Computer Science Resources

Teaching and Leading Beyond Boundaries

Standards 4-5: Content Knowledge

Standard 4: Content Knowledge

"The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content."[4]


JavaScript Cookie Demonstration (webpage in new window)

Protocol Handout - How to get to Google (PDF in new window)

I feel that I meet this standard because I have many years of using the content knowledge in environments outside of school, so it is easier for me to demonstrate practical examples of using the content knowledge to my students. The first artifact is a demonstration of how to use JavaScript cookies to store user settings for a particular website. Many times, this is just to store username or password information, but because the class just completed the unit on CSS styles, I felt it would be better to show the students how to use JavaScript cookies to store CSS style information.

The second artifact was a handout I created for the AP Computer Science Principles class, which had just finished up the unit on Internet protocols. Many of the students were struggling to make real-world connections with the information they had learned, so prior to the unit exam, I passed out the handout as a means of review, and took time to explain any topics the students still had trouble understanding.

Standard 5: Application of Content

"The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues."[5]


HTML/JavaScript Group Project (PDF in new window) Performance Task (External website in new window)

I feel that I meet this standard because I try to use occasional group projects within my classroom as a means to allow students to link what they learn in class to topics that interest them. The first artifact was a small-group project that required students to build a website. There were some ground rules regarding structure, but the choice of content was up to the students. The end result was that no two sites looked alike, with some students choosing emerging technologies as their subject, and others choosing less serious (but more humorous) subjects.

The second artifact is a link to an external resource that I occasionally use in the AP Computer Science Principles class. Many of the students in that class were interested in researching protocol vulnerabilities and how hackers can exploit them, but during their research, certain students would sometimes have trouble understanding a concept that they uncovered on the Internet. In these situations, I was usually able to simplify the explanation enough so that the students could continue their research.

Reference: InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0

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