Course: CSCI6121: Secondary PSI Teaching Methods for Computer Science | NJCTL

  • CSCI6301 Secondary PSI Teaching Methods for Computer Science

    Welcome to PSI Teaching Methods for Computer Science

    Teachers will learn how to use research-proven approaches to create a highly effective and welcoming learning environment for their students. Pedagogy topics include social constructivism; meta-cognition; differentiation; and remote learning. Policy topics include grading based on mastery; why homework should not be graded; and providing retests to encourage continuous improvement.

    Prerequisite: None

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  • Introduction and Philosophy

     

    The New Jersey Center for Teaching and Learning (NJCTL) is a nonprofit that provides a simple, scalable solution for our nations’ massive STEM teacher shortage and the great social injustice that comes from depriving underserved students access to STEM education and the important opportunities this learning provides. NJCTL empowers teachers of every academic and cultural background to effectively teach K-12 mathematics and science to all students with the Progressive Science Initiative® (PSI®) and the Progressive Mathematics Initiative® (PMI®). As materials are developed in other subjects all materials will be part of the Progressive Teaching Initiative (PTI). In this module, you will learn the background of how PSI-PMI was developed, see what a PSI-PMI classroom looks like, and be introduced the basic tenants of the teaching pedagogy and methodology of PTI.

     

    This course prepares teachers to instruct students using research-proven methods; methods that were initially developed for the Progressive Science Initiative® (PSI®) and are now being successfully extended to other domains. You will learn best practices for curriculum, pedagogy, technology, formative and summative assessment, grading, and pacing and how those are woven together to create a highly effective teaching and learning environment. 

    Specific topics include best practices for brief direct instruction, inquiry, modeling, facilitating group discussion, social constructivism and frequent formative assessment, inquiry-based science labs, mastery-based summative assessment, appropriate use of retakes to encourage persistence and mastery. Instruction will also focus on the use of student polling devices to drive instruction through formative assessment. 

    The course contains interactive lectures, videos, Short Answer Assignments, Critical Thinking Assignments, a Self-Reflection Paper. Make sure that you familiarize yourself with the short answer assignments’ grading rubric. 

    This module’s short answer assignment asks you to introduce yourself, describe what successes and struggles you have found to be common with your students, and to describe the current math and science sequence in your school district. You will also provide a background on your current school and district: student population size, socioeconomic status, race and gender demographics, strong community connections.  

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on expectations of this assignment.

     

    1. Develop an overview understanding of NJCTL’s PTI programs, methodology, and pedagogy. 
    2. Compare and contrast current school district’s programs to PSI-PMI programs. 
    3. Examine strengths and weaknesses that students typically have when entering your classroom for the first time.

  • Information literacy is the ability to find, use, and evaluate information, and is an essential skill for graduate students. In this module, you will learn information literacy skills that will help you throughout your coursework with NJCTL.

    To check your understanding for this module, you will be researching a topic of your choice. The topic should be related to your professional development as a teacher and should require you to find several professional/practitioner or scholarly sources. For example, you may want to find "strategies for teaching students with ADHD" or "research that addresses technology integration in mathematics".

    1. Use various search strategies to locate resources that satisfy an information need.
    2. Evaluate resources for their quality and accuracy.
    3. Organize, use, and cite information from sources.

    Learning, T. and Libraries, U., 2021. When to Quote, Paraphrase, or Summarize. [online] Ohiostate.pressbooks.pub. Available at: <https://ohiostate.pressbooks.pub/choosingsources/chapter/quote-paraphrase-or-summarize/> [Accessed 18 May 2021].


  • Grading is something that is fundamental to every class that a teacher teaches. In this module, we will examine the PTI grading philosophy which includes allowing students to retake assessments, grading only assessments and labs, and using a grading correlation.

    This module’s short answer assignment asks you to describe the current grading practices and policies in your classroom. Which pieces of these are district mandated? What steps can you take towards moving to align with the PSI-PMI philosophy of grading and retakes? What challenges do you anticipate? What benefits do you anticipate?

    1. Examine current grading practices in your school/classroom.
    2. Develop steps you can take towards shifting to a PSI-PMI’s grading philosophy including retakes, grading assessments only, and curving.
    3. Create a letter explaining the grading philosophy to parents and students.

    Required Readings:

    Dueck, M. (2011). How I Broke My Own Rules and Learned to Give Retests. Educational Leadership,69(03), 72–75.

