Elementary computer science essential learnings (2021)

Effective CS teachers demonstrate and continuously develop thorough knowledge of CS content. They demonstrate proficiency with the CS concepts of the grade bands they teach, and they integrate these concepts with CS practices, including computational thinking. They also understand the progression of content before and after the grade bands they teach.

The current content expectations are the Washington State computer science student learning elementary level standards as adopted by OSPI. They apply CS content and practices to strengthen the use of educational technology and digital citizenship by students.

Indicators
Effective CS teachers:

• 1a – Apply CS practices
  • Apply CS and computational thinking practices in flexible and appropriate ways. Practices include: fostering an inclusive computing culture, collaborating around computing, communicating about computing, recognizing and defining computational problems, developing and using abstractions, creating computational artifacts, and testing and refining computational artifacts.
• 1b – Apply knowledge of computing systems
  • Apply knowledge of how hardware and software function to input, process, store, and output information within computing systems by analyzing interactions, designing projects, and troubleshooting problems.
• 1c – Model networks and the Internet
  • Model how computing devices connect via networks and the Internet to facilitate communication, and explain tradeoffs between usability and security.
• 1d – Use and analyze data
  • Collect, store, transform, and analyze digital data to better understand the world and make more accurate predictions.
• 1e – Develop programs and interpret algorithms
  • Design, implement, debug, and review programs in an iterative process using appropriate CS tools and technologies. Interpret algorithms, and explain tradeoffs associated with different algorithms.
• 1f – Analyze impacts of computing
  • Analyze how people influence computing through their behaviors, cultural norms, and social interactions, as well as how computing impacts society in both positive and negative ways.

Kapor standards

• 1 – The role of racism and white supremacy and its manifestation in computer science education is understood and acknowledged. Anti-racist practices and the decentering of whiteness are enacted within computer science courses and classrooms.

Effective CS teachers proactively advocate for equity and inclusion in the CS classroom. They work towards an intentional, equity-focused vision to improve access, engagement, and achievement for all of their students in CS.

Indicators
Effective CS teachers:

• 2a – Examine issues of equity in CS
  • Examine how systemic barriers and social and psychological factors contribute to inequitable access, engagement, and achievement in CS among marginalized groups. Reflect on how issues of equity manifest in their own CS teaching context.
• 2b – Minimize threats to inclusion
  • Develop purposeful strategies to proactively challenge unconscious bias and minimize stereotype threat in CS.
• 2c – Represent diverse perspectives
  • Incorporate diverse perspectives and experiences of individuals from marginalized groups in curricular materials and instruction.
• 2d – Use data for decision-making to improve equity
  • Create and implement a plan to improve access, engagement, and full participation in CS using classroom data to inform decision-making.
• 2e – Use accessible instructional materials
  • Evaluate tools and curricula and leverage resources to improve accessibility for all students.
    The role of racism and white supremacy and its manifestation in computer science education is understood and acknowledged. Anti-racist practices and the decentering of whiteness are enacted within computer science courses and classrooms.

Kapor standards

• 2 – Inclusive and equitable classroom cultures are co-created to cultivate meaningful learning experiences for students and ensure belonging for students from all backgrounds. Individual and collective identity exploration are utilized as tools to create inclusive classrooms, ensure belonging for all students, and ensure equity.
• 5 – Families and communities — and their cultures and assets — are incorporated into the design of CS curriculum, classrooms, and learning opportunities. Families and community members are intentionally sought out and included in the construction of CS classroom learning and activities.

Effective CS teachers continuously develop their knowledge, practice, and professional identity to keep pace with the rapidly evolving discipline. They participate in the larger CS education community and collaborate with others to develop the skills that enable all students to succeed in their classes.

