Superpower Spark Guide Superpower Spark
Lesson 1: What is Computer Science?
20 Minute PL
Iowa Standards Focus
Learning Target
I can define CS as a tool for problem-solving, not just a machine.
Iowa Teaching Standards
Standard 3: Teachers align structural logic of instruction to ensure learning routines are predictable and accessible (the "Classroom Algorithm").
Facilitator Script
"Today, we are shifting our mindset. CS isn't what's in the box; it's how we organize the instructions for the human inside the box."
Ask: "Think of a routine you've taught 100 times. Why is it successful?"
Key Point: CS is the art of organizing thought.
Instructional Flow
2m
VIDEO OPENER
Watch: Reframing CS from screens to logic.
8m
Jigsaw Reading (Krauss Ch. 2)
Group 1: CS for Everyone | Group 2: CT vs Coding | Group 3: Human Algorithms.
10m
Kagan: Stand Up, Hand Up, Pair Up
Share one classroom routine that is actually a professional algorithm.
Iowa Core Content
Math Practice 4: Modeling daily processes as ordered steps mirrors algorithmic thinking.
Career Connection
System Architects: Designing structural logic for information flow and human behavior.
Master Handout 01
CS is the Superpower: Superpower Spark
Superpower Spark
Participant Log 01
Name: ________________________
Date: ________________________
Session Goal
"I can define Computer Science as a tool for problem-solving, not just a machine."
Human Algorithm Discovery
1
2
3
Exit Ticket
Identify one "Human Algorithm" you successfully implementation today. What was the intended outcome?
Superpower Spark Slides CS is the Superpower
Superpower Spark
Reframing Computer Science for Educators
Lesson 01
The Vision
"Computer Science isn't just about machines. It's the art of organizing thought."
We are bridging the gap between classroom instruction and logical problem-solving.
Unplugged Learning
Video Opener: Reframing CS
Reframing CS (2:00)
How a lesson plan is actually a high-level algorithm.
Objective: Shift mindset Duration: 2 Minutes
Human Algorithms
WHAT?
A set of step-by-step instructions designed to guide human behavior.
WHY?
Predictability reduces cognitive load for students and staff.
HOW?
"When the bell rings, stand up, push in your chair, and line up."
Kagan Strategy
Stand Up, Hand Up, Pair Up
Find a partner and share one professional "Human Algorithm" from your daily classroom life.
10 Minutes
Log in Notebook
Superpower Spark Log Superpower Spark
CS is the Superpower: Participant Log 01
Name: ________________________
Date: ________________________
Session Goal
"I can define Computer Science as a tool for problem-solving, not just a machine."
Human Algorithm Discovery
Unplugged Analysis
List three step-by-step routines you already use in your classroom (e.g., dismissal, supply pickup, morning check-in).
1
2
3
Exit Ticket
Identify one "Human Algorithm" you successfully ran today. What was the intended outcome?
CS is the Superpower: Session 01
Facilitator Master Guidebook Facilitator Master Guide
CS is the
Superpower
Professional Learning Blueprint
Sequence Contents
9 Unplugged Modules for PreK-12 Educators
Standard Alignment
IA CS & Teaching Standards
Sequence Blueprint
Pacing Guide & Professional Standards
Implementation
Each 20-minute module includes a video anchor, a connection talk (IA Core), and a collaborative Kagan practice. Use master logs on subsequent pages for staff work.
Module Concept IA Teaching Std Iowa CS Std 01: Superpower Spark Reframing CS Std 3 (Planning) 1A-AP-08 02: Routine Breakdown Decomposition Std 4 (Instruction) 1B-AP-10 03: Pattern Finders Patterns Std 5 (Assessment) 1A-PA-05 03b: Data Detectives (Opt) Data Rep Std 5 (Assessment) 1A-DA-06 04: Signal Scrapers Abstraction Std 3 (Planning) 1B-AP-09 05: Precision Paths Algorithms Std 6 (Management) 1B-AP-11 05a: Choice Branching (Opt) Conditionals Std 4 (Instruction) 1B-AP-10 06: Error Hunters Debugging Std 5 (Assessment) 1A-AP-14 07: Efficiency Loops Automation Std 8 (Responsibilities) 1B-AP-12
Facilitator Note
"The goal is not to teach coding. The goal is to lift up the logic already present in the Iowa Core so teachers see CS as a superpower they already possess."
