Computer Science Resources

Teaching and Leading Beyond Boundaries

Standards 6-8: Instructional Practice

Standard 6: Assessment

"The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making."[6]


Extract from an Assessment Portfolio (PDF in new window)

Computer Science Warmup Quizzes (PDF in new window)

I feel that I meet this standard because I am continuously thinking of ways that I can assess my students to validate that they are learning the content. I also happen to enjoy crafting exams, because by developing the exams early in the lesson planning, I'm able to ensure that I'm teaching students the material that they will be tested on. The first artifact is a sample exam that was part of a larger assessment portfolio I created during one of my college classes. While many times, multiple choice exams are seen as assessing lower-level knowledge, I try to write questions that will challenge students' higher thinking skills.

The second artifact was a few of the warm-up quizzes that I used in the Foundations of Computer Science course I taught during my student teaching internship. I used these to help gauge how much students were retaining from previous lessons, as well as to warm them up for the day's lesson. Because students had to hand-write code, they couldn't rely on any assistance from the programming software that they would normally have, which allowed me to get a more accurate picture of which students needed additional help.

Standard 7: Planning for Instruction

"The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context."[7]


Computer Science Current Events Lesson Plan (PDF in new window)

The Need for Addressing Lesson Plan (PDF in new window)

I feel that I meet this standard because I can pull from my previous experience outside of teaching, and use that to give examples to my students can help bridge gaps in knowledge, and also motivate students to learn more. The first artifact is a lesson plan I used during the Foundations of Computer Science class I taught during my student teaching internship. The students will research topics related to the impact of technology on society, and then create a presentation that they will present in the following lesson. Using my prior career-knowledge, I provided some resources on Information Security, which is usually where most of the interesting (and high-impact) topics are. The students were extremely motivated, and all of the presentations showed the amazing effort that each group put into them.

The second artifact was from another class I taught during my student teaching internship, and students in this class had some difficulty bridging gaps between conceptual knowledge and real-world applications. In the main activity for the lesson, students started with an unplugged activity that resembled a game many were familiar with, and eventually progressed into a complicated (and silent) simulation that required them to apply the concepts in order to play the simulation well.

Standard 8: Instructional Strategies

"The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways."[8]


Discussion Post - Inquiry Lesson (PDF in new window)

Pixels and Bitmaps Lesson Plan (PDF in new window)

I feel that I meet this standard because I understand how to use different instructional strategies for different types of lessons, depending upon the concept that I want to teach. The first artifact was from a discussion post during one of my college classes, and covered the topic of Inquiry-based learning. For that discussion, I said that I would allow students to explore the various files on their computer, and see how differ when you try to look at the bits that make up the files.

What's interesting is that my second artifact follows a very similar approach to what I discussed in my first artifact. The second artifact is a lesson plan I used in the AP Computer Science Principles class I taught during my student teaching internship, and part of the lesson actually involves creating a file from scratch (the inquiry piece was actually the previous lesson). This artifact further shows my understanding of the standard because there are several different techniques that students use to create images during this lesson. If a student was struggling with one method, I could adjust the requirements for that student so he or she could continue to demonstrate knowledge, and there wouldn't need to be many changes made to the lesson.

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

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