Indicators
Effective CS teachers:

• 3a – Pursue targeted professional development
  • Develop and implement a plan for targeted professional development to continuously deepen their CS content and pedagogical knowledge and skills.
• 3b – Model continuous learning
  • Model willingness to learn from others and to continuously develop new skills. Demonstrate comfort in problem solving and perseverance when encountering new or challenging content.
• 3c – Examine and counteract personal bias
  • Examine how their personal perspective, privilege, and power impact student success and classroom culture, and continuously work to counteract biases.
• 3d – Commit to the mission of CS for all students
  • Develop a personal teaching philosophy reflecting that all students can and should learn CS.
• 3e – Leverage community resources
  • Identify and connect resources in the local community and broader CS ecosystem to support student learning in CS.
• 3f – Participate in CS professional learning communities
  • Participate in CS professional learning communities (PLCs) to collaborate with peers, celebrate successes, share lessons learned, and address challenges.

Kapor standards

• 6 – A diverse variety of experts are incorporated into the classroom (including researchers, community members, entrepreneurs, and tech leaders) to intentionally expose students to a variety of computing professionals and careers. Specific efforts are taken to identify role models from diverse identities, backgrounds, careers, and trajectories.

Effective CS teachers design learning experiences that engage students in problem solving and creative expression through CS, using pedagogical content knowledge (PCK). They plan to meet  the varied learning, cultural, linguistic, and motivational needs of individual students in order to build student self-efficacy and capacity in CS.

Indicators
Effective CS teachers:

• 4a – Analyze CS curricula
  • Analyze CS curricula for implementation in their classrooms in terms of CS standards alignment, accuracy, completeness of content, cultural relevance, and accessibility.
• 4b – Develop standards-aligned learning experiences
  • Design and adapt learning experiences that align to comprehensive K-12 computer science standards.
• 4c – Design inclusive learning experiences
  • Use Universal Design for Learning (UDL), Culturally Relevant Pedagogy (CRP), and other techniques to support all students in successfully accessing and engaging with content.
• 4d- Build connections between CS and other disciplines
  • Design learning experiences that make connections to other disciplines and real-world contexts.
• 4e – Plan projects that have personal meaning to students
  • Plan opportunities for students to create and share open-ended and personally meaningful projects.
• 4f – Plan instruction to foster student understanding
  • Plan activities that use evidence-based, CS-specific teaching strategies to develop students’ conceptual understanding and proactively address student misconceptions in CS.
• 4g – Inform instruction through assessment
  • Develop multiple forms and modalities of assessment provide feedback and support. Use resulting data for instructional decision-making and differentiation.

Kapor standards

• 3 – Pedagogy and curriculum is rigorous — aligned to K-12 CS standards and high expectations are set for all students; relevant — authentic to students’ experiences, interests, and cultures; and examines current and historical socio-political contexts within which CS is situated.

Effective CS teachers are responsive classroom practitioners who implement evidence-based pedagogy to facilitate meaningful experiences and produce empowered learners of CS.

Indicators
Effective CS teachers:

• 5a – Use inquiry to facilitate student learning
  • Use inquiry-based learning to enhance student understanding of CS content.
• 5b – Cultivate a positive classroom climate
  • Cultivate a positive classroom climate that values and amplifies varied perspectives, abilities, approaches, and solutions.
• 5c – Promote student self-efficacy
  • Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning.
• 5d – Support student collaboration
  • Provide structured opportunities for students to collaborate in CS. Develop students’ ability to provide, receive, and respond to constructive feedback in the design, implementation, and review of computational artifacts.
• 5e – Encourage student communication
  • Create and scaffold meaningful opportunities for students to discuss, read, and write about CS concepts and how they integrate CS practices.
• 5f – Guide students’ use of feedback
  • Use formative assessments to provide timely, specific, and actionable feedback to students and to adjust instruction. Develop students’ ability to interpret and use feedback from computers, teachers, peers, and community.

Kapor standards

• 4 – Student voice, student agency, and self determination are valued, encouraged, and incorporated during the CS learning process. Student ideas and input are actively solicited from students to co-create classroom instruction.