Session 5: Equity and Data
15 minutes
discussion-based
Purpose
The goal of this session for participants to continue discussions started during the summer workshops focused on equity and data. Facilitators introduce participants to a data inquiry cycle as a process for using student data to take informed actions in support of equity in their classrooms and/or schools. Participants review examples of using the data inquiry cycle, while keeping in mind their own school/classroom context.
Objectives
- Participants reflect on how issues of equity manifest in their own CS teaching context.
- Participants describe how the use of a data inquiry cycle with student data supports improving access, diversity, and inclusion in CS.
Supplies & Prep
Workshop Modality:
- Whole Group
- Breakout Rooms
Facilitator Supplies:
- Computer with webcam
- Video conferencing software
- Virtual Module 3 - CSD 21-22 - Slides
Teacher Supplies:
- Computer with webcam
- Video conferencing software
Agenda
Prep for Equity and Data Session
Introduction (1 minute)
Using Data (14 minutes)
Facilitation Guide
Prep for Equity and Data Session
Consider reflecting on the following ideas when preparing to facilitate this session:
- Working towards equity is an on-going process rather than a static target.
- The data inquiry cycle is a process focused on discovering how to support equity in CS rather than rigid steps focused on data analysis.
- Setting an intention is an opportunity for participants to begin to draw attention to issues of inequity in CS based on their observations.
- The Problem Solving Process for Design in Unit 4 and the data inquiry cycle are similar in that empathy is central to both as well as keeping other people’s needs in mind.
Consider reviewing the summer workshop discussion prompts focused on equity: Day 3 - Understanding Context, Day 4 - Bias and Responsibility, and Day 4 - Barriers, Opportunities, and Commitments.
Introduction (1 minute)
(1 minute) Context Setting
[Share the slide for the focus of the summer workshop equity session.]
Remarks
We began a discussion about data and equity in CS during the summer workshop when we focused on “Understanding Context” within the Professional Learning Equity Framework that asked:
- Who has access to CS in my community?
- What are the demographics of our CS classrooms?
- Who feels included in those classrooms?
[Share the slide for the activities of the summer workshop equity session.]
Remarks
During that time you may have engaged in activities such as:
- Understanding Context: Exploring national and local student data to recognize disparities by gender and race in CS education.
- Bias and Responsibility: Reflecting on the responsibility you want to claim to ensure all students feel they belong in CS.
- Barriers, Opportunities, and Commitments: Identifying your area of concern, influence, and control for barriers to equity in order to set a commitment towards equity in CS.
Today we will introduce you to a teacher tool - data inquiry cycle - to use student data to inform actions you might take in support of equity in CS within your classrooms and/or schools. You may already be familiar with using a data inquiry cycle to use student data at your school for a grade level or content department with a focus on student achievement. Today we will walk through a similar process of gathering and analyzing students data, but this time the data inquiry cycle will focus on supporting access, diversity, and inclusion in CS. This is the version of the data inquiry cycle we will be working with today.
[Share with participants the slides with the data inquiry cycle and steps.]
Using Data (14 minutes)
(8 minutes) Breakout Rooms: Data inquiry cycle
Remarks
The guiding questions for Step 1 are the same as those introduced on day 3 of the summer workshop - Understanding Context. Let’s review a couple of examples using the data inquiry cycle to help us get a better sense of what the steps are all about. Consider keeping in mind your own classroom and/or school context in mind as you review these examples. Also, note there is a digital data inquiry cycle template available for you to make your own copy and use throughout this session, if you so choose to.
You will be working in small groups of 3-4 in breakout rooms for eight minutes to discuss the examples. Discussion prompts are included on the designated breakout room slide. While in breakout rooms, use the “Question Wall'' for questions that might come up during your breakout room discussions. We will come together at the end of the eight minutes to answer outstanding questions and for a final reflection.
Breakout Room Discussion Prompts:
- Step 1: What intentions (either on the template or in the examples) resonate the most with you and why?
- Step 2: What questions come to your mind for the example that resonates the most with you? What other type of data might you suggest collecting for this example?
- Step 3: What challenges, if any, do you anticipate when making observations about student data?
- Step 4: What other informed actions might you suggest taking for the example that resonates the most with you?
Facilitator Tip
Using qualitative student data along with quantitative student data may be new for some participants. Support struggling participants by highlighting that using qualitative data adds a deeper layer to understanding their students in a way that invites student voice.
Share with participants the following links are provided at the bottom of the breakout room slide:
- Question Wall to add questions
- Examples for reference during the discussion
- More information about Step 2 and the type of data to consider gathering
Transition to Breakout Rooms: Refer to designated slides for participants to type on.
Producer Instructions: Send participants to breakout rooms with three to four participants in each room for eight minutes.
Circulate Breakout Rooms:
- View the progress made on designated slides
- Support participants in completing the activity
(2 minutes) Question Wall
Facilitator Tip
Consider whether the questions on the “Question Wall” need an immediate response or are deeper questions. For deeper questions consider one or all of the following ways to respond:
- Open up the question for participants to respond to on the slide after the workshop.
- Provide a response at the next AYW.
- Refer to the workshop norm, “Expect and accept non-closure.”
Take a couple of minutes to respond to specific questions you feel need to be addressed with the whole group. Otherwise, provide a brief summary of questions and responses on the “Question Wall.”
(4 minutes) Share Out
Invite a few participants to share their response to the reflection prompt.
Reflection Prompt:
Facilitator Tip
Support participants who might share they are not able to work with data by focusing on what they can control such as collecting data within their classroom to support inclusion. You may want to refer to Day 4 of the summer workshop and the Concern-Influence-Control model.
How might using a data inquiry cycle influence your actions in support of access, diversity, and inclusion in CS?