Transition to Asynchronous (10 minutes)

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

• Applying Our Knowledge of Identity and Bias
• Previously On...U3L7

Narrate as you navigate to make it clear how you got there and what is expected of participants in each activity.

(5 minutes) Setting Up and Checking In

• Remind participants that asynchronous activities involve working through tasks independently but are still timed.
• Direct participants to have the PLACE version open and navigate to Module 4 > Session 2 > Applying Our Knowledge of Identity and Bias.
• Let participants know what time you will resume the Synchronous session.

You and your co-facilitator will work together to divide up the office hour time. While you are on, you should be supporting participants and checking for asynchronous work participation and completion. You will want to follow the survey responses to build your debrief.

While your co-facilitator is on, you should get lunch and take care of any other responsibilities. Your mental health is important as well, so use this time to step away from the computer.

Asynchronous (45 minutes)

(20 minutes) Applying Our Knowledge of Identity and Bias

Overview

Yesterday, we talked about identity and unconscious bias and the role these things may play in our classroom. At the same times we know the classroom is somewhat of a hectic place and there are many decisions you are making at any given time as a teacher. We are going to take a look at a scenario from a CSP classroom and consider it from the lens of inclusion. This scenario might look very ordinary to you, and that is ok. Our purpose here is to:

• Slow down everyday classroom interactions. So much happens in a classroom every minute. In this scenario you will be able to look at these interactions with additional time to analyze and reflect on them.
• View classroom interactions through a lens of inclusion.
• Consider how our biases, identities, and experiences shape our role in a CS classroom as teachers.

As you engage in this scenario, we will ask that you practice our “expect and ACCEPT non-closure” norm. We know you will want more information about the students and the class in this scenario. Wanting that is fine, but right now this is all the information we have so during this conversation a comment you are not allowed to say is that “I need more information”. This specific phrase is off the table for our session today.

Context

This situation takes place three days into the class. You will see three students interacting with one another during the Circle-Square lesson. These students are:

• James: James is a white male Senior who you had last year in pre-calc. In your class last year James earned high grades and mostly turned in his work on time. He tended to be a bit more of a “follower” when it came to group work in pre-calc.
• Simone: Simone is a Black female student who is also a Senior. You just met her this year.
• Miranda: Miranda is Latina female student and a Junior. You coached her on the track team for the last two years and finally convinced her to take CSP. You don’t know her much as a student in the classroom, but on the track team she is one of your fastest runners and someone the team looks up to.

Try It!

In the class, you have introduced the idea of “patterns” and places and together you talked about how there are four different patterns if you have just two places. Students are about to work in groups to list all possible three place value patterns, but with an added focus on the order of their patterns. These three students have been given one set of manipulatives and are placed in a group to accomplish this task. As you observe the group you overhear the following conversation.

• Simone takes out the manipulatives from the bag and starts re-arranging them.
• James is writing down something on the paper
• Miranda asks "Should we start by adding on to what we did with two patterns?"
• James says "The answer is 16."
• Miranda says "How did you get that?"
• James says "2 times 2 times 2. It is combinatorics - I remember it from stats."

Do This

• Complete the survey below.

(25 minutes) Previously On...U3L7

Overview

In this session, you watch a video showing the debugging process in Unit 3 Lesson 7. You will learn about tools within App Lab to support debugging. Then you will have the opportunity to work on the lesson.

Do This

1. Watch the Unit 3 Lesson 7 - Debugging video.
2. Work on Unit 3 Lesson 7 (Bubbles 1-7)