Core Connections
Iowa Core Content Integration Matrix
Mathematics
Decomposition: Breaking multi-digit multiplication into partial products (Standard 4.NBT.B.5).
Patterns: Skip-counting, multiples, and identifying geometric properties.
Algorithms: Executing standard procedural methods for addition or division.
Automation: Using multiplicative properties to scale numeric values without manual addition.
Routine Breakdown Guide Routine Breakdown
Lesson 2: Decomposition
20 Minute PL
Instructional Scaffolding
Learning Target
I can break a complex task into smaller, manageable steps.
Iowa Teaching Standards
Standard 4: Teachers facilitate student learning by decomposing complex learning targets into scaffolding that ensures all students can reach the goal.
Facilitator Script
"When a student gets stuck, they aren't failing the whole task. They are likely failing one small sub-task. Today, we learn to find that piece."
Ask: "What is a move you assume students know how to do that actually requires instruction?"
Professional Learning Flow
2m
VIDEO: SANDWICH BOT
The impact of missing 'Syntax' in human directions.
5m
Core Connection: Task Analysis
Discussion: How writing learning targets from standards is pure decomposition.
13m
Kagan: Rally Coach
Partners decompose 'Conducting a Science Lab' or 'Solving a Word Problem'.
Iowa Core Content
Math: Breaking multi-digit multiplication into partial products (Standard 4.NBT.B.5).
Career Connection
Project Managers: Managing 30+ 'projects' (students) simultaneously by dividing goals into daily sub-tasks.
Master Handout 02
CS is the Superpower: Routine Breakdown
Routine Breakdown
Participant Log 02
Name: ________________________
Target Routine or Learning Target
Example: Science Lab Prep
Step 01
Step 02
Step 03
Step 04
Step 05
Step 06
Coach's Corner
As you coached your partner, what was one "hidden" step they initially missed? Why is that step critical for student success?
Routine Breakdown Slides CS is the Superpower
Routine Breakdown
The Art of Decomposition
Lesson 02
Decomposition
Breaking down a complex problem or system into smaller, more manageable parts.
Think: "How do you eat an elephant? One bite at a time."
Part A
Part B
Part C
Part D
Video: The Sandwich Robot
"Put the peanut butter on the bread."
(Without opening the jar...)
You Already Do This
In Computer Science
Breaking a complex software requirement into sub-tasks or components .
In Your Classroom
Breaking an Iowa Core Standard into daily Learning Targets .
Kagan Strategy
Rally Coach
Partner A
Decompose a routine:"Science Lab Prep"
Partner B
Coach/Check:"Did they miss a step?"
Time: 13 Minutes
Routine Breakdown Log Routine Breakdown
CS is the Superpower: Participant Log 02
Name: ________________________
Date: ________________________
Session Goal
"I can break a complex task into smaller, manageable steps."
Routine Decomposition
Rally Coach Activity
Target Routine (e.g., Science Lab, Center Rotation)
Step 01
Step 02
Step 03
Step 04
Step 05
Step 06
Coach's Corner
What was one "hidden" step your partner initially missed? Why is that step critical for student success?
CS Superpower: Decomposition
Pattern Finders Guide Pattern Finders
Lesson 3: Pattern Recognition
20 Minute PL
Cognitive Load Management
Learning Target
I can identify patterns in classroom environments and curriculum to anticipate outcomes.
Iowa Teaching Standards
Standard 5: Teachers monitor learning by spotting academic trends. Patterns allow teachers to anticipate student frustration before a 'crash' occurs.
Facilitator Script
"Patterns are instructions for the future. If a student can find the pattern in a math fact or a story arc, they stop guessing and start predicting."
Ask: "How does a consistent building-wide pattern (like hand-raising) help a student focus on *what* they are learning?"
Professional Learning Flow
2m
VIDEO: PATTERNS EVERYWHERE
Visualizing data trends and recurring cycles.
8m
Discussion: Social Algorithms
Analyze building-wide patterns that reduce cognitive load for students.
10m
Kagan: AllWrite Round Robin
Teams list patterns in Math, Literacy, and Social behavior.
Iowa Core Content
Literacy: Identifying plot arcs or rhyming schemes (patterns in text structure).
Career Connection
Data Analysts: Identifying trends to solve problems. Teachers analyze behavior trends daily.
