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 49: Module 4 Session 4

70 minutes

asynchronous

Purpose

The equity focused discussions throughout the week have all been building up to this session where participants will be asked to make a commitment related to equity in CS education. The goal is for participants to leave this session with a concrete plan for how they will make progress towards the goal they have committed to. This plan will be revisited during the academic year workshops. In addition, participants will see more of the content from Unit 3 although we will return to is during academic year workshops. Participants complete the end of module wrap-up tasks.

Objectives

  • Participants articulate things they got from the workshop today and things they still need in the future and complete the daily survey
  • Identify barriers in their classrooms, school, and teaching practice that limit access, diversity, and inclusion in CS
  • Determine which of those barriers they have the power to influence
  • Identify concrete and reasonable strategies to address the barriers they have the power to influence
  • Describe the commitment they will pursue in support of equity in CS, and the strategies they will use to support that commitment
  • Define the support they will need to pursue that commitment.
  • Identify the measurement(s) they will use to track progress toward the commitment

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies:

Teacher Materials:

  • Computers

Agenda

Transition to Asynchronous (10 minutes)

Asynchronous (60 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:

  • 30-60-90 Day Plan
  • Content Wrap-Up
  • Module 4 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 4 > Session 4 > 30-60-90 Day Plan.

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 (60 minutes)

(25 minutes) 30-60-90 Day Plan

Overview

Using page 46 of your curriculum guide, develop a 30-60-90 day commitment plan for how you want to increase equity in CS education.

Do This

1. On page 46 of your curriculum guide, respond to the prompt there to develop a commitment.

Prompt: Consider the opportunities for change present within the areas that you have the ability to control and influence related to access, diversity, and inclusion in CS. What is one commitment you would like to make related to working towards equity in CS education?

2. Next, using the chart, determine the steps you can take towards addressing the barrier you identified and what you can do to work towards this commitment in:

  • the next 30 days
  • the next 60 days
  • the next 90 days

3. Using the discussion forum below , share your plan by answering the following prompts and if possible post your 30-60-90 chart.

  • How will I know I am making progress towards my commitment?
  • What support do I need from my community as I pursue my commitment?

(10 minutes) Content Wrap-Up

Overview

Learn about the lessons that remain in the rest of Unit 3.

Do This

Watch the Unit 3 Content Wrap-Up (2:08) video that previews the rest of Unit 3.

(15 minutes) CS Teacher Community

Overview

You may or may not have access to computer science educators to collaborate with at your school. Unlike math, science, and language arts teachers, many computer science teachers are the only teachers that teach computer science in their building. Similarly, school wide professional development opportunities rarely focus on developing specifically as a CS teacher. These realities make it especially important for computer science teachers to be creative in developing a support network of CS educators to learn from and grow with.

There are many opportunities available to computer science teachers. The basic membership in CSTA is free. CS for All Teachers is a virtual community for Pre-K through high school teachers. NCWIT has a national outreach program as well as local chapters in some areas. These are just a few of the national computer science communities providing resources and networking opportunities.

Do This

Consider the discussion prompt below and add your reflections to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discussion Prompt: Identify a CS educator or organization outside of your school community that you would like to connect with, such as through Twitter, CSForAllTeachers, CSTA, etc. What do you see as the potential benefits of that connection?

(5 minutes) Prepping for Year Questions

Overview

What questions do you still have in preparing to teach CSD? This is your opportunity to post lingering questions that we will look to address in Module 5, Session 1.

Do This

Consider the discussion prompt below and add your reflections to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discussion Prompt: Post a list of five questions you still have or things about which you would like to learn more. We will address as many of the questions as we can in the next module, paying particular attention to those that are shared by multiple participants and impact the start of the year.

(5 minutes) Module 4 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.