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 50: Belonging and Differentiation in Unit 3

25 minutes

discussion-based

Purpose

In diverse classrooms, the topic of differentiation is important. While differentiation can support and/or challenge students, it can also alienate students who feel “targeted” by differentiation or feel like differentiation is sending a message that they do not belong in the classroom. This session is intended to help participants consider this dilemma.

Objectives

  • Participants can explain the current ways the curriculum meets the needs of specific student groups.
  • Participants can explain how the curriculum can be adapted to meet the needs of specific student groups.

Supplies & Prep

Room Supplies:

  • Normal breakout room set-up
  • Pre-made posters with likely groups of students mentioned in the brainstorm.

Facilitator Supplies:

Participant Materials:

  • Journals

Agenda

Drawing on your experience with differentiation (25 minutes)

Facilitation Guide

Drawing on your experience with differentiation (25 minutes)

(15 minutes) Reflection

Remarks

(1 minute) This morning, we talked about needing to recruit students that represent our school population as a whole. But having diverse groups of students means needing to consider their diverse needs, often through differentiation. Here we will consider “differentiation” to be providing students with different supports to improve learning.

During this session we are going to consider how we can differentiate for students while still not compromising our goal of making them feel like they belong in the course. For this conversation we are going to define “inclusive differentiation” as providing support to students to improve learning while also ensuring that the student is experiencing inclusion.

Facilitator Tip

For this pair share, you may want to use a “speed networking” strategy to encourage participants to move. With this being at the end of the day, energy may be an issue in the room.

Prompts:

Describe a time that you were able to differentiate for a student that also supported inclusion.

  • What did you do?
  • How did you know it was successful?

Describe a time that you attempted to differentiate for a student and it was not successful from the perspective of inclusion.
.

  • What did you do?
  • How did you know it was not successful?
  • What would you do differently next time?

Think: 3 minutes
Pair: 5 minutes for prompt one and 5 minutes for prompt two.

(10 minutes) Discussion

Remarks

Many of the strategies you use for differentiation in other subjects might be used in CS Principles as well. As you think about differentiating for computer science, consider what you have seen so far in Unit 3.

(10 minutes) Prompt

  • What differentiation strategies do you think would be helpful in this unit?
    • What does differentiation that is inclusive look like in this unit?
    • What does differentiation that is exclusionary look like in this unit?

Think: 1 minute
Pair: 2 minutes
Share: 7 minutes

Remarks

As you think about differentiating for students, we encourage you to think about how students feel during differentiation. Our goal is to differentiate in a way that helps students feel like they belong in the classroom.