    Fisher, D., Frey, N., &Pumpian, I. (2011). No Penalties for Practice. Educational Leadership, 69(03), 46–51.

    Wormeli, R. (2011). Redos and Retakes Done Right. Educational Leadership, 69(03), 22–26.

    Recommended Readings:

    Reeves, D. B. (2008). Teaching students to think: Effective grading practices. Educational Leadership, 65(05), 85–87.

  • Moving away from traditional teacher-led lecture and shifting your classroom to be more student-centered by using only short periods of direct instruction is the focus of this module. We will explore ideas for making your direct instruction engaging and keeping it focused on the topic at hand.

    1. Explain the difference between direct instruction and lecture. 
    2. Develop strategies for limiting direct instruction time and keeping it engaging. 
    3. Adapt a PSI-PMI lesson to specifically engage your students through the “Why, What, How?” protocol.

    Required Readings:

    Rosenshine, B. (2008). Five Meanings of Direct Instruction.  

    Recommended Readings:

    Clark, R., Kirschner, P., & Sweller, J. (2012). Putting Students on the Path to Learning: The Case for Fully Guided Instruction. American Educator, 36(1), 6–11. 

  • A key component of the PSI-PMI pedagogy is the use of social constructivism throughout every lesson. This module will examine the difference between traditional group work and social constructivism, while also discussing strategies for engaging and involving all learners.

    1. Explain the difference between social constructivism and group work.
    2. Develop strategies for encouraging social constructivism in the classroom.
    3. Develop strategies for students to use while engaging in social constructivism.
    4. Create reminder phrases for students to use while engaging in a social constructivist learning environment. 

    Required Readings:

    Teaching, U. (1997). Education theory/Constructivism and Social Constructivism in the Classroom – UCD- CTAG.  

    Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671–684.   


  • Frequent use of formative assessment to inform instruction and shape student learning is a pillar of the PSI-PMI pedagogy. Learn how formative assessment is incorporated into every PSI-PMI lesson and how teachers and students can both use formative assessment to help drive learning forward in the classroom.

     This module’s short answer assignment asks you to consider on a scale of 1-5, with 5 being “daily and throughout my lessons”, how often you use quality formative assessment questions in your classroom. Describe the current forms of formative assessment that you use and their strengths and weaknesses. In using PSI-PMI, how do you see the use of formative assessment in your classroom changing?

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Examine current frequency of use of formative assessment in your classroom. 
    2. Evaluate strengths and weaknesses of current formative assessment types. 
    3. Describe how PSI-PMI programs will change your use of formative assessment. 

    Required Readings:

    Alber, R. (2011, February 15). Why formative assessments matter. 

    Chappuis, S., &Chappuis, J. (2007). The Best Value in Formative Assessment. Educational Leadership, 65(4), 14–19. 

    Trumbull, E., & Lash, A. (2013, April). Understanding Formative Assessment: Insights from Learning Theory and Memory Theory.

  • In this module, we will explore some of the possible student polling options that you could incorporate in your classroom in combination with the PSI-PMI curriculum. We will explore what’s needed to implement with each type of polling option, and the pros and cons of each.

     This module’s short answer assignment asks you to consider which type of student polling option you will be using in your classroom. If you are undecided because you are waiting for your school to determine purchasing, what type do you hope to use? How will you help to ensure successful use?

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Develop an understanding of different classroom student polling options. 
    2. Justify the best polling option for your classroom. 
    3. Formulate a letter to students that discusses how and why they should participate in the use of student polling. 

    Required readings:

    Fisher, D., & Frey, N. (2014). Show & Tell/Midcourse Corrections. Educational Leadership, 72(2), 80–81.

  • In this module, we will explore the use of data from the PSI-PMI curriculum and how it can be used at a school and district level, as well as at a classroom level. Within the classroom level, we will delve into the use of data from summative and formative assessment, and how to use formative assessment to make in the moment teaching decisions.

     There is no short answer assignment in this module.

    1. Analyze how the use of responder technology can help drive classroom instruction through meaningful data. 
    2. Describe how responder technology impacts direct instruction.
    3. Discuss the role that responder technology plays in a social constructivist learning environment. 

    Required Readings:

    Alber, R. (2011, December 6). 3 ways student data can inform your teaching. Retrieved July 19, 2016, from Assessment, http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber. 

    Fisher, D., & Frey, N. (2015). Checking for understanding: Formative assessment techniques for your classroom. Hawker Brownlow.