Master Handout 03
CS is the Superpower: Pattern Finders
Pattern Finders
Participant Log 03
Name: ________________________
Grade Level Pattern Bank
What patterns (behavioral, academic, or data) exist in your building or grade level?
Exit Ticket
Identify one content-specific pattern (rhymes, facts, cycles) that helps your students solve complex problems.
Pattern Finders Slides CS is the Superpower
Pattern Finders
Predicting the Future Through Trends
Lesson 03
Pattern Recognition
Identifying similarities or regularities within problems.
"Once you find the pattern, you can automate the solution."
Predict Outcomes
Reduce Cognitive Load
Find Transferable Solutions
Social Algorithms
How do consistent patterns across classrooms (like active listening or hand-raising) help students focus on the learning instead of the routine ?
In the Iowa Core
Math
Skip-counting, multiples, geometry proofs.
Literacy
Rhyming schemes, plot arcs, root words.
History
Economic cycles, social movements, causes/effects.
Kagan Strategy
AllWrite Round Robin
As a team, list all the places you see patterns in your specific grade level or subject area.
10 Minutes
Pattern Finders Log Pattern Finders
CS is the Superpower: Participant Log 03
Name: ________________________
Date: ________________________
Session Goal
"I can identify patterns in classroom environments and curriculum to anticipate outcomes."
Grade Level Pattern Bank
Collaborative Brainstorm
Exit Ticket
Identify one content-specific pattern (rhymes, math fact families, historical cycles) that reduces student cognitive load.
CS Superpower: Pattern Recognition
Data Detectives Guide Data Detectives
Lesson 3b (Optional): Data Representation
20 Minute PL
Optional Deep Dive
Learning Target
I can explain how information is categorized to create meaning.
Iowa Teaching Standards
Standard 5: Teachers use visual data representation (categorization) to guide instructional adjustments and group students effectively.
Facilitator Script
"Data without representation is just static noise. We are transforming noise into a roadmap for intervention."
Ask: "Does a list of scores tell you who to pull for small groups, or does a color-coded map do it faster?"
Professional Learning Flow
2m
Video: Noise vs. Story
How visualization drives fast decision making.
8m
Activity: Predicting Outcomes
Analyze a sample data heat map. Where are the instructional gaps?
10m
Team Debrief: Data Storytelling
Groups discuss how categorizing data (Binary vs Scale) changes their instructional 'move'.
Iowa Core Content
Math: Creating bar graphs or line plots to represent measurement data (2.MD.D.10).
Career Connection
Data Scientists: Turning raw numbers into actionable stories. Scale your impact!
Master Handout 03b (Optional)
Name: ________________________
Data Detectives
Participant Log 03b
The Evidence Locker: Outliers & Gaps
The Evidence Locker: Recurring Trends
Instructional Pivot
What is the ONE adjustment you will make in your instruction tomorrow based on this data story?
Data Detectives Slides Optional Deep Dive
Data Detectives
Turning Information into Insight
Noise vs. Story
Static Noise
A raw list of student scores in a spreadsheet. It's hard to see who needs what.
Actionable Insight
"A color-coded heat map that instantly tells the story of who needs intervention."
Categorization
How we represent data determines what we see.
Binary (Yes/No, Pass/Fail)
Categorical (Group A, B, C)
Ordinal (Beginning, Developing, Proficient)
Career Connection
Data Scientist
"Data scientists don't just calculate numbers; they find the patterns that drive innovation."
Teachers are the Data Scientists of the Classroom.
Mission
Data Debrief
Look at a recent set of student data (CFA, behavior, or formative).What patterns do you notice that will inform your decision making tomorrow?
10 Minutes
Data Detectives Log Data Detectives
CS is the Superpower: Participant Log 03b (OPTIONAL)
Name: ________________________
Date: ________________________
Session Goal
"I can explain how information is categorized to create meaning and drive instructional decisions."
The Evidence Locker
Data Representation
Outliers & Gaps (What doesn't fit?)
Recurring Trends (What repeats?)
Instructional Pivot
Based on the data story you just uncovered, what is the ONE adjustment you will make in your small-group instruction tomorrow?
CS Superpower: Data Detectives
Signal Scrapers Guide Signal Scrapers
Lesson 4: Abstraction
20 Minute PL
Focus & Precision
Learning Target
I can remove unnecessary details to focus on the core problem.
