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

Session 36: Module 3 Session 4

45 minutes

asynchronous

Purpose

  • Teachers are introduced to unconscious bias
  • Wrap up Unit 2
  • Teachers are introduced to Unit 3
  • Wrap up the themes of the day
  • Pulse check on teachers through gots and needs/survey

Objectives

  • Participants use a shared definition of unconscious bias
  • Participants use a shared definition of unconscious bias
  • See the big picture of Unit 2
  • Teachers get a sense of Unit 3
  • Teachers get a sense of Unit 3
  • Share gots and needs for the day.
  • Take the daily survey

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies:

  • This session may require office hours

Teacher Materials:

Agenda

Transition to Asynchronous (10 minutes)

Asynchronous (35 minutes)

Facilitation Guide

Transition to Asynchronous (10 minutes)

Facilitator Tip

Screen share the PLACE here. You should move away from the slide deck while assigning work.

Facilitator Tip

Be sure to re-share the PLACE URL where participants will find the asynchronous activities in multiple places and ways, so they do not have to spend time digging for it.

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Bias and Responsibility
  • Unit 2 Wrap-up
  • Introduction to Unit 3
  • Module 3 Wrap-up

Narrate as you navigate to make it clear how you got there and what is expected of participants in each activity.

Facilitator Tip

Consider having some way for you to reach teachers if they don’t make it back after the asynchronous session.

(5 minutes) Setting Up and Checking In

  • Remind participants that asynchronous activities involve working through tasks independently but are still timed.
  • Direct participants to have the PLACE version open and navigate to Module 2 > Session 2 > Resources.

Remarks

Once you’re there, turn on your camera and give a thumb’s up so we know everyone is on board and knows what they are doing.

Once all thumbs are up, we will leave the video conferencing tool on but turn off the camera and mute the microphone. We are still available for questions and support.

Facilitator Tip

During this asynchronous session, support participants in these ways:

  • Make sure to monitor participants’ asynchronous work.
  • You can either check in with participants’ breakout sessions or check discussion forums.
  • Pull notable ideas out of discussion forums for the Session 3 debrief.

Asynchronous (35 minutes)

(10 minutes) Bias and Responsibility

Overview

This session expands the reflections around identity to include unconscious biases that exist as a result of identity markers of self and others. The video below will help us define unconscious bias in our context.

Do This

  1. Watch the PWC video (2:19) about blind spots.
  2. Consider the discussion prompts below and add your reflection to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

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

(10 minutes) Unit 2 Wrap-Up

Overview

This is intended to give an overview of what you have not seen in unit 2 as well as the Unit 2 project.

Do This

Watch the Unit 2 Wrap-up (3:29) video.

(10 minutes) Introduction to Unit 3

Overview

This is intended to give a very general introduction to Unit 3

Do This

Watch the Introduction to Unit 3 (2:41) video.

(5 minutes) Module 3 Wrap Up

Overview

In order to maximize your experience in the professional learning program, it is important that you provide timely, ongoing feedback.

Do This

  • Complete the Gots and Needs request as described by your facilitator(s). The facilitator(s) will respond to them throughout the workshop.
  • Complete the Code.org survey.