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Educators continually improve their practice by developing an understanding of computational thinking and its application as a cross-curricular skill. Educators develop a working knowledge of core components of computational thinking: such as decomposition; gathering and analyzing data; abstraction; algorithm design; and how computing impacts people and society
1a: Set professional learning goals to explore and apply teaching strategies for integrating CT practices into learning activities in ways that enhance student learning of both the academic discipline and CS concepts.
1b: Learn to recognize where and how computation can be used to enrich data or content to solve discipline-specific problems and be able to connect these opportunities to foundational CT practices and CS concepts.
1c: Leverage CT and CS experts, resources, and professional learning networks to continuously improve practice integrating CT across content areas.
1d: Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate.
1e: Recognize how computing and society interact to create opportunities, inequities, responsibilities, and threats for individuals and organizations.
Loop Activity - Coding Game
1.a: Set professional learning goals to explore and apply teaching strategies for integrating CT practices into learning activities in ways that enhance student learning of both the academic discipline and CS concepts. This activity aligns with this standard through identifying the different functions of every part in the code. By doing this we are engaging with CT practices. We also learned the system relationship between each part and each movement. We had to make sure the code was doing the right movement.
1.c: Leverage CT and CS experts, resources, and professional learning networks to continuously improve practice integrating CT across content areas. This activity aligns with this standard because my partner and I were looking at pictures of the function meanings throughout each step to help us know where each piece went (visual). My partner and I had to put the functions in order step by step to make sure the code would output the right movement (algorithm design).
Lego WeDo 2.0 - Frog Metamorphosis - Metro E
1.d: Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate. This activity aligns with this standard because my partner and I had to reset our frog and take the lego apart several times. However, with my partner and I's perseverance and willingness to learn and drive to continue all the way to the finish line is what got us through this project. My partner and I stayed open-minded through the whole experience and in the long run that helped us complete this activity.
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