    Fuglei, M. (2014, July 02). How Teachers Use Student Data to Improve Instruction. Retrieved July 19, 2016, from Concordia University, http://education.cu-portland.edu/blog/news/how-teachers-use-student-data-to-improve-instruction/ 

    Guskey, T. (2003). How Classroom Assessments Improve Learning. Educational Leadership, 60(5), 6–11. 

    Protheroe, N. (2001). Improving Teaching and Learning with Data-Based Decisions: Asking the Right Questions and Acting on the Answer. Retrieved from http://www.rogersschools.net/common/pages/DisplayFile.aspx?itemId=3497164 


  • Getting students to understand the metacognitive processes to use to approach science questions and math problems, is fundamental to their success. This module will discuss opportunities at which teachers can model these processes and how teachers can facilitate the use of these processes by students.

     This module’s short answer assignment asks you to think of your current classroom environment and rate the following on a scale of 1-5, with 5 being “daily throughout my lessons”:

    •    Model metacognitive thinking and strategies
    •    Encourage productive struggle
    •    Anticipate student misconceptions


    For each of the above, explain the rating you gave yourself and identify one strategy for each that you can implement to improve in each area. Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Evaluate current use of modeling metacognitive strategies. 
    2. Develop strategies for increasing the frequency of modeling of metacognitive strategies, encouraging productive struggle, and anticipating student mistakes. 
    3. Choose specific targets in a lesson that are potential student pitfalls and explain how you will address them and model metacognitive strategies. 

    Required Readings:

    Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved [May 6, 2022] from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.

    Recommended Readings:

    DiBattista, D. (2008). Making the Most of Multiple-Choice Questions: Getting Beyond Remembering. Collected Essays on Learning and Teaching, 1, 119-122.

    Kassinger, A. (2014, June 6). Struggle is a natural part of learning. Washington Post. Retrieved fromhttps://www.washingtonpost.com/opinions/struggle-is-a-natural-part-of-learning/2014/06/06/70ddf0f8-e133-11e3-9743-bb9b59cde7b9_story.html

    Zepeda, C., Richey, J. E., Ronevich, P., &Nokes-Malach, T. J. (2015). Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. Journal of Educational Psychology, 107(4), 954–970.


  • In this module, we will explore the hands on labs and activities available on the www.njctl.org website. We will examine opportunities for incorporating labs, demos, and hands-on activities in math and science, as well as the practical implications for doing so.

     This module’s short answer assignment asks you to consider how often you currently use demos, hands-on activities, and labs in your classroom. Identify any barriers to your incorporation of these activities in the past and what you can do to overcome them.

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Develop an understanding of the importance of use of demos and hands-on activities in the classroom. 
    2. Design three demos to use for one PSI-PMI unit.

    Recommended Readings:

    Burns, M. 7 Musts for Using Manipulatives. Retrieved from Scholastic.com, http://www.scholastic.com/teachers/article/7-musts-using-manipulatives.

    Frost, S., & studio D. (2016). Importance of hands-on Manipulatives in Math. Retrieved from Our Everyday Life, http://oureverydaylife.com/importance-handson-manipulatives-math-13601.html.

    National Research Council. America's Lab Report: Investigations in High School Science. Washington, DC: The National Academies Press, 2005, 3, 75-115. (Chapter 3 – page 75-115).

    NSTA position statement: The integral role of laboratory investigations in science instruction. (2016). Retrieved from National Science Teachers Association, http://www.nsta.org/about/positions/laboratory.aspx.

  • This module will define what differentiation is and is not. We will explore how to differentiate for students through assessments, student grouping, and instructional strategies. This module will equip you to start differentiating in your classroom tomorrow. 

     This module does not have a short answer assignment.

    1. Identify and explain differentiating strategies and benefits. 
    2. Develop strategies for differentiating lessons in the classroom.
    3. Design differentiated resources for a PSI-PMI lesson.
    4. Justify choices for differentiation.

    Required Readings:

    Schmoke, M. (2010, September 27). When Pedagogic Fads Trump Priorities. Ed Week

    Recommended Readings:

    Alber, R. (2011, May 24). 6 scaffolding strategies to use with your students. Retrieved July 20, 2016, from Teacher Leadership, http://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber.

    CAST (2011). Universal design for learning guidelines version 2.0. Wake­eld, MA: Author.

