Element C2: Adaptation and Differentiation of Existing Lesson Plans
Element C2: Adaptation and Differentiation of Existing Lesson Plans
Description: Teachers adapt and differentiate lessons (from material generated at the school or by an external curriculum developer) for the purposes of integrating CT into multiple subjects for diverse learners/learners with different strengths and needs. Teachers implement lesson plans and activities that provide students with a variety of opportunities to express their knowledge of CT concepts, including through both plugged and unplugged mediums.
What effective implementation looks like:
- I use data from formative assessment, my own cumulative knowledge of my students, or feedback from administrators, professional development providers, or other teachers for the purposes of adapting lessons and differentiating instruction to support student CT within and across subject areas, as part of my working groups or PLC
- The lessons and activities I implement meet the instructional needs of individuals and groups of students
- I have high expectations for all students to learn and apply CT concepts and skills
Self-Reflection Question: Do I use both plugged and unplugged curricular materials that meet my instructional needs, are aligned to subject-area standards and relevant CS standards, and allow for me to differentiate for individual and groups of students?
| Not a Priority (1) | Beginning (2) | Approaching (3) | Achieving (4) |
|-------------------|---------------|-----------------|---------------|
| | | | |
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SECTION D: Computational Thinking Assessment
Teachers should have access to and use high-quality, reliable formative assessment routines (during unit implementation) and summative tests (following unit implementation, or at the end of the year) to gauge student progress with computational thinking across the curriculum.