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 38: Unconscious Bias Debrief

10 minutes

discussion-based

Purpose

Previously participants spent time considering how identity and unconscious bias impact their classroom and teaching practice. Participants reflect on the role unconscious bias has played on their work and relationships with others

Objectives

  • Participants can describe how their identity, experiences, and beliefs shape how they see their role as a computer science teacher.
  • Participants are introduced to unconscious bias

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Teacher Materials:

  • Computer
  • Journal

Agenda

Discussion (10 minutes)

Facilitation Guide

Discussion (10 minutes)

(2 minutes) Define Unconscious Bias

Remarks

Over the break, you watched a video and read an article about unconscious bias. It is normal to miss things as we go about our lives - our brain intentionally takes shortcuts to help us process information at a rapid pace, and make decisions we’re not even aware of. These blind spots are actually unconscious biases.

Unconscious bias: Prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair. [adapted from Vanderbilt University]

When the unconscious biases of well-intentioned teachers influence their judgment towards particular students (e.g., by race, ethnicity, gender, able-bodiedness), it can influence their instructional practices, the expectations they convey, and their recommendations for relevant outcomes like course placement, special education, and discipline. [Dee & Gershenson, 2017]

Facilitator to share an example of how unconscious bias impacted their work or relationships with other people

(2 minutes) Individual Reflection

Choose one of the three prompts below to journal about. You will not be asked to share these reflections with anyone, they are just for you.

  • Are there biases that you have that you are currently aware of? How did you become aware of it?
  • Has anyone ever suggested that you might be biased? What was your reaction in the moment to that suggestion? What is your reaction now to that suggestion?
  • What biases are you concerned you might have but not be aware of? Why?

(6 minutes) Table Discussions

Prompts:

  • Think about your past experiences as a teacher. (For those new to teaching, think about your experience as a student.) Consider the following:
  • How do you think unconscious bias might impact your ability to meet the goal of creating an inclusive classroom?

Remarks

We know that being aware of our unconscious biases is the first step in overcoming that bias. Later today we are going to talk more about more strategies we can use to address unconscious bias.