    Ferlazzo, Larry. “Response: Several ways to differentiate instruction.” edweek.org. Education Week - Classroom Q&A with Larry Ferlazzo, 17 Jan. 2012. Web. 20 July 2016.

    LLP, E.P. (2010). Methods of Differentiation in the Classroom. Retrieved July 20, 2016, from BBC Active, http://www.bbcactive.come/BBCActiveIdeasandResources/MethodsofDifferentiationinthe Classroom.aspx

    Ferlazzo, L. (2012, January 9). The best resources on differentiating instruction. Retrieved July 20, 2016, from Edublogs, http://larryferlazzo.edublogs.org/2012/01/09/the-best-resources-on-differentiating-instruction/

  • Establishing a sense of urgency and purpose in the classroom is key to keeping the forward momentum in teaching and learning. This module will investigate Growth Mindset, and how teachers can make small shifts in their instruction and language to encourage growth mindset in their students. We will also examine practices for encouraging collaboration among students and promote a positive learning environment.

     This module’s short answer assignment asks you to explain three strategies you will use to create a positive and productive classroom environment.

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Develop strategies for creating a positive learning environment. 
    2. Choose three strategies for creating a positive learning environment in your classroom that you will put into use.

    Required Readings:

    Johnson, B. (2013, March 12). Building a Sense of Urgency in the Classroom. edutopia. Retrieved June 6, 2022, from https://www.edutopia.org/blog/building-sense-of-urgency-classroom-ben-johnson

    Recommended Readings:

    Dweck, C. (2015, September 22). Carol Dweck Revisits “Growth Mindset.” Retrieved July 20, 2016, from Education Week.

     LLP, E.P. (2010). Encouraging Shy Students. Retrieved July 20, 2016, from BBC Active, http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx

     Marzano, R. J. (2009). The Art and Science of Teaching / Teaching with Interactive Whiteboards. Educational Leadership, 67(3), 80–82.


  • In this module, we will explore the unit plans posted on www.njctl.org. We will discuss strategies for adjusting the unit plans and pacing guides based on your own school schedules and needs. Topics for collaboration with colleagues will be identified and the benefits of common pacing with colleagues will be discussed.

    This module’s short answer assignment asks you to explain the current culture of teacher collaboration in your school around pacing and planning. Where would like to see growth and improvement?

    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Evaluate current collaboration among colleagues in your school. 
    2. Propose areas for growth and improvement in collaboration in your school. 
    3. Create an argument and plan for collaboration with colleagues.

    Required Readings:

    Cox, J. (2014, October 24). Teaching Strategies: The Value of Self-Reflection. TeachHub.com. Retrieved June 6, 2022, from https://www.teachhub.com/teaching-strategies/2014/10/teaching-strategies-the-value-of-self-reflection/

    Recommended Readings:

    Jacobson, D. (2010). Coherent Instructional Improvement and PLCs: Is It Possible to Do Both? Phi Delta Kappan, 91(6), 38–45.

    Jones, L. (2014, July 18). The Power of Teacher Collaboration. Retrieved July 20, 2016, from Teaching Channel,https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea/

    Leana, C. R. (2011, September). The Missing Link in School Reform. Stanford Social Innovation Review.

  • In this module, candidates will take a dive into what it means to be a culturally responsive educator. They will learn strategies to incorporate into their daily practices and the importance of recognizing biases.

    This module’s short answer assignment asks you to make a post on the discussion board regarding culturally responsive teaching practices in your classroom. 
    Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Evaluate your own use of PSI-PMI methodology and pedagogy. 
    2. Choose goals for improvement in your own teaching practice. 
    3. Develop strategies for meeting your goals.

    Ferlazzo, E. (2020, May 26). Ways to Make Lessons ‘Relevant’ to Students’ Lives. Ed Week. https://www.edweek.org/teaching-learning/opinion-ways-to-make-lessons-relevant-to-students-lives/2020/05


  • This module allows you to reflect back on the learning from modules 1-14, while also examining the skills identified by employers as being the most essential for a 21st Century workforce. You will be asked to analyze the PSI-PMI methodology and pedagogy to identify where these skills are being reinforced.

     There is no short answer assignment in this module.

    1. Evaluate the PSI-PMI methodology and pedagogy for its ability to prepare learners for skills need for the 21st century. 

