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All students and educators have the ability to be computational thinkers and CS learners. Educators proactively counter stereotypes that exclude students from opportunities to excel in computing and foster an inclusive and diverse classroom culture that incorporates and values unique perspectives; builds student self-efficacy and confidence around computing; addresses varying needs and strengths; and addresses bias in interactions, design and development methods
2a: Nurture a confident, competent and positive identity around computing for every student.
2b: Construct and implement culturally relevant learning activities that address a diverse range of ethical, social and cultural perspectives on computing and highlight computing achievements from diverse role models and teams.
2c: Choose teaching approaches that help to foster an inclusive computing culture, avoid stereotype threat and equitably engage all students.
2d: Assess and manage classroom culture to drive equitable student participation, address exclusionary dynamics and counter implicit bias.
2e: Communicate with students, parents, and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students.
Drone Lesson Plan - Metro E
2e: Communicate with students, parents, and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students. With the drone and the lesson plan my partner and I wish to help students understand that with computers and technology there are many different things you can achieve in the real world. We also wish to promote confidence and identify students strengths during this activity. Through this activity the students will hone in on their problem solving skills because the code sometimes do not output the right movement to the drone.
Digital MakerSpace
2a: Nurture a confident, competent and positive identity around computing for every student. This activity aligns with this standard because the Nearpod can create a positive identity about computing. Students can learn/ do different things within a Nearpod. By having students interact with the different activities within the Nearpod, the student may gain more confidence in themselves and in using computers.
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