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Instructional Design
Drawing on the Technological Pedagogical Content Knowledge (TPACK) Theory, the CS Teacher Toolkit is designed based on this understanding:
CS content (what you teach) and CS pedagogy (how you teach) must be the basis for the selection of technology (tools you use to teach).
CS Teacher Workbook: Instructional Planning
This workbook supports K-12 educators in designing and implementing computer science (CS) activities that are standards-aligned, universally designed, and culturally relevant utilizing Understnading by Design (UbD) Framework. To get your digital copy of the workbook, go to CS Teacher Workbook: Instructional Planning.
Contexts are the many things teachers must take into consideration when designing and implementing CS activities. These include, but are not limited to:
Learners’ variability: How will the unique needs of all students (including those with special needs and English language learners) be met? In what ways will students’ culture and background experiences be considered?
Schedule and structure: Where does CS “fit” into the school/class schedule and curriculum?
Examples: Independent “stand-alone” CS classes, Integrated into other subject areas
Content describes what teachers need to teach and what students need to learn. Resources in the PA CS Teacher Toolkit are aligned to the Pennsylvania-endorsed CSTA standards and address five core concepts and seven core practices.
Click here to access our CS Standards page
Technology in CS education includes CS-specific tools in addition to educational technology commonly used across content areas (i.e. interactive whiteboards, learning management systems).
CS-specific technology includes:
- Programming Languages: Languages that developers use to comprise a set of instructions in computers.
- Examples: Java, Java Script, Python, HTML, C++, and Visual Block-based coding.
- Programming Platforms: (ie. Integrated development environment): Platforms are where you use a language. For some languages, there are many platforms for writing and preparing your code. Conversely, a platform can also contain more than one language. The platform often includes a user interface, code editor, automation tools, debugging tools and online depository.
- Examples: Scratch, MakeCode
- Physical Tools and Devices: Tools that would allow users to control, program and interact with programming in a tangible way, such as with robotics and/or microcontrollers.
- Examples: Sphero, Micro:bit, Lilypad Arduino
CS Pedagogy (the approach to teaching) involves research-based practices and strategies consistent with or adapted from those used across subjects, such as:
- Pair Programming
- Think-Pair-Share
- Direct Demonstration and Modeling (ex. I do, We do, You do)
- Hands-on or Kinesthetic Activities: CS Unplugged
- POGIL (Process Oriented Guided Inquiry Learning)
- Reading about CS
- Learning Centers or Stations
- Jigsaw
- Project-Based, Inquiry-Based, Problem-Based Learning (ex, StartSOLE)
- Storyboarding
- Exit Tickets
- Rubrics
- Emphasis of the 4Cs: Communication, Collaboration, Critical Thinking, and Creativity
CS Content + Pedagogy: Instructional strategies supporting the delivery of CS content.
Examples: CS unplugged activities, reading about CS, storyboarding, computational thinking
CS Content + Technology: The use of technology to deliver and access CS content.
Examples (with UDL context):
Multiple Means of Representation: Teachers may provide ways of customizing the display of CS content, such as video tutorials, visual programming, puzzle activities, language translation, and assistive technologies (font and contrast adjustment, screen readers, speech-to-text, etc.).
Multiple Means of Action and Expression: Students may choose to construct and demonstrate CS content knowledge and skills in multiple ways, such as using robotics, creating prototypes with 3D printers, and developing coding projects.
Multiple Means of Engagement: Options for CS content learning based on student’s interests, culture, age, etc.
CS Pedagogy + Technology: The use of technology as part of instructional strategies to deliver CS content.
Examples (with UDL context):
Multiple Means of Engagement: Teachers may use technology resources that allow for differences in pacing, length of work sessions and self goal-setting, and accommodates varying levels of prior knowledge. Teachers may integrate technology with explicit intentions to promote collaboration and communication (e.g. paired programming, sharing and remixing projects).
Multiple Means of Action and Expression: Teachers may use technology resources that provide levels of scaffolding, and offer options for monitoring progress and providing instant feedback to learners.
In order to provide the best and most current resources and information, we continually revise our CSinPA Toolkits. You can contribute to the toolkit by submitting your questions, revisions, or resources using this form.