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 39: Bias and Responsibility

25 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:

  • Full Cohort
  • Table Groups (pairs)

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Identity and Unconscious Bias (15 minutes)

Responsibility (10 minutes)

Facilitation Guide

Identity and Unconscious Bias (15 minutes)

(2 minutes) Identity Reflection

Remarks

In the last asynchronous session, you watched a video on blind spots and learned the definition of unconscious bias that we will be using in these workshops throughout the year.

Use the slides to review the definition of unconscious bias

Remarks

We also reflected on our own identity markers that we might be aware of as we engage with students.

(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.

Producer Tip

Prepare breakout rooms of pairs

(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

Remarks

In a moment, we are going to place you in breakout rooms with a partner to discuss the following prompt. There is no need to record your discussion on slides as there will be no share out. However, you can reference this slide during your 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.

(7 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
  • (5 minutes) Pair: discuss with a partner

(2 minutes) Chat Share

Remarks

In the chat, put one responsibility that you and your partner claimed to ensure that all students feel like they belong in CS.