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 58: Mapping our Equity Journey

30 minutes

discussion-based

Purpose

Over the course of the week we have been able to spend time in each step of the equity framework. This session is intended to take stock of that journey and spend time in the last step “Making and pursuing a commitment”.

Objectives

  • Participants can describe the commitment they will pursue in support of equity in CS, and the strategies they will use to support that commitment.
  • Participants can define the support they will need to pursue that commitment.
  • Participants can identify the measurement(s) they will use to track progress toward the commitment.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Teacher Materials:

  • Computers

Agenda

Taking stock of where we have been (13 minutes)

Making a commitment (17 minutes)

Facilitation Guide

Taking stock of where we have been (13 minutes)

Producer Tip

Prepare breakout rooms for partners

Facilitator Tip

Possible script: “When I started thinking about equity in computer science classes, I was focused on _____. After _____, I now am focused on _____.” You should reflect on your own journey as it relates to creating an equitable classroom or workshop. Examples include:

  • When I started thinking about equity in computer science classes, I was focused on giving female students more opportunities to show leadership and more publically validate their contributions in the classroom. After seeing students work in small groups, I realized I needed to provide all students, but especially female students, with the skills to get their ideas heard in small group discussions too.
  • I used to be focused on getting more students into my computer science classroom, but I was not focused on any particular group of students. Once I saw the racial disparities in enrollment in the class, I decided to focus on recruiting more black students into my class.

Remarks

When we started our time together, we shared why equity is tied so closely to the work of Code.org. Since we started together we have engaged in four of these five portions in various ways.

For some of you, perhaps your thinking about your role and responsibility in creating an equitable computer science classroom has evolved over the week. Describe how your thinking about equity has evolved over time, consider using the script in the facilitator note.

Given what we have talked about this week about creating an equitable computer science classroom, how have your views on your role or responsibility as a CS teacher changed? Turn to page 37 in the Curriculum Guide and take a moment to do a free write in part A of your “Making a Commitment to Equity” Planner.

  • I used to think _____. Now I think _____.
  • I was surprised by _____ and I now wonder _____.
  • Thinking about creating an equitable CS classroom reminded me of _____.

(2 minute) Think
(5 minutes) Pair
(5 minutes) Share

Remarks

Growing our awareness of our roles and responsibilities in creating an equitable computer science classroom is an essential step in this process. And while we can always be sitting in the space of growing our awareness and understanding of equity, it is also important to spend time using that understanding to make a commitment creating an equitable computer science classroom. That is what we will do next.

Making a commitment (17 minutes)

Producer Tip

Prepare Table groups of 3-4 people

(7 minutes) Reflection

Remarks

Let’s turn to part B of your “Making a Commitment to Equity” Planner. As you look through your notes from the week, consider what is one commitment you can make for this upcoming year in support of equity in CS? As a reminder, when we talk about “equity” in CS we are talking about CS classrooms that are accessible, diverse, and inclusive for all learners, and ensure that all learners have the opportunity to succeed in those classrooms.

Once you have made a commitment or a goal for yourself, how will you know if you met that commitment? What evidence might you see that would show that you accomplished your goal?

(3 minutes) Writing time.

(3 minutes) Share your commitment and the evidence you hope to see by adding it to one of the slides on our shared slide deck.

(9 minutes) Table Discussion

Remarks

Next we are going to focus on what strategies you plan to use to support that commitment. In part C of your “Making a Commitment to Equity” Planner, consider:

  • What can or will you do between now and the start of school?
  • What can or will you do the first weeks of school?
  • What other dates will be important for these actions?
  • What support will you need to help you pursue that commitment?

(1 minute) Wrap Up

Remarks

We will come back to these commitments in our next meeting together. We expect that your strategies and even data may shift as you pursue your commitment. Reflecting on the process of taking action is important as we pursue the larger goal of building an equitable CS classroom.