Graduate Courses

 This course is designed to provide the content and pedagogical background necessary for teaching Code.org’s Computer Science A (CSA) curriculum which introduces students to software engineering and object-oriented programming and design using the Java programming language. Computer Science topics covered include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. 

• September 25 6-8pm VIRTUAL

• October 9, 6-8pm VIRTUAL

• October 26, 8-4:30 IN PERSON 

• January 8,  6-8pm VIRTUAL

• February 5,  6-8pm VIRTUAL

• March 1,  8-4:30 IN PERSON

SUBMITTING ASSIGNMENTS Send all work to deborah@csforma.org. CC shay@csforma.org.

DUE JANUARY 8: Identify an array of student artifacts and an assessment from one of the first 2 units to share with the group. In a word document or slideshow, give pictures/screenshots of student work and assessments. Write your observations about each artifact.

DUE FEBRUARY 5: Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district.

DUE MARCH 1: Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Maximum 2 pages, single spaced)

• October 25 (8:30 – 4:30, in person)
• October 26 (8:30 – 4:30, in person)
• January 11 (8:30 – 3:30pm, virtual)
• March 1 (8:30 – 4:30, in person)

SUBMITTING ASSIGNMENTS Send all work to deborah@csforma.org. CC shay@csforma.org.

DUE OCTOBER 26: Identify an array of student artifacts and an assessment from one of the first 2 units to share with the group in the next workshop. In a word document or slideshow, give pictures/screenshots of student work and assessments. Write your observations about each artifact.

DUE JANUARY 11: Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district.

DUE MARCH 1: Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Maximum 2 pages, single spaced)

This course is designed to provide the content and pedagogical background necessary for teaching Computer Science Discoveries, a curriculum through which students engage with computer science as a medium for creativity, communication, problem solving, and fun. The CS Discoveries course, which is appropriate for 6th – 10th grade students, offers a wide lens on computer science covering topics such as programming, physical computing, HTML/CSS, and data. While the course includes programming, the focus is on the computational practices associated with doing computer science, rather than just a narrow focus on coding, syntax, or tools. The course explores how to inspire students as they build their own websites, apps, games, and physical computing devices, empowering them to create authentic artifacts. 

• October 26, 8:30 – 4:30, in-person
• December 7, 8:30 – 3:30, virtual
• February 8, 8:30 – 3:30, virtual
• March 1, 8:30 – 4:30, in-person

SUBMITTING ASSIGNMENTS Send all work to deborah@csforma.org. CC shay@csforma.org.

DUE DECEMBER 7: Identify an array of student artifacts and an assessment from one of the units to share with the group. You can create a slideshow or document with photos or videos to share the artifacts.

DUE FEBRUARY 8: Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district. Max 2 pages.

DUE MARCH 1: Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? Max 2 pages.

This course is an introduction for teachers to computer science knowledge, skills, and practices through the lens of hands-on playful learning. Through active learning, teachers investigate computer science practices and computational thinking skills while learning basic computer science concepts. The course addresses strategies for guiding peer feedback, classroom management for hands-on learning, ways to scaffold learning to meet different learning needs and tips for encouraging student communication and collaboration. By the end of the course, teachers are equipped with knowledge and skills needed to successfully plan and facilitate a hands-on computer science lesson with students. 

• October 26 & 27, 8:30 – 4:30, in person
• March 1 & 2, 8:30 – 4:30, in person

SUBMITTING ASSIGNMENTS Send all work to deborah@csforma.org. CC shay@csforma.org.

DUE OCTOBER 26: Prepare a mini unit that embeds unplugged and plugged lessons on a single CS concept. Describe the aspects of the lessons that offer differentiation to make it accessible to all students. 

DUE OCTOBER 27: Identify an array of student artifacts from one of the first 2 units to share with the group. Put photos, videos, and/or screenshots into a slideshow or document.

DUE MARCH 1: Prepare an artifact from your teaching that demonstrates culturally inclusive pedagogy. Be prepared to share and discuss the artifact at Workshop 3.

DUE MARCH 2: Prepare a document (Max 3 pages single spaced) that describes ways that a particular student has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly to serve other students?

This course is designed to provide the content and pedagogical background necessary for teaching Exploring Computer Science (ECS) through the lens of inquiry and equity. Designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics, the goal of Exploring Computer Science is to develop in students the computational practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Topics cover interface design, web development, data analysis, robotics as well as societal and ethical issues associated with technological advancements. 

• OCTOBER 26, 8:30 – 4:30, in person
• JANUARY 4, 8:30 – 3:30, virtual
• FEBRUARY 1, 8:30 – 3:30, virtual
• MARCH 1, 8:30 – 4:30, in-person

SUBMITTING ASSIGNMENTS Send all work to deborah@csforma.org and CC shay@csforma.org.

DUE JANUARY 4: Research recruitment strategies and tools; create a recruiting plan to address equity gaps currently seen in your district. (1-2 pages. Submit as a google doc link or MS Word file.)

DUE FEBRUARY 1: Identify an array of student artifacts from your ECS course to share with the group. (Prepare a slideshow with photos or videos to share virtually.)

DUE MARCH 1: Create a case study of a student that has overcome barriers to success in your course. What strategies helped that student and how can that be applied more broadly? (Max 2 pages, single spaced) 

 This course is designed to provide the content and pedagogical background necessary for teaching Bootstrap:Algebra 2, a nationally recognized curriculum that integrates core Data Science concepts and lightweight computer programming with the nonlinear function content found in a mainstream Algebra 2 or Integrated Math 3 class. Math topics covered include Linear, Quadratic, Exponential, Logarithmic and Periodic functions, Scatter Plots, Line of Best Fit, Function Composition, and Residuals. The Data Science and Computing content includes Data Types, Tabular Data Structures, Iteration, Data Visualization, and Graph Interpretation. This graduate course is targeted at Science, Technology, Engineering and [especially] Mathematics (STEM) teachers; it does not assume prior Computer Science or programming background (for teachers or students). The materials presented here are intended for the enhancement of an existing Data Science or Algebra 2 / Integrated Math 3 course, and are not intended to stand alone as a full-year K12 curriculum. 

• September 28th
• November 23rd
• January 18th
• March 15th

Assignments: Emmanuel Schanzer will communicat all assignments by email.

This course is designed to provide the content and pedagogical background necessary for teaching Cyber.org’s Intro and Advanced Cybersecurity curricula for high school students. These curricula introduce students to cybersecurity concepts and inspire interest in cybersecurity careers. The focus of instruction includes the implementation and monitoring of security on network and computer systems. Students investigate strategies to identify and protect against security threats such as hackers, eavesdropping and network attacks. The basics of cryptography and logic reasoning are explored. Hands-on labs in the CYBER.ORG Range provide practice in the configuration and mitigation of system vulnerabilities. Each unit integrates current events and related cyber ethics and law. 

In addition to the five days Cyber.org Cybersecurity workshop you attended in July, you are required to complete an additional 12 hours of classes through Cyber.org. Please take a look at the offerings from Cyber.org and register for the ones that work for you. You can choose from the live, 1.5-hour workshops, or you can take the Self-paced online PD for K-12 , which are recordings of previously offered live events.

There will be a google form attached to each of the virtual PDs. You should complete that to verify your attendance and receive an attendance certificate. Email your certificates of attendance to Deborah and Shay.