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 39: Addressing Unconscious Bias

41 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:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

Agenda

Strategies to Counter the Impact of Unconscious Bias (29 minutes)

What does this mean for us as computer science teachers? (12 minutes)

Facilitation Guide

Strategies to Counter the Impact of Unconscious Bias (29 minutes)

Producer Tip

Prepare breakout rooms of 3. The length of this session is dependent on the size of the groups. If you have groups larger than 3, you will need to add 6 minutes to the agenda.

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 our thoughts on the article you read during the asynchronous session. 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.

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.

(20 minutes) Allow participants to engage in the protocol

Send participants to breakout rooms.

(7 minutes) Debrief

  • 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? (12 minutes)

Producer Tip

This activity will need breakout groups of partners of 2-3.

(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.

(11 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
  • (5 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.