Day 1
01 Welcome 02 Intro to CSP 03 Break 04 Course & Exam 05 Previously on... 06 Model Lesson #1: U1L2 07 Lunch 08 Model Lesson #2: U1L3 09 Break 10 Binary Number Systems 11 Plugged and Unplugged Lessons 12 Understanding the Lesson 13 Wrap-up
Day 2
14 The Teacher's Role 15 Role in Assessment 16 Break 17 Implementation Plan 18 TLO #1: U1L7 19 Previously on... 20 Lunch 21 TLO #2: U1L9 22 Break 23 TLO #3: U1L10 24 Unit 1 - Connections 25 Assessment 26 Wrap Up
Day 3
27 Ourselves & Our Position 28 Break 29 Previously, On… Unit 2 30 TLO #4: U2L2 31 TLO #5: U2L3 32 Lunch 33 Addressing Unconscious Bias 34 Break 35 TLO #6: U2L4 36 Unit 2 Connections 37 Identity and Bias 38 Wrap-up
Day 4
39 Recruiting & Retaining Students 40 Break 41 Previously, On...Unit 3 42 TLO #7: U3L2 43 Previously, on… U3L3 - 4 44 Lunch 45 TLO #8: U3L6 46 Break 47 Previously on… U3L7 48 Model Lesson #3: U3L8 49 Unit 3 Connections 50 Belonging and Differentiation 51 Wrap Up
Day 5
52 Mapping Equity 53 Values and Assessment 54 Break 55 Assessment Approach 56 Code.org Platform 57 Lunch 58 AP Scavenger Hunt 59 Planning Your Year 60 Closing Ceremonies

Session 33: Addressing Unconscious Bias

60 minutes

discussion-based

Purpose

In the morning we introduced the role that identity and unconscious bias plays in the CS classroom. In this session we build on that foundation. Specifically, this session provides participants with tools and strategies for addressing unconscious bias.

Objectives

  • Participants use a shared definition of unconscious bias.
  • Participants describe the influence they have over culture and student success in a CS classroom.

Supplies & Prep

Room Setup:

  • None

Facilitator Supplies:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

Agenda

Facilitation Guide

Strategies to Counter the Impact of Unconscious Bias (51 minutes)

Remarks

(1 minute) This morning we talked about the role unconscious bias can play in our classrooms and our teaching practice. While being aware of our biases is the first step in addressing the impact of these biases, we want to provide you with other steps you can take to address unconscious bias.

Have participants navigate to the article “Unconscious Bias: When Good Intentions Aren't Enough".

(9 minutes) Give participants nine minutes to read the article and to identify a passage or idea that feels most significant to them. Participants may want to identify a back-up passage if they like.

Facilitator Tip

If your group does not break evenly into groups of four, consider making some groups of 3 and giving participants time to discuss as a small group openly at the end of their rounds.

More information about the activity

This activity was inspired by "The Final Word" protocol from the School Reform Initiative. You can find the full protocol here.

(2 minutes) Introduce the Protocol

Remarks

Today we are going to be using a protocol to share out in your table groups. For this protocol, you will need one person to keep time. The protocol will follow these steps:

  1. The first person begins by reading what struck them the most from the article. Have this person refer to where the quote is in the text - one thought or quote only. Then, in less than 3 minutes, this person describes why that quote struck them. (For example, why do they agree/disagree with the quote? What questions do they have about that quote? What issues does it raise for them? What do they now wonder about in relation to that quote?)

  2. Continuing around the circle, each person briefly responds to that quote and what the presenter said, in a minute or less. The purpose of the response is:

    • To expand on the presenter’s thinking about the quote and the issues raised for them by the quote
    • To provide a different look at the quote
    • To clarify the presenter’s thinking about the quote
    • To question the presenter’s assumptions about the quote and the issues raised (although at this time there is no response from the presenter)

  3. After going around the circle with each person having responded for less than one minute, the person that began has the “final word”. In no more than one minute the presenter responds to what has been said. Now what are they thinking? What is their reaction to what they have heard?

  4. The next person in the circle then begins by sharing what struck them most from the text. Proceed around the circle, responding to this next presenter’s quote in the same way as the first presenter’s. This process continues until each person has had a round with their quote.

(32 minutes) Allow participants to engage in the protocol

Facilitator Tip

This debrief is intentionally left open. With a highly-structured protocol, this debrief is used to allow people to both process the process and the content of the discussion. You do not need to “cover” all of these questions. There is no right answer to these questions.

(7 minutes) Debrief - full group discussion

  • What surprised you about using this process to discuss this article?
  • What did you learn from listening to others’s perspectives?
  • What else is on your mind after going through this process?

What does this mean for us as computer science teachers? (9 minutes)

(1 minute) Transitional Remarks

Remarks

Our role as computer science 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.

(8 minutes) Reflection and Discussion

Prompt: Given your role and power as the teacher what steps or actions can you personally commit to in order to work toward understanding or addressing bias and belonging in your computer science classroom?

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

End the session by thanking participants for their reflections and participation during this session.