Day 1
01 Intro 02 CSD Overview 03 Break 04 ML 1: U1L3 05 Tools and Strategies 06 Lunch 07 ML 2: U1L7 08 Tools and Strategies 09 Lesson Assignments 10 Break 11 Lesson Planning 12 Wrap Up 13 Fac. Debrief
Day 2
14 Intro 15 ML 3: U2L2 16 Tools and Strategies 17 Break 18 Lesson Planning 19 Lunch 20 ML 4: U2L3 21 Break 22 Tools and Strategies 23 TLO 1: U2L5 24 Wrap Up 25 Fac. Debrief
Day 3
26 Intro 27 Understanding Context 28 TLO 2: U2L6 29 Break 30 TLO 3: U2L9 31 Lunch 32 TLO 4: U2L11 33 Classroom Culture 34 Break 35 TLO 5: U2L16 36 Wrap Up 37 Fac. Debrief
Day 4
38 Intro 39 Bias and Responsibility 40 Unit 3 Intro 41 Break 42 TLO 6: U3L2 43 TLO 7: U3L3 44 Lunch 45 Differentiation 46 TLO 8: U3L4 47 Break 48 Content Wrap Up 49 Barriers, Opportunities, and Commitments 50 Wrap Up 51 Fac. Debrief
Day 5
52 Intro 53 Prep for the Year 54 Assessment 55 Break 56 Revisit Topics 57 Community 58 Lunch 59 Planning 60 Closing Ceremonies 61 End Early & Friday Facilitator Debrief

Session 39: Bias and Responsibility

40 minutes

community session | discussion-based

Purpose

This session expands the reflections around identity to include unconscious biases that exist as a result of identity markers of self and others. Participants will be asked to reflect on how their unconscious biases impact their view of who belongs in CS. They will also be challenged to name the responsibility they will claim in ensuring that all students feel like they belong in CS.

Objectives

  • Participants use a shared definition of unconscious bias
  • Participants are able to articulate who they believe should have access to CS and what has shaped those belief
  • Participants recognize that all students can and should learn CS

Supplies & Prep

Room Setup:

  • Participants are seated in pods

Facilitator Supplies and Prep:

Teacher Materials:

  • Journal
  • Activity guide

Agenda

Unconscious Bias (8 minutes)

Identity and Unconscious Bias (22 minutes)

Responsibility (10 minutes)

Facilitation Guide

Unconscious Bias (8 minutes)

(1 minute) Context Setting

Remarks

At any given time, there are hundreds of things happening in your classroom - some of those things you can see (ex. Frankie is on his phone, again) and other things you cannot see (who had breakfast that morning). Because there is so much going on, and we have teaching to do, we sometimes make assumptions in the classroom. It is normal, and at times necessary, to make assumptions. This morning, we are going to be thinking about some assumptions we might not be aware we are making and how those assumptions might impact student learning. We are going to start by watching a video to frame this discussion.

(7 minutes) Define Unconscious Bias

(2:20 minutes) Watch the PWC video about blind spots

Remarks

It is normal to miss things as we go about our lives - our brain intentionally takes shortcuts to help us process information at a rapid pace, and make decisions we’re not even aware of. These blind spots are actually unconscious biases.

The facilitator uses the slides to define unconscious bias.

Unconscious bias: Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair. [adapted from Vanderbilt University]

When the unconscious biases of well-intentioned teachers influence their judgment towards particular students (e.g., by race, ethnicity, gender, able-bodiedness), it can influence their instructional practices, the expectations they convey, and their recommendations for relevant outcomes like course placement, special education, and discipline. [Dee & Gershenson, 2017]

Identity and Unconscious Bias (22 minutes)

(9 minutes) Identity Reflection

Remarks

Earlier this week, we spent some time reflecting on our identities and how aspects of our identities impact who we are as teachers. It is important for us to expand this conversation to include unconscious bias because, as teachers, we need to pause and critically examine how these biases might cause us to make choices or assumptions based on our identities and the identities of our students.

Prompt: Which of your own identity markers are you most aware of when you engage with students? Why?

  • (2 minute) Think: individual reflection
  • (2 minutes) Pair: discuss with a partner
  • (4 minutes) Share: share and discuss with the whole group

(3 minutes) Facilitator Modeling

The facilitator shares a personal example of how their identity led to an unconscious bias that impacted a choice or assumption they made as a teacher.

(4 minutes) Individual Reflection

Facilitator Tip

If participants are having trouble thinking of an instance when their identity might have influenced their choices, prompt them to think about students that they might have struggled to connect with, a student that was particularly challenging, classroom challenges that felt uncomfortable, etc. Is there something about those situations that could be tied to things they value, past experiences, assumptions they hold, etc.?

Prompt: Think about your past experiences as a teacher. (For those new to teaching, think about your experience as a student.) Consider the following:

  • Which of your identity markers might you have been less aware of?
  • How might your own identity markers have unconsciously influenced the choices you made in your classroom?
  • How might your students’ identity markers have unconsciously influenced the choices you made?

(6 minutes) Partner Discussion

Prompt: Think about your past experiences as a teacher. (For those new to teaching, think about your experience as a student.) Consider the following:

  • How might your identity markers, and the identities of your students, have shaped your approach as a teacher? Be specific!
  • Who do you believe belongs in CS? How might your identity markers, and the identities of your students, have shaped your view of who belongs in CS?

Responsibility (10 minutes)

(1 minute) Transitional Remarks

Remarks

Our role as CS teachers gives us power over who feels like they belong in our CS classrooms. Power comes with responsibility. We are all responsible for identifying and working towards overcoming our unconscious biases that impact who feels like they do and do not belong in our CS classrooms.

(9 minutes) Reflection and Discussion

Prompt: Given your role and power as the teacher, what responsibility will you claim to ensure that all students feel like they belong in CS?

  • (2 minute) Think: individual reflection
  • (2 minutes) Pair: discuss with a partner
  • (5 minutes) Share: share and discuss with the whole group