Computer Science Resources

Teaching and Leading Beyond Boundaries

Standards 1-3: The Learner and Learning

Standard 1: Learner Development

"The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences."[1]


Philosophy of Education Statement (PDF in new window)

Mental Health Group Project (External website in new window)

I feel that I meet this standard because I understand many of the theoretical frameworks that are used to explain how learners develop. It was particularly useful when working on a group project for during one of my college classes, because understanding the underlying frameworks for development can help explain why some people develop mental health issues. This can be particularly valuable in the classroom because some students will exhibit certain behaviors, while others will not. This has also helped me while doing my student teaching because I can recognize now that environmental factors at home really do impact behavior at school (both positively and negatively).

Furthermore, in my Philosophy of Education Statement, I specifically talk about the wide variety of subject matter within the Computer Science field, and how my previous career experience can help bring a fresh perspective that should engage learners from a variety of backgrounds. And since I've been performing my student teaching, I can see that this is still a very true statement, because I've been able to provide concrete examples (from my experience) that have helped some students who were struggling to understand certain abstract concepts. I truly believe that Computer Science is such a wide field that anyone from any background can find a place where they can succeed within it.

Standard 2: Learning Differences

"The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards."[2]


Discussion Post - Questioning Students (PDF in new window)

Foundations of CS Group Project (PDF in new window)

I feel that I meet this standard because I understand that everyone comes from different backgrounds, and has different interests and skills. The discussion post I selected from one of my college classes shows that I understand that teachers shouldn't immediately assume a student who is slow to answer a question doesn't have the knowledge. Students with different learning styles may be able to express their knowledge more easily given alternate means.

As for allowing students from different cultures and backgrounds to effectively express their knowledge to ensure they are meeting high standards, during my student teaching internship I allowed a class with diverse students the opportunity to work on a complex project in groups. The end result was that all groups put in an amazing amount of effort to achieve the goal, probably because the project was open-ended enough that everyone in the class was able to get engaged. Even the students who aren't very interested in Computer Science managed to come up with interesting questions as they created their own Quiz Game.

Standard 3: Learning Environments

"The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation."[3]


Discussion Post - Cyber Bully (PDF in new window)

Group Project Peer Review Rubric (PDF in new window)

I feel that I meet this standard because I understand that an environment where students feel safe is the best kind of environment to learn in. Students should also be at ease when it comes to making mistakes, because mistakes are usually the best way of learning certain things, especially in the computer science field. The first artifact I choose is about cyberbullying, which is something that can really spoil a learning environment. There's also a comment in the artifact where I shared some extra insight I have regarding the subject with my fellow students, because cyberbullying is a serious issue, and all teachers (and pre-teachers) need to be aware of it.

My second artifact was something I used during group projects that students did during my student teaching internship. I wanted students to reflect on the effort they (and their peers) put into the projects, and I tried to simplify the explanations so that they made sense to students, and didn't require to much effort for them to fill out. And because these weren't exactly tied to the grade of the project, I felt that many of the scores reflected to accurate representations of the work done by each student.

Reference: InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0

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