CS Instructional Design

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.

Philosophy

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).

Contexts

CS Content

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.

CS Standards

In January 2018 the Pennsylvania State Board of Education endorsed the 2017 Computer Science Teachers Association (CSTA) K-12 Computer Science Standards. Local education agencies (LEAs are encouraged to voluntarily adopt these standards to guide the implementation of Computer Science education.

About the CS Standards

The standards are designed to:

Introduce the fundamental concepts of CS to all students, beginning at the elementary school level.
Present CS at the secondary school level in a way that can fulfill a computer science, math, or science graduation credit.*
Encourage schools to offer additional secondary-level CS courses that will allow interested students to study facets of computer science in more depth and prepare them for entry into the workforce or college.^
Increase the availability of rigorous computer science for all students, especially those who are members of underrepresented groups. ¹

The CS standards are organized in grade-level bands, providing flexibility for LEAs in determining how to address them, however; it may take time to acclimate to the way that the standards are organized and named.
Chart about the CS standards by grade level
This graphic depicts what information is provided for each standard. For more information on the CS concepts and practices, explore the K-12 CS Framework. ²

Brainstorm ways to improve accessibility

High School CS

* Act 86 (signed into law on July 13, 2016) amended section 1605 of the Pennsylvania Public School Code to allow high school students to apply up to one credit towards a math or science high school graduation credit requirement upon successful completion of computer science or information technology coursework. ³

^Standards in the 3B grade level band are designed for use in advanced elective courses, not general pathways. Courses aligned to the 3B standards are for students who have demonstrated mastery of all 1A - 3A standards and are interested in pursuing CS education beyond their K-12 experience.

Resources

CS Priorities
This document identifies areas of focus in instruction and critical standards for Computer Science instruction in grades K-2. Where applicable, potential cross-content connections are provided.

K-12 CS Framework
Learn more about the CS concepts and practices addressed by the CS standards.

CSTA
Use the “Explore the Standards” tool to find standards by grade level, CS concepts, and CS practices.

Note: A CSTA membership (basic membership is free) is required to access the standards through the CSTA website. PDF versions of CSTA resources are available here:

CS Standards (CSTA)
CS Standards Progression Chart (CSTA)

CS Technology

CS Pedagogy

TPACK in the CS Teacher Toolkit

CS Content + Pedagogy: Instructional strategies supporting the delivery of CS content
Examples: CS unplugged activities, reading about CS, storyboarding, and 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.

Principles

Resources in the CS Teacher Toolkit adhere to these principles:
Framework Informed
Content (what teachers teach) is informed by the K-12 CS framework.

Standards-Aligned
Objectives (how students demonstrate CS knowledge and skills) are aligned to the Pennsylvania-endorsed CSTA CS standards.

Infused with Computational Thinking
Computational thinking is a fundamental skill for everyone. CT is a problem solving thinking process that can be promoted and integrated in CS classrooms.

Universally Designed
The design and delivery of lessons is grounded in the Universal Design for Learning (UDL) framework to provide equitable access to CS for all students.

Pedagogically Supported
Lessons are designed and delivered through sound pedagogical strategies.

Embedded with Assessments
In light of UDL, formative and summative assessments support students in setting goals and monitoring their progress. Multiple options for expression are provided.

Connected Across Curricula
CS is integrated and taught in a meaningful context that connects other subjects across curricula.

Supplemented with Age-Appropriate Technology
CS learning is not tool-centric but is supported by age-appropriate technology.

Connected to Physical Making
Coding does not happen in isolation; hands-on activities with physical tools helps learners construct and visualize knowledge.

Attributions

Where applicable, sources in the PA CS Teacher Toolkit are attributed using Creative Common licensing and footnote citations.

Recommended citation for the PA CS Teacher Toolkit:
“Pennsylvania Computer Science Teacher’s Toolkit.” Pennsylvania Training and Technical Assistance Network, (2020). https://www.pattan.net/Supports/STEM/PAsmart/CS-Teacher-Toolkit