Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action & Expression

Affective Networks

The “WHY” of learning

Recognition Networks

The “WHAT” of learning

Strategic Networks

The “HOW” of learning

Provide options for 

Recruiting Interest

• Give students choices (choose project, software, topic)
• Allow students to make projects relevant to culture and age
• Minimize possible common “pitfalls” for both computing and content
• Allow for differences in pacing and length of work sessions
• Provide options to increase or decrease sensory stimulation (for example listening to music with headphones or using noise cancelling headphones)

Provide options for

Perception

• Model computing using physical representations as well as through an interactive whiteboard, videos
• Give access to modeled code while students work independently
• Provide access to video tutorials of computing tasks
• Select coding apps and websites that allow the students to adjust visual settings (such as font size & contrast) and that are compatible with screen readers.

Provide options for

Physical Action

• Provide teacher’s codes as templates
• Include CS Unplugged activities that show physical relationship of abstract computing concepts
• Use assistive technology including larger/smaller mice, touch-screen devices
• Select coding apps and websites that allow coding with keyboard shortcuts in addition to dragging & dropping with a mouse

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action & Expression

Affective Networks

The “WHY” of learning

Recognition Networks

The “WHAT” of learning

Strategic Networks

The “HOW” of learning

Provide options for

Sustaining Effort & Persistence

• Remind students of both computing and content goals
• Provide support or extensions for students to keep engaged
• Teach and encourage peer collaboration by sharing products
• Utilize pair programming and group work with clearly defined roles
• Discuss the integral role of perseverance and problem solving in computer science
• Recognize students for demonstrating perseverance and problem solving in the classroom

Provide options for

Language & Symbols

Teach and review content specific vocabulary

Teach and review computing vocabulary (e.g., code, animations, computing, algorithm)

Post anchor charts and provide reference sheets with images of blocks or with common syntax when using text

Provide options for

Expression & Communication

• Give options of unplugged activities and computing software and materials (e.g., pseudocode, Scratch, code.org, Alice)
• Give opportunities to practice computing skills and content through projects that build prior lessons
• Provide sentence starters or checklists for communicating in order to collaborate, give feedback, and explain work
• Create physical manipulatives of commands, blocks or lines of code
• Provide options that include starter code

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action & Expression

Affective Networks

The “WHY” of learning

Recognition Networks

The “WHAT” of learning

Strategic Networks

The “HOW” of learning

Provide options for

Self Regulation

• Communicate clear expectations for computing tasks, collaboration, and help seeking
• Develop ways for students to self-assess and reflect on own projects and those of others
• Use assessment rubrics that evaluate both content and process
• Break-up coding activities with opportunities for reflection such as turn and talks or written questions
• Acknowledge difficulty and frustration. Model different strategies for dealing with frustration appropriately

Provide options for

Comprehension

• Activate background knowledge by making computing tasks interesting and culturally relevant
• State lesson content/ computing goals
• Encourage students to ask questions as comprehension checkpoints
• Use relevant analogies and make cross-curricular connections explicit (for example comparing iterative product development to the writing process)
• Provide graphic organizers for students to “translate” programs into pseudocode

Provide options for

Executive Functions

• Guide students to set goals for long-term projects
• Record students’ progress (have planned checkpoints during lessons for understanding and progress for computing skills and content)
• Provide exemplars of completed products
• Embed prompts to stop and plan, test, or debug throughout a lesson or project.
• Provide graphic organizers to facilitate planning, goal-setting, and debugging
• Provide explicit instruction on skills such as asking for help, providing feedback, and using problem solving techniques
• Demonstrate debugging with think-alouds