Title |
Methods and Strategies for Teaching Computer Science |
|---|---|
| Duration: | 10 hours |
| Prerequisites: | Completed “ Advanced Educational Qualification” |
| Material: | Training Guide, Program Kit, and online resources on Marifah |
| Level - Track: | Specialized level- Computer Science. |
| Target Audience : | Computer Science grade (1-3) |
Technology skills are fundamental skills of the 21st century. Although the use of technology has become common, learning technology is still inevitable by the students.
Normally, computer science curricula targets knowledge that leads to enormous learning outcomes, where the teacher plays a crucial role in achieving these outcomes.
This training program aims at familiarizing computer science teachers to have effective methodologies for teaching, by focusing on the students’ skills and knowledge. It includes practical training with microteaching and practical planning for lessons, which targets varied types of knowledge in computer curriculum such as concepts and procedures. The concepts are chosen based on international educational standards for computer science in primary schools. It starts with identifying international standards for computer science in elementary grades, and how to teach computer concepts and skills in a meaningful way with pleasure and fun at the same time along with an interactive methodology.
| • | Technology (Computer) is an Effective tool in Education as it facilitate learning and teaching |
| • | Standards and criteria in teaching computer support teacher's progress. |
| • | Learning by projects will achieve "Active Engagement" in computerized lessons. |
| • | Computer is a good tool for "Integrated learning". |
| • | Rubric can be an effective tool for assessment of computer science learning. |
| • | How can we apply computer applications in education effectively? |
| • | What is the impact of standards and criteria on computer teachers? |
| • | How can we achieve active engagement in teaching computer? |
| • | What is the role of computer in "Integrated Learning"? |
| • | What is the effective assessment for technology applications in classroom? |
| Unit | Outcomes |
|---|---|
| 1 |
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| 2 |
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| 3 |
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| No | Assessment | Component | Weight | |
| 1 | Attendance and Participation | Participation | 5 | |
| Attendance | 5 | |||
| 2 | Formative Assessment | Self-regulated -assessment | KWL-Q | 5 |
| Vocabulary Tool | 5 | |||
| Trainer Assessment | Plan for lessons based on computer science standards. | 10 | ||
|
Plan for lessons based on “Integrative education” with other colleagues from different specializations |
10 | |||
|
Design a rubric for assessing a task outcome in computer usage. |
5 | |||
|
Design a project based on "Learning by doing" & "Learning by playing" |
10 | |||
| 3 | Summative assessment | Summative performance task3: the trainee will present what they have planned in the previous day, and will evaluate based on the rubric that was created in day 2. | 10 | |
| Exit Task | 5 | |||
| Portfolio | 10 | |||
| Final exam | 20 | |||
| Program Total | 100 | |||
| No | Item | Time (min) |
| 1 | KWL-Q | 15 |
| 2 | Pre-Vocabulary Tool | 15 |
| 3 | Terminology | 10 |
| 4 | Activity 1.1: "Standards and Criteria for teaching computer science " | 80 |
| 5 | Activity 1.2: "Why do we need computer standards for each grade?" | 80 |
| 6 | Activity 2.1: “computerized learning by doing and playing " in the elementary stages | 50 |
| 7 | Activity 2.2: “Appropriate teaching styles” | 50 |
| 8 | Activity 2.3: "Computer Science Teaches Problem Solving" | 60 |
| 9 | Activity 2.4: “Learning by playing” | 50 |
| 10 | Activity 2.5: "Evaluation" | 50 |
| 11 | Activity 3.1: "Micro-Teaching" "Presenting & Evaluating Projects | 110 |
| 12 | Post -Vocabulary Tool | 10 |
| 13 | Exit Task | 20 |
| Total | 10 Hours |