MyCS�Summer Institute

Day #2 - June 7th, 2016

Expanding Computer Science Education to ALL Students

Welcome!

Please sit by people you don’t know well (yet). Switch up the seating arrangements!

​

Enjoy some breakfast

and get to know your teammates.

We will start at 9 AM.

2

Expanding Computer Science Education to ALL Students

Survey

Feedback

3

Expanding Computer Science Education to ALL Students

Survey Feedback

4

Expanding Computer Science Education to ALL Students

Survey Feedback

Worked Well:

• emphasis on teamwork
• (multiple) facilitators
• help from HMC students
• great food
• art thief activity
• corny joke animations
• feedback from experienced teachers

​

• energy of participants
• good variety of activities
• many engagement strategies
• giving input to MyCS curriculum revisions

5

Expanding Computer Science Education to ALL Students

Survey Feedback

Other Topics / Support

• debugging
• curriculum overview
• icebreakers in the curriculum
• adapting the hackathon
• integration with other tech platforms
• Finch robots
• Python

Resources

• Kim’s Scratch + art studio
• ScratchEd Creative Computing Guidebook

6

Expanding Computer Science Education to ALL Students

Goals for the Week

• Develop familiarity with the MyCS curriculum.
• Deepen knowledge and skills in:

Scratch / CS concepts / pedagogy

• Build a collaborative and supportive community.
• Maintain equity at the forefront of our work.
• Have fun! 😀

7

Expanding Computer Science Education to ALL Students

Today’s Agenda

1. Equity in Computing
2. Encoding and Decoding Data
3. LEGO Tower Building
4. Lunch + CS Games
5. Scratch Maze Puzzles
6. Storytelling & Music-Making
7. Close-Out

8

conceptual focus:

algorithms, loops, conditionals, debugging

Expanding Computer Science Education to ALL Students

Reviewing Our Norms

What agreements can we make to create a comfortable learning environment?

• It’s okay to make mistakes
• It’s okay to not have the answers (yet)
• Be equity-minded
• Be present
• Accept and expect non-closure

9

Expanding Computer Science Education to ALL Students

Other Notes

• You can add to our shared notes.
• All resources are linked at tinyurl.com/MyCSTeacher.
• Use the backchannel, parking lot, and comment feature on Google Sites.

10

Expanding Computer Science Education to ALL Students

Equity in CS

11

Expanding Computer Science Education to ALL Students

Equity in CS Education

1. Read “Equality is Not Enough: What the Classroom Has Taught Me about Justice”
• Annotate the passage:�! = important / + = agree / ∆ = disagree / ? = question�
2. When you finish, visit: �shoutkey.com/because�and type in your one key takeaway

​

​

​

• If you finished early, watch “Education, Race, and Computing” with Joanna Goode

12

Expanding Computer Science Education to ALL Students

Our Definition of Equity

13

fairness or justice in �the way people are treated

How is equity different from equality?

Expanding Computer Science Education to ALL Students

Inequity in CS Education

Every learner should have a stake in, and be able to contribute to, class proceedings.

​

Incoming privileged knowledge (i.e., knowing some CS ahead of time) should not advantage you in class (or more importantly, disadvantage others).

14

Expanding Computer Science Education to ALL Students

Inequity in CS Education

Unfortunately, not all CS learning spaces are inclusive or equitable, for many reasons:

• There are many assumptions about who can and should learn CS, so CS classrooms are not as diverse as they can be (Mason, 2014).
• Not all educators are skilled at facilitating an equitable learning environment, and teachers can often perpetuate assumptions and biases that students and parents bring into the school (Reed, 2005).

15

Expanding Computer Science Education to ALL Students

Inequity in CS Education

16

31% females

12% AfAm + Lat

30% females

5% AfAm + Lat

14% females

18% AfAm + Lat

Expanding Computer Science Education to ALL Students

Inequity in CS Education

17

Expanding Computer Science Education to ALL Students

Inequity in CS Education

18

22%

female

26%

female

Expanding Computer Science Education to ALL Students

Inequity in CS Education

19

Expanding Computer Science Education to ALL Students

Significant Underrepresentation

20

Expanding Computer Science Education to ALL Students

Inequity in CS Education

21

Expanding Computer Science Education to ALL Students

Inequity in CS Education

22

Expanding Computer Science Education to ALL Students

Inequity in CS Education

23

Expanding Computer Science Education to ALL Students

Inequity in CS Education

24

Expanding Computer Science Education to ALL Students

Inequity in CS Education

25

Expanding Computer Science Education to ALL Students

Equity in CS Education

• What are your reactions?
• Do you agree with these perspectives?
• How do you see these assumptions/biases about CS playing out in classrooms?

26

Expanding Computer Science Education to ALL Students

Equity in CS Education

1. Read “What Setting ‘High Expectations’ for All Students Really Means” (Washington Post)
• Annotate the article:�! = important / + = agree / ∆ = disagree / ? = question
2. If you finished early, watch “Education, Race, and Computing” with Joanna Goode
3. Discuss with your small group: What does it mean to teach with equity in mind (in CS)?

​

27

Expanding Computer Science Education to ALL Students

Equity

28

“Everybody is a genius. �But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

--Albert Einstein

Expanding Computer Science Education to ALL Students

Encoding Data

with Binary

29

Expanding Computer Science Education to ALL Students

Have we been here before?

Algorithms + Loops

Have we been here before?

Algorithms + Loops

Where're the algorithms here?

Where're the loops here?

Have we been here before?

Algorithms + Loops

algorithm ~ step-by-step instruction(s)

loop ~ repeated action

Have we been here before?

Algorithms + Loops

most famous infinite loop?

loop ~ repeated action

scratch

scratch

Infinite loop?

HMC's "awesome things" competition

Infinite loop?

Computer Science

​

is applying algorithms…

​

to data…

