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I like to use different websites for learning such as read alouds, maps, video resources, etc.

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Actually creating a user friendly version that everyone can use and manage

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I am not going to teach CSF this year but when I start, my biggest challenge would be to start effectively and with self confidence. Depending on the classroom I am in, I'd have  challenges on reaching out to specific students who may have certain disabilities.

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Trying to teach it virtually.

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To reach out to the students in a way to help them excel on their strengths.
Recognize the issues that might create equity problems and align the teaching so that those issues' effects on learning will be lessened if not diminished totally.

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I also won't be teaching CSF this year, but knowing the course material well enough to be able to answer student questions beyond what we cover in the class.

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I also won't be teaching CSF this year, but knowing the course material well enough to be able to answer student questions beyond what we cover in the class.

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Livia

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Having all materials ready prior to the class starting. This is the first year this class is being offered at my school in a long time, and there is no curriculum to build off of. This class is going to be very helpful to make sure that I cover all important topics and curriculum.

I am also concerned about teaching the class virtually.

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I worry about not knowing enough of the curriculum to teach it to the students. I have signed up to be a Computer Science Competition Coach. I know that I will only see my regular students ONCE per week, and the rest of the interaction will be online, so I am also concerned about successful virtual teaching. I don't know at this point how the coaching will even play out.

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It will be difficult due to virtual teaching.

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It will be difficult due to virtual teaching.

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Students who are new to online learning

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I know google, microsoft, and have shown students how to get on email, craft professional emails, set up docs, edit docs, make ppts.

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I know google, microsoft, and have shown students how to get on email, craft professional emails, set up docs, edit docs, make ppts.

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Students with disabilities are sometimes left out of the CSF classes. One major challenge will be finding time to plan with the CSF teacher to provide modifications for the materials.

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To help students achieve similar levels of success.

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Provide Devices and Internet For All.

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Making sure I know/feeling comfortable with the content in depth enough to teach it effectively.

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Making sure I know/feeling comfortable with the content in depth enough to teach it effectively.

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Also, a big challenge is sometimes getting students to reply and engage (alternative hs students)

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Also, a big challenge is sometimes getting students to reply and engage (alternative hs students)

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Provide Devices & Internet For All

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That the students have a working internet enough to work online.

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In future years, potentially adapting this course  to a "mini" CS crash course that lasts 1-2 weeks.

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Access to New Computer Programs on Reading & Math to accoommodate Student's Disabilities

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Access to New Computer Programs on Reading & Math to accoommodate Student's Disabilities

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Some will need help to access the internet in their homes, as well as devices to do the work.

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Making sure that students have what they need to be successful in the course.

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Making sure all of the students have equal access of the curriculum and on their level so they are successful. Provide specially design instruction for all students. Be flexible and creative to make it a way the students can be successful for what the students have access to.

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To make sure accommodations are met whether it is read aloud, larger print or whatever. Also to make sure lessons are engaging and are interesting to most students.

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Taking time to learn about ALL our students and their backgrounds with computer science (math, problem solving, etc.) and providing a nurturing environment with proper/necessary supports to help them achieve the end goal.

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To make the class and content accessible to all students. This will be done using different accommodations based on individual needs.

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Students should be using computational thinking in all aspects of their life. In math (that's what I teach) everyday I stress breaking down a problem, is this like a problem you've done before, eliminate extra information, and then follow the orders of operation to solve what you've set up. I think the hardest part is the breaking it down. Once problems are chunked into smaller pieces, students can get a handle on it.

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Shruti : in scratch, there is an algorithm or an order to the way you can get the cornrows to be pictured.  If you skip that, then the result you are expecting may not appear.

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Shruti : in scratch, there is an algorithm or an order to the way you can get the cornrows to be pictured.  If you skip that, then the result you are expecting may not appear.

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A student who is willing to complete all the assignments in a week and be ready for the assessments, classes, etc. needs to use computational thinking. She needs to decompose the tasks she need to complete. She needs to recognize the pattern of work. Every week, certain tasks are given and handled in a similar way. Abstraction is required when she prioritizes tasks and assignments. Finally, algorithmic thinking is required when she completes her schedule and organizes her day.

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Students use computational thinking when they follow a daily schedule and routines. They have to adjust when there is a change in the schedule.

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Many of the learning activities in the ECS curriculum reinforce computational thinking. In Muddy City, students have to break down the problem of connecting the houses while following the imposed rules. They may do pattern recognition with the Muddy City problem by thinking to a time when they've had to minimize times spent on a shopping trip to multiple stores. Abstraction-?? An extension to the activity would be a component for algorithmic thinking- how could you program a computer to find the solution to the Muddy City problem.

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Compositional thinking would be used is programming, projects, etc. I would think throughout the course.
Solving problems, finding solutions, and arranging how conquer the task. Using other areas/experiences to help with current task.

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They should be using computational thinking/ problem solving thinking.
We may need to be explicit in teaching them the steps.

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I'm constantly using formative assessments to check for student understanding. It helps me identify whether I need to change my pace, review a concept, etc. Effective strategies: questioning, entrance/exit tickets, temperature checks, circulating the classroom to listen to what students are saying, observing students' computer screens, etc.

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Shruti:I mostly use formative assessments and oral instruction and Q/As to guide my teaching practice.  I also use this made up activity where students make up their own questions, share the questions with students who then have to complete them.  In the end, the student who created the question explains the problem solving behind the answer.  I walk around, and let this be a collaborative activity.  Students go and help each other and I ask them casually what are still struggling with.  It is formative but also interactive.

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Shruti:I mostly use formative assessments and oral instruction and Q/As to guide my teaching practice.  I also use this made up activity where students make up their own questions, share the questions with students who then have to complete them.  In the end, the student who created the question explains the problem solving behind the answer.  I walk around, and let this be a collaborative activity.  Students go and help each other and I ask them casually what are still struggling with.  It is formative but also interactive.

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I think it helps to see the progress a student has made. It helps to direct your instruction so you know what you need to do in order to get the students to the next level. To check for understanding, I like to see their faces. The eyes are the windows to the mind. I also like to see students work. Sometimes the problem could be setup correctly, but the solving it can be the problem.

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Assessment gives me an idea on the parts of the lesson students understood so that I can decide on what to do with my next lessons or how to remediate for the previous lesson.
Any project that students will genuinely work on can be an effective way to check for understanding. The assessment, or the project needs to be aligned to what we taught, directions should be clear, and it should allow students apply the skills that they should have learned.

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Formative assessment can be used to see where the students are succeeding and struggling. I use this to inform and modify my lesson for the following day. If a majority of the class is not understanding a lesson, we will spend time int he next class period reviewing and relearning the material.

I like to use exit slips, warm-ups and student practice to check for understanding.

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Assessments can give you a baseline of where your students are. This way you can develop your teaching practice to meet the needs of all students.
Monitor what the students are creating so you can provide feedback or suggestions. Provide a rubric or checklist for students to help them self-monitor their understanding.

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Progress monitoring daily & weekly skill activities. Reteach or enhance skill learning. Aherrin

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Progress monitoring daily & weekly skill activities. Reteach or enhance skill learning. Aherrin

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You need to be assessing all throughout your lesson: are they engaged, bored, lost, or getting it quickly? Then make modifications as you go, or make notes for the next time.
Asking questions, a quick Kahoot game...

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I think that CSF is going to be difficult b/c we are virtually instructing versus face to face.