Day 1
01 Welcome 02 Break 03 Model Lesson #1: U1L3 04 Break 05 Intro to CSP 06 Lesson Process 07 Transition to Asynchronous 08 Lunch 09 Binary Number Systems 10 Plugged and Unplugged 11 Break 12 The Teacher's Role 13 Intro to PLACE 14 Transition to Asynchronous
Day 2
15 Intro 16 TLO #1: U1L7 17 Break 18 Previously on... 19 TLO #2: U1L9 20 Break 21 CED 22 Transition to Asynchronous 23 Lunch 24 Asynchronous Debrief 25 Break 26 TLO #3: U1L10 27 Break 28 Role in Assessment 29 Transition to Asynchronous
Day 3
30 Intro 31 Ourselves & Our Position 32 Break 33 TLO #4: U2L2 34 Break 35 TLO #5: U2L3 36 Transition to Asynchronous 37 Lunch 38 Asynchronous Debrief 39 Addressing Unconscious Bias 40 Break 41 TLO #6: U2L4 42 Transition to Asynchronous
Day 4
43 Intro 44 TLO #7: U3L2 45 Break 46 Previously, on… U3L3 - 4 47 Break 48 TLO #8: U3L6 49 Transition to Asynchronous 50 Lunch 51 Async Debrief 52 Recruiting & Retaining Students 53 Break 54 Lesson Exploration: U3L8 55 Transition to Asynchronous
Day 5
56 Intro 57 Recruiting Students Recap 58 Mapping Equity 59 Break 60 Values and Assessment 61 Break 62 Assessment Approach 63 Transition to Asynchronous 64 Lunch 65 Async Debrief 66 Planning Your Year 67 Closing Ceremonies

Session 31: Understanding Ourselves and Our Position

31 minutes

discussion-based

Purpose

This session focuses on the “understanding self” portion of the equity framework. Now that participants have had more time to get to know one another and have done a decent amount of work in the curriculum, we are asking participants to dig a little deeper in understanding how their identity and the role unconscious bias plays in their teaching practice.

Objectives

  • Participants can describe how their identity, experiences, and beliefs shape how they see their role as a CS teacher.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (partners)

Facilitator Supplies and Prep:

Teacher Materials:

  • computer

Agenda

Understanding Self (31 minutes)

Facilitation Guide

Understanding Self (31 minutes)

Producer Tip

Prepare breakout rooms for PAIRS. If there is an odd number, the co-lead should also participate. If your VC software allows, set the duration for 4 minutes with a 30 second countdown timer.

(1 minutes) Setting Context

Introduce where we are in the equity cycle.

Remarks

On Day 1 we talked about the role identity plays in your views of CS and we looked at inequities in CS access and diversity. On Day 2 we talked about the role you play in creating an inclusive classroom. Today, we are going to build on understanding self and understanding responsibility.

(20 minutes) Circle Share

Explain the instructions before participants move.

Facilitator Tip

Why this set-up: We recommend this circle set-up for two reasons. First, circles promote equity of space. There is typically equal space between people in a circle and each person has a similar view of other people. Second, this set-up encourages people to look at and speak directly to one another rather than speaking to each other at an angle or speaking to the projector rather than the other person. Here people need to look at and listen to one another when they are face-to-face.

Remarks

Last night, we had you create an identity map in your journals. I want you to go ahead and take that out and review what you wrote.

Next we are going to discuss parts of your identity. Again, you are able to share whatever you are comfortable sharing

Directions

  • Next we are going to discuss parts of your identity. Again, you are able to share whatever you are comfortable sharing.
  • To do this, you will be placed in a breakout room with another person.
  • I will pose a question in the chat, give one minute of thinking time here in the large room.
  • After one minute of thinking time, you will be put into a breakout room with a partner.
  • Each of you will be asked to share your answer for two minutes.
  • During the talking time, the other person is actively listening. In fact, if one person finishes early, you will just stand quietly processing what was said. That silence can feel uncomfortable, but that is ok. I will cue you for when to change speakers in the breakout rooms though a “notification” at the top of the screen. Then the second person will share for two minutes.
  • We will repeat this process a total of three times.

Remarks

Give me a thumbs up that you understand, or come off mute and ask iany questions you might have.

Once everyone indicates they understand the directions, read aloud the following prompt and include the prompt in the chat:

Producer: Put the following prompt in the chat.

Prompt #1:

  • With which descriptors on your identity map do you identify most strongly? Why is that?

Allow one minute of think time. Then send participants in groups of 2 into breakout rooms. If there is an odd number, the co-lead should also participate.

Producer: Put participants in groups of 2 into breakout rooms for a duration of 4 minutes. Send a reminder to switch speakers 2 minutes into the breakout room. Set a 30-second countdown timer.

After participants return, share the following prompt out loud and in the chat:

Producer: Put the following prompt in the chat.

Prompt #2:

  • Describe a time when one of the elements of your identity definitely worked to your advantage, either in your educational experience or in other areas of your life.

Allow one minute of think time, followed by two two-minute timed intervals for participants to share.

Producer: Put participants in groups of 2 into breakout rooms for a duration of 4 minutes. Send a reminder to switch speakers 2 minutes into the breakout room. Set a 30-second countdown timer.

After participants return, share the following prompt out loud and in the chat:

Producer: Put the following prompt in the chat.

Prompt #3:

  • Talk about a time your identity heightened your awareness of an inequity.

Producer: Put participants in groups of 2 into breakout rooms for a duration of 4 minutes. Send a reminder to switch speakers 2 minutes into the breakout room. Set a 30-second countdown timer.

Thank participants for their time.

(10 minutes) Debrief the Process

Facilitator Tip

As you are supporting this discussion, make connections between what participants are saying. For example, if a participant says, “I felt really uncomfortable with _____”, ask the room “did anyone else feel uncomfortable with _____ and want to share about that experience?” You can also contrast perspectives, so if someone says, “I really struggled with coming up with an answer to _____”, thank the individual and ask the group, “Did anyone have a different experience with coming up with an answer to _____?”

Think-Share

  • What did you see, hear, or feel during this process?
  • What did you learn about yourself or about identity in general by going through the process?

(2 minutes) Think: Allow participants to journal or think independently.

(7 minutes) Share: Encourage participants to share first what they heard, saw, or felt for two minutes, then shift the discussion to what was learned through this process.
* Facilitator note: Be prepared with follow up questions to push this conversation about what was learned. These questions might arise during the debrief. For example, someone might say “I don’t know why this matters for teaching CS” - you can use that to generate a question for the room (“Why would this matter to your students?”).

Producer Tip

Teaching group sets up whatever they need for the lesson over the break