This resource provides an in-depth look at various unconscious biases that teachers may have and how they can impact the classroom.
This resource helps teachers understand their current bias and how to begin making changes as an educator.
Library of videos from PBS covering how technology has altered human culture and society.
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.
An article that describes how universal design impacts computer science education.
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