Standard 5. Classroom Practice
5a. Use inquiry-based learning to enhance student understanding of CS content.
5b. Cultivate a positive classroom climate that values and amplifies varied perspectives, abilities, approaches, and solutions.
5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning.
5d. 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.
with embedded references and resources
Example Growth Goals
related to Classroom Practice
Sample Goal #1 Related to Standard 5a.
Area of Emphasis | CS Teacher Standards Indicator |
Making predictions about code | 5a. Use inquiry-based learning to enhance student understanding of CS content. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Live code to demonstrate programming practices at least twice per month. While showing programs, prompt students to make and discuss predictions about what will happen before testing. | Implement at least twice per month between October and December. |
Ideas/Plans for Achieving Goal | Resources |
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Sample Goal #1 Related to Standard 5b.
Area of Emphasis | CS Teacher Standards Indicator |
Multiple perspectives and approaches | 5b. Cultivate a positive classroom climate that values and amplifies varied perspectives, abilities, approaches, and solutions. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
At least once per week, ask questions that have multiple viable solutions, and solicit two or more diverse perspectives or approaches from students. | I will plan to ask questions with multiple viable answers and seek multiple perspectives during our recap lesson each Friday. |
Ideas/Plans for Achieving Goal | Resources |
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Sample Goal #2 Related to Standard 5b.
Area of Emphasis | CS Teacher Standards Indicator |
Positive classroom climate | 5b. Cultivate a positive classroom climate that values and amplifies varied perspectives, abilities, approaches, and solutions. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Use a variety of different strategies (at least 2) to encourage an increase of participation of students from 25% to 40% | I will plan to ask questions with multiple viable answers and seek multiple perspectives during our recap lesson each Friday. |
Ideas/Plans for Achieving Goal | Resources |
"Incorporate Turn and Talks - 4-6 weeks to teach and become a natural process. Explain what it means to express their knowledge. Start with low level questions and work up to more topics related to computer science. Goal will be reached when students can consistently follow the turn and talk procedure and their conversations are related to the question or related topic. - No Opt Out: students will not be able to say no for an answer. They can say they do not know but teacher will explain that they will get a few other students responses and come back for their response, teacher will summarize what was said during their thinking time and ask the student to give an answer" |
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Sample Goal #1 Related to Standard 5c.
Area of Emphasis | CS Teacher Standards Indicator |
Self-directed learning | 5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Prompt students to solicit help from three other students or resources (e.g., documentation) before asking the teacher for assistance (“three before me”). Once per week for a month, have a student volunteer track (i.e., tally) teacher responses to student questions: whether they help right away, ask if they have tried other resource/students, or direct to other resources. | I will create a reference poster and introduce in early November. We will add resources (including student experts) and share ideas (e.g., asking effective questions) at the beginning of each week. How does debugging look, feel, sound? (code.org) Poster |
Ideas/Plans for Achieving Goal | Resources |
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Sample Goal #2 Related to Standard 5c.
Area of Emphasis | CS Teacher Standards Indicator |
Facilitating student creativity, and self-directed learning through projects | 5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Provide leveled project rubrics once a month to give students opportunity to self-evaluate, get peer feedback and discuss ways to improve their projects | October, November and December (3 projects) |
Ideas/Plans for Achieving Goal | Resources |
Halloween project, Christmas Project- Building a window display with microbits, Mini projects like -Turtle programming | Self-Efficacy Tips - Research Addtional resources for rubric writing to be added |
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Sample Goal #3 Related to Standard 5c.
Area of Emphasis | CS Teacher Standards Indicator |
Student-centered activities | 5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
For each chapter in CS Discoveries (typically two per unit), one activity's content will be decided entirely by student choice. | At the end of each chapter (typically occurring every 2-3 weeks) |
Ideas/Plans for Achieving Goal | Resources |
-- The content of each end of chapter project will be decided upon by each student. -- Peer feedback will be used to provide reflections on the student's projects | |
Reflections / Lessons Learned | |
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Sample Goal #4 Related to Standard 5c.
Area of Emphasis | CS Teacher Standards Indicator |
Student self-efficacy | 5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Create an environment where students take ownership in learning through pair programming but also independently as an end result.�I will measure this goal through informal observation, assessments and independent practice after group activities. | By the end of the current term (December) |
Ideas/Plans for Achieving Goal | Resources |
"1. Gradual release of student responsibility: I Do, We Do, You Do Model: Start lessons with direct instruction (I Do), move into guided practice through pair programming (We Do), and then transition to independent work (You Do). This model helps students build confidence before working independently. 2. Encourage Independent Mastery Exit Tickets and Reflection Journals: After independent work, have students complete exit tickets or maintain reflection journals detailing what they learned and how they overcame challenges. 3. Assessing Learning and Ownership Formative Assessments: Use formative assessments (e.g., quick quizzes, coding challenges) to gauge student understanding after pair programming sessions and before moving to independent tasks." | |
Reflections / Lessons Learned | |
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Sample Goal #5 Related to Standard 5c.