    Required Readings:

    Collier, J. (2021, May 6). Creativity: A skill to cultivate in the 21st century. Develop Intelligence. Retrieved June 6, 2022, from https://www.developintelligence.com/blog/2017/09/creativity-skill-cultivate-21st-century/ 

    Goertz, P. (2015, April 7). What does a 21st century classroom look like: Collaboration. Edutopia. Retrieved June 6, 2022, from https://www.edutopia.org/discussion/what-does-21st-century-classroom-look-collaboration 

    Mugabi, T. (2022, May 26). How to incorporate 21st-century skills into the classroom - classcraft blog. Resource hub for schools and districts. Retrieved June 6, 2022, from https://www.classcraft.com/blog/how-to-incorporate-21st-century-skills-into-the-classroom/ 

    Century standards and curriculum: Current research and practice - ed. (n.d.). Retrieved June 6, 2022, from https://files.eric.ed.gov/fulltext/EJ1083656.pdf


  • Information literacy and digital citizenship are essential skills for P-12 students in the 21st century.  Learn how teachers and students can positively engage in digital spaces, critically examine information resources, respect intellectual rights and property, and protect student data privacy.

    In this module, you will explore the Teaching Tolerance Digital Literacy Framework (https://www.learningforjustice.org/frameworks/digital-literacy) by reading the objectives and skimming the lesson plans for the grade levels you teach. 

    • What would the impact be on students if you taught them these skills?

    • What do you need to learn to be able to effectively teach these skills?

    1. Develop strategies for preparing P-12 students to constructively engage in digital communities and critically examine online resources.
    2. Describe how to mentor students in legal and ethical practices with digital tools, including the protection of their own and others' intellectual rights and property.
    3. Apply effective methods for protecting student safety, data, and privacy in online settings

    Required Readings:

    Nsta.org. 2021. Scientific Media Literacy. [online] Available at: <https://www.nsta.org/science-teacher/science-teacher-january-2020/scientific-media-literacy> [Accessed 18 May 2021].

    Gretter, Sarah & Yadav, Aman. (2016). Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills. TechTrends. 60. 10.1007/s11528-016-0098-4.

    Commonsensemedia.org. 2021. 5 Myths and Truths About Kids' Internet Safety. [online] Available at: <https://www.commonsensemedia.org/blog/5-myths-and-truths-about-kids-internet-safety> [Accessed 18 May 2021].

    Learningforjustice.org. 2021. [online] Available at: <https://www.learningforjustice.org/sites/default/files/TT-Digital-Literacy-Taking-Action-Online-Oct2017.pdf> [Accessed 18 May 2021].

    Education Week. 2021. The Overlooked Front in the War on Misinformation: Science Class (Opinion). [online] Available at: <https://www.edweek.org/teaching-learning/opinion-the-overlooked-front-in-the-war-on-misinformation-science-class/2019/10> [Accessed 18 May 2021].

    Psufys.pressbooks.com. 2021. Four Moves and a Habit. [online] Available at: <https://psufys.pressbooks.com/chapter/information-literacy/> [Accessed 18 May 2021].

    Nsta.org. 2021. What biases are in my internet searches?. [online] Available at: <https://www.nsta.org/what-biases-are-my-internet-searches> [Accessed 18 May 2021].

    Copyright & Creativity. 2021. Why Teach Copyright : Copyright & Creativity. [online] Available at: <https://www.copyrightandcreativity.org/why-teach-copyright-2/> [Accessed 18 May 2021].

    Oremus, W., 2021. It’s Time to Stop Saying “If You’re Not Paying, You’re the Product”. [online] Slate Magazine. Available at: <https://slate.com/technology/2018/04/are-you-really-facebooks-product-the-history-of-a-dangerous-idea.html> [Accessed 18 May 2021].

  • In this summary module, you will have the opportunity to go back and reflect on the learning from modules 1-16. You will be asked to examine your learning to identify key strengths of the PSI-PMI methodology and pedagogy and to also identify any lingering questions you have about incorporating this methodology and pedagogy into your classroom. In addition, you will be reflecting on your own current teaching practice and how it compares to the PSI-PMI methodology and pedagogy. You will be identifying your own strengths and goals for instructional practice.

    The assignment will not open up until you have completed and received a grade for everything up to and including module 15.

    You will be completing CTL’s Self-Reflection Checklist.

    1. Evaluate your own use of PSI-PMI methodology and pedagogy. 
    2. Choose goals for improvement in your own teaching practice. 
    3. Develop strategies for meeting your goals.

    Review key readings/topics from the course.


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