Iowa Teaching Standards
Standard 3: Teachers prepare for instruction by identifying the "Essential Move" of a lesson, stripping away script-heavy detail to lower student cognitive load.
Facilitator Script
"Abstraction is the art of scrapers. We are scraping away the fluff to find the signal. If we don't abstract, our students get lost in the noise."
Ask: "If you had 30 seconds to teach this entire unit, what are the only 3 words you would say?"
Professional Learning Flow
2m
Video: The Mapmaker
Why detail without context is just clutter.
8m
Discussion: The Cost of Scripting
Comparing 40-page teacher guides to high-impact unit overviews.
10m
Kagan: Think-Write-Pair-Share
Abstract a 3-sentence summary of your current unit down to 3 core words.
Iowa Core Content
ELA: Summarizing a text (finding main idea and stripping supporting details).
Career Connection
UI/UX Designers: Designing clean apps so users can focus on their primary task.
Master Handout 04
CS is the Superpower: Signal Scrapers
Signal Scrapers
Participant Log 04
Name: ________________________
Part 1: The Detail (3-Sentence Summary)
Part 2: The Signal (3-Word Abstraction)
_____
_____
_____
Exit Ticket
Identify one "unnecessary detail" from a student assignment you can remove to lower cognitive load.
Signal Scrapers Slides CS is the Superpower
Signal Scrapers
The Power of Abstraction
Lesson 04
Abstraction
Stripping away unnecessary details to focus on the core problem .
"It's about finding the signal in the noise."
Step 1
Identify what matters most.
Step 2
Hide everything else.
The Mapmaker Video
"A map the size of the world is useless."
Why detail without purpose is just clutter.
Instructional Scrapers
The "Fluff"
40-page teacher scripts
Every possible student answer
Peripheral color-coding
Nested appendixes
The Abstraction
Learning Target
Success Criteria
The "Essential Move"
Assessment check
Kagan Strategy
Think-Write-Pair-Share
Write a 3-sentence summary of your current unit.abstract it down to 3 core words.
3 Sentences
3 Words
Signal Scrapers Log Signal Scrapers
CS is the Superpower: Participant Log 04
Name: ________________________
Date: ________________________
Session Goal
"I can remove unnecessary details to focus on the core problem."
Unit Abstraction Challenge
Part 1: The 3-Sentence Summary (Instructional Detail)
Part 2: The 3-Word Abstraction (The Signal)
Exit Ticket
Identify one "unnecessary detail" from a current student assignment. How will removing it lower their cognitive load?
CS Superpower: Abstraction
Precision Paths Guide Precision Paths
Lesson 5: Algorithmic Thinking
20 Minute PL
Social Code
Learning Target
I can develop a logical, step-by-step plan that a peer can follow exactly.
Iowa Teaching Standards
Standard 6: Teachers demonstrate competence in classroom management by establishing predictable routines (algorithms) that allow students to work safely and independently.
Facilitator Script
"In CS, machines don't guess what you mean. In the classroom, we often ask students to 'guess' our expectations. Today, we write Social Code."
Ask: "Does 'Go over there' lead to learning or to instructional lag?"
Professional Learning Flow
2m
Video: Precision
Why "Move right" beats "Go over there".
5m
Logic Challenge: Human Scripts
Staff writes the 'code' for a common school task (e.g., Chromebook checkout).
13m
Performance: Run Algorithm
Groups trade and 'run' the scripts exactly as written. No oral coaching allowed!
Iowa Core Content
Science: Precise, repeatable procedures for fair tests/experiments (SEP 3).
Career Connection
Technical Writers: Creating step-by-step logic that works without oral clarification.
Master Handout 05
CS is the Superpower: Precision Paths
Precision Paths
Participant Log 05
Name: ________________________
Social Code Editor
Choose a routine. Write a 5-step sequence so precise that a stranger could run it.
Step 01
Step 02
Step 03
Step 04
Step 05
Debug Log
When the other group "ran" your script, where did the code break down? What specific fix is needed?
Precision Paths Slides CS is the Superpower
Precision Paths
Writing the Social Code of Your Classroom
Lesson 05
Algorithmic Thinking
Developing a logical, step-by-step plan for solving a problem.
"Algorithms aren't just for math; they are the logic of every routine."
Sequence
Logic
Precision
Instructional Lag
Vague directions lead to "Wait, what are we doing?" and student frustration.
