Day 1
01 Workshop Opener 02 Previously, on 03 Break 04 Model Lesson 05 ML Reflection 06 Equity 07 Lunch 08 Curriculum Investigation 09 Conclusions and Connections 10 Break 11 Unit Planning 12 Wrap Up 13 Debrief

Session 6: Equity and Data

30 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 using a data inquiry cycle in their classrooms and/or schools supports using student data to develop a plan to improve access, diversity, and inclusion in CS.

Supplies & Prep

Room Setup:

  • Participants are in groups of 4 (two sets of partners)

Facilitator Supplies:

Teacher Materials:

Agenda

Prep for Equity and Data Session

Introduction (2 minutes)

Using Data (24 minutes)

Reflection (4 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 (2 minutes)

(2 minutes) Context Setting

[Share the slide for the focus of the summer workshop equity session.]

Remarks

We began a discussion about equity in CS during the summer workshop when we focused on:

  • 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 continue to discuss equity with a focus on data. We will review examples of a process - a data inquiry cycle - to use student data to take informed action in support of equity in CS within your classrooms and/or schools. You may already be familiar with using student data with a focus on student achievement at your school for a grade level or content department. Today we will walk through a similar process, but with a focus on supporting access, diversity, and inclusion in CS in your classroom and/or school. This is the version of the data inquiry cycle we will be working with today.

[Share with participants the slide with the data inquiry cycle shown below.]

Using Data (24 minutes)

(9 minutes) Step 1 - Set an Intention

Share with participants - Step 1: Identify what you want to do in support of access, diversity, or inclusion in your CS classroom and/or school.

Share with participant guiding questions to support them with Step 1:

  • Who has access to CS at my school?
  • Who is in my CS class?
  • How can students feel they belong in my CS classroom?

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.

(4 minutes) Review data inquiry cycle

Individually, participants review the data inquiry cycle examples.

(1 minute) Journal

Participants choose from one of the prompts to respond to.

  • For Prompt B: Invite participants to respond to the prompt either in their journal or in the digital template provided on the slide.

Choose one journal prompt to respond to:

  • Prompt A: What example intention resonates the most with you? Why?

  • Prompt B: Draft an intention in support of access, diversity, or inclusion in your school/classroom.

(4 minutes) Partner Talk

Participants take turns sharing their response or intention with a partner.

Participants are in groups of 4 with two sets of partners.

  • During “Partner Talk,” participants should access the data inquiry template and examples to refer to during discussions.

Partner Talk Prompt: Share your response or intention with a partner.

(6 minutes) Step 2: Gather Data

Share with participants - Step 2: Identify school and classroom student data that is available or might be collected.

Share with participants guiding questions to support them with Step 2:

  • What questions does your intention bring to mind?
  • What student data is available to you at your school?
  • What student data will you collect in your CS classroom and how?
  • How often will student data be collected?

(2 minutes) Types of Data

Remarks

When thinking about the student data you want to collect in support of your intention, keep in mind two types of data - quantitative and qualitative.

Quantitative data means the quantity (numbers) of something and might guide the type of school data you collect such as:

  • Attendance
  • School Demographics
  • CS courses enrollment
  • Assessment scores

Qualitative data provides a description of something that may be observed, but not measured and might guide the type of classroom data you collect such as:

  • Learner profiles to get to know students and how they think they learn best
  • Home/Family life to get to know students outside of your classroom
  • Student self-assessment/reflection to get know what contributes or detracts from your students’ learning

Here are some examples of gathering qualitative data that may provide a more complete picture of who is in your class in order to seek to understand why a student may be succeeding or struggling in your CS classroom:

  • Learner profile surveys asking
    • students’ interests
    • students’ preferences for learning (talking, listening, drawing, etc)
  • Home/Family surveys asking
    • about student’s home/family culture
    • after school responsibilities in addition to homework
  • In-class student interviews or reflection prompts asking
    • students’ perspectives about an assessment, project, and their motivation
    • students’ to self-assessment on a project or task
    • students’ feedback for what would help them feel they belong in your CS classroom and CS in general

(4 minutes) Partner Talk

Participants take turns sharing their responses to one set of prompts with a partner.

Partner Talk Prompts:

Choose one set of prompts to discuss:

Prompts A:

  • 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?

Prompts B (if you drafted an intention):

  • What type of qualitative student data are you considering gathering in support of your intention?
  • What type of quantitative student data are you considering gathering in support of your intention?

(4 minutes) Step 3: Analyze Data

Share with participants - Step 3: Make observations about the student data collected.

(4 minutes) Partner Talk

Participants take turns sharing their responses to the prompt with their partner.

Partner Talk Prompt:

  • What challenges, if any, do you anticipate when making observations about student data?

(5 minutes) Step 4: Take Informed Action

Share with participants - Step 4: Identify actions you want to take based on the information you gathered from analyzing the student data you collected.

(5 minutes) Table Talk

Pairs of participants take turns sharing responses to the prompts with the other pair of participants at their table.

Table Talk Prompt:

  • What other informed actions might you suggest taking for each example provided?

Reflection (4 minutes)

(4 minutes) Reflect

(1 minute) Journal

Participants take a minute to write a response to the journal prompt.

Journal Prompt:

  • How might using a data inquiry cycle influence your actions in support of access, diversity, and inclusion in CS?

(3 minutes) Share Out

Invite a couple of participants to share their response to the journal prompt with the whole group.