Area of Emphasis | CS Teacher Standards Indicator |
Student self-efficacy | 5c. Promote student self-efficacy by facilitating student creativity, choice in product and process, and self-directed learning. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
*Creete a choice board for students of the weekly assignments *Review with students how the ""Choice Boards"" work, and set up the work for students to access (on line, paper, groups, etc). | |
Ideas/Plans for Achieving Goal | Resources |
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Sample Goal #1 Related to Standard 5d.
Area of Emphasis | CS Teacher Standards Indicator |
Collaborative, inquiry-based instruction | 5d. 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. 5a. Use inquiry-based learning to enhance student understanding of CS content. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Plan and implement one Process Oriented Guided Inquiry Learning (POGIL) lesson per unit to guide students in collaboratively learning about new concepts from one another. | Implement once per unit when introducing new concepts. Between January and March, I will use plan and implement two or more POGIL lessons. |
Ideas/Plans for Achieving Goal | Resources |
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Sample Goal #2 Related to Standard 5d.
Area of Emphasis | CS Teacher Standards Indicator |
Fostering Student Collaboration | 5d. 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. 5a. Use inquiry-based learning to enhance student understanding of CS content. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Talk with each programming group once a week to maintain their successful partnership | Ongoing as the year progresses; but will revisit the goal to make sure it is still attainable at each meeting |
Ideas/Plans for Achieving Goal | Resources |
While conversing areas of emphasis: -giving examples to students on how to describe how to get to the solution instead of just giving the solution - using correct vocabulary to discuss code - playing a game where students have to give the steps/description of something without saying the name | Driver/Navigator CodeDotOrg Video, Cup Communication |
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Sample Goal #1 Related to Standard 5e.
Area of Emphasis | CS Teacher Standards Indicator |
Comments within code | 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. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Require students to comment their code for each creative project (i.e., add to scoring rubric) across the next two units. | Between January and March, my students will design and implement about four creative projects. I will add the requirement to all four projects, but it will only affect the project score of the final three. |
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Sample Goal #2 Related to Standard 5e.
Area of Emphasis | CS Teacher Standards Indicator |
Fostering rich discussion | 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. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Plan to give a vocabulary pre-test for Unit 4 and then utilize a variety of conversation strategies including vocabulary talks, "know your audience" speeches, connection/journaling activities, and formal conversations to improve student use of computer science vocabulary in their daily conversations. A vocabulary post-test will be given to determine effectiveness of the mentioned strategies. | Implement at least once a week between now and December |
Ideas/Plans for Achieving Goal | Resources |
Guide students in exploring computer science concepts through inquiry-based discussions. Prompt them to make observations, ask questions, and form hypotheses. Encourage students to express their ideas using visual representations, written explanations, and verbal descriptions. Provide opportunities for students to use academic language precisely when discussing computing principles. Challenge students to apply their knowledge to real-world scenarios, fostering deeper understanding. Offer explanations, examples, and analogies as needed to support their learning. | PRIMM, English resources, Math resources |
Reflections / Lessons Learned | |
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Sample Goal #1 Related to Standard 5f.
Area of Emphasis | CS Teacher Standards Indicator |
Focused exit slips | 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. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Implement exit slips in at least two lessons per week, with 1-2 short questions targeting student understanding of the focal concept from that lesson. | Between the beginning of February and middle of March, I will implement two exit slips or more per week, at the end of lessons when I introduce or reinforce new concepts. |
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Sample Goal #2 Related to Standard 5f.
Area of Emphasis | CS Teacher Standards Indicator |
Self-Reflection on Learning Objectives | 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. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Use feedback from google forms quizzes to self-assess how knowledge is going, and conferencing with students that are struggling twice a month. Be able to be confident to answer those forms. | End of Q1 |
Ideas/Plans for Achieving Goal | Resources |
*Make the quizzes routine. Every Tuesday and Friday *Focus questions on learning objective, not specifics *Questions on code that doesn't work | *ChatGPT *Planning? *Debugging? *Sentence starters for students? |
Reflections / Lessons Learned | |
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Sample Goal #3 Related to Standard 5f.
Area of Emphasis | CS Teacher Standards Indicator |
Focus on incorporating AP CLASSROOM questions as Entry Tickets Find more ways to incorporate daily feedback to students | 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. |
Specific Goal: How will you measure whether this goal is achieved? | Timeline: When will you achieve this goal? |
Incorporate Entry tickets at least 1 day a week or biweekly in the beginning of a lesson | End of Q1 |
Ideas/Plans for Achieving Goal | Resources |
Entry Ticket, Use of google docs with links to other student's work to peer evaluate each other as a feedback method with assignments. Use Polleverwhere to get a quick formative assessment feedback of what students know and what they need help in | |
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