"Go over there and get started."vs.
Video: Precision (2:00)
Social Code
"In Computer Science, we write code for machines. In the classroom, we write Social Code for humans."
Predictable
Repeatable
Precise
Performance Task
Running the Algorithm
Trade instructions with another group. "Run" their algorithm exactly as written.
13 Minutes
Precision Paths Log Precision Paths
CS is the Superpower: Participant Log 05
Name: ________________________
Date: ________________________
Session Goal
"I can develop a logical, step-by-step plan that a peer can follow exactly."
Social Code Editor
Logic Challenge
Choose a common task (e.g., Chromebook checkout, lining up). Write a precise 5-step sequence.
Step 01
Step 02
Step 03
Step 04
Step 05
Debug Log
When another group ran your algorithm, where did it "glitch"? What specific change will you make?
CS Superpower: Algorithmic Thinking
Choice Branching Guide Choice Branching
Lesson 5a (Optional): Conditionals
20 Minute PL
Logic Gates
Learning Target
I can use conditional logic to manage complex decisions.
Iowa Teaching Standards
Standard 4: Teachers involve students in their own learning by providing clear "If/Then" logic gates for behavior and differentiation, empowering student autonomy.
Facilitator Script
"Autonomy is algorithmic. If a student knows what to do when they are stuck, they don't need you to be the bottleneck."
Ask: "How many times a day do you answer a question that could have been an If/Then rule?"
Professional Learning Flow
2m
Video: Branching Logic
"If [X] then [Y] else [Z]".
5m
Logic Challenge: Recess Logic
Agree on the conditional flow for a rain-delayed dismissal.
13m
Practice: Branching Autonomy
Build one logic gate to handle student 'Edge Cases' independently.
Iowa Core Content
Literacy: Cause and Effect relationships. "If the character chose X, then Y would happen."
Career Connection
QA Engineers: Writing the code that handles all possible outcomes without crashing.
Master Handout 05a (Optional)
CS is the Superpower: Choice Branching
Choice Branching
Participant Log 05a
Name: ________________________
IF (Condition)
THEN (Action)
ELSE (Alternative)
The Autonomy Shift
How does this If/Then rule empower your students to work forward without your direct permission?
Choice Branching Slides Optional Deep Dive
Choice Branching
The Logic of "If / Then"
Conditionals
A logic gate that performs different actions depending on whether a condition is met.
IF [Condition] THEN [Action]
If?
Yes
No
Classroom Logic
Differentiation
"If you score 10/10, then you move to the extension station."
Management
"If the red light is on, then you must work silently."
Operations
"If it is 3:00 PM, then we begin the packing routine."
autonomy is algorithmic
Clear If/Then rules allow students to make independent choices without asking permission every 5 minutes.
Logic Challenge
If It Rains...
As a group, agree on a complete logic path for a common school edge-case (e.g., "If it rains at recess").
IF [Raining] AND [Indoor Space Full] THEN ... ?
Choice Branching Log Choice Branching
CS is the Superpower: Participant Log 05a (OPTIONAL)
Name: ________________________
Date: ________________________
Session Goal
"I can use conditional logic to manage complex decisions."
Logic Gate Builder
Conditional Flow
IF (Condition)
THEN (Action)
ELSE (Alternative)
The Power of Choice
How does this If/Then rule empower your students to work independently?
CS Superpower: Conditional Logic
BRANCHING LOGIC GATES
Error Hunters Guide Error Hunters
Lesson 6: Debugging
20 Minute PL
Iteration Cycle
Learning Target
I can identify errors in a process and fix them through iteration.
Iowa Teaching Standards
Standard 5: Teachers model resilience by identifying misconceptions as "bugs" to be fixed, guiding students through self-correction rather than judgment.
Facilitator Script
"A wrong answer is just logic that hasn't been debugged yet. We aren't grading failures; we are identifying glitches in the program."
Ask: "How does rebranding a 'mistake' as a 'bug' change the emotional climate of your room?"
Professional Learning Flow
2m
Video: The Glitch
Rebranding grading as debugging student logic.
8m
Modeling: Think-Aloud
Facilitator models fixing a "buggy" math problem or sentence. Focus on *identifying* vs *blaming*.
10m
Kagan: Showdown
Teams race to find and fix logic errors in a provided "buggy" logic sample.
Iowa Core Content
Math: Analyzing errors in multi-step equations to identify precise conceptual gaps.
