Section: Module 1: Introduction and Philosophy | CSCI6121: Secondary PSI Teaching Methods for Computer Science | NJCTL

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  • 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

Module 2: Information Literacy for Graduate Students

Module 1: Introduction and Philosophy

  • Module 1: Introduction and Philosophy


    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.
Module 2: Information Literacy for Graduate Students