Career Connection
Software Developers: Ensuring system stability by iterating on faulty code paths.
Master Handout 06
CS is the Superpower: Error Hunters
Error Hunters
Participant Log 06
Name: ________________________
THE BUG (The failing routine or misconception)
THE PATCH (The logic fix or iteration)
The Pivot Reflection
"Where did my logic break down today and how did I pivot?" Reflect on one moment of teacher iteration.
Error Hunters Slides CS is the Superpower
Error Hunters
Rebranding Grading as Debugging
Lesson 06
Debugging
The process of finding and fixing errors in an algorithm or system.
"Every mistake is just a bug waiting for a patch."
Locate
Identify
Fix
Test
Feedback = Patch
"When we grade, we aren't just looking for wrong answers. We are debugging the student's logic and providing the code patch (feedback) needed to fix it."
Live Debugging
Software Bug
The program crashes when a user enters a negative number.
Classroom Bug
Students get confused and loud when transitioning from rugs to desks.
Kagan Strategy
Showdown
Teams are given a "buggy" math problem or a poorly written paragraph.
10 Minutes
Error Hunters Log Error Hunters
CS is the Superpower: Participant Log 06
Name: ________________________
Date: ________________________
Session Goal
"I can identify errors in a process and fix them through iteration."
The Debugging Lab
Iteration Cycle
THE BUG (The failing routine or math error)
THE PATCH (The feedback or logical adjustment)
The Pivot
"Where did my logic break down today and how did I pivot?" Reflect on one specific moment of adjustment.
CS Superpower: Debugging
Efficiency Loops Guide Efficiency Loops
Lesson 7: Automation
20 Minute PL
System Scaling
Learning Target
I can identify repetitive tasks that can be "automated" to increase efficiency.
Iowa Teaching Standards
Standard 8: Teachers fulfill professional responsibilities by designing efficient systems that free up mental capacity for high-impact student interactions.
Facilitator Script
"Manual tasks are 'Instructional Drag'. Automation is the superpower that allows you to be in two places at once. Today, we loop our routines."
Ask: "What is a direction you repeat 20 times a day? How can we make it a student-led loop?"
Professional Learning Flow
2m
Video: The Washing Machine
Looping until the goal is met.
8m
Concept: Scaling Presence
Discuss 'For' and 'While' loops in classroom terms (e.g. Check all folders).
10m
Kagan: Stand-N-Share
Teams brainstorm the highest impact manual tasks to automate.
Iowa Core Content
Math: Multiplication as iterated addition (looping). Scaling properties of numbers.
Career Connection
DevOps Engineers: Building automated pipes that scale without manual intervention.
Master Handout 07
CS is the Superpower: Efficiency Loops
Efficiency Loops
Participant Log 07
Name: ________________________
The Automation Audit
Manual Task (Repeated)
Automated Loop (System)
Manual Task (Repeated)
Automated Loop (System)
The Efficiency Shift
How will this free up your instructional energy for students tomorrow?
Efficiency Loops Slides CS is the Superpower
Efficiency Loops
Identifying Systems That Scale
Lesson 07
Automation
Identifying repetitive tasks and creating a system that runs without manual intervention.
"Automation is about working smarter, not just harder."
Loop
Instructional Drag
Repeating the same directions 25 times is a "manual" process. It's exhausting and inefficient.
VS.
Creating a visual checklist that students follow independently (The System).
Video: Washing Machine (2:00)
Automation Loops
The "While" Loop
WHILE [folders remain] DO [check folder]
Automate this by having students move their own magnet when they turn in a folder.
The "For" Loop
FOR [each student] DO [collect homework]
Automate this with a centralized drop box.
Kagan Strategy
Team Stand-N-Share
Create a list of things you wish you could automate in your classroom.
10 Minutes
Efficiency Loops Log Efficiency Loops
CS is the Superpower: Participant Log 07
Name: ________________________
Date: ________________________
Session Goal
"I can identify repetitive tasks that can be 'automated' to increase efficiency."
The Automation Audit
Systems Analysis
Manual Task (Repeated)
Automated Loop (System)
Manual Task (Repeated)
Automated Loop (System)
The Efficiency Shift
Describe one classroom "Loop" (system) you will implement. How will this free up your mental energy for student instruction?
CS is the Superpower: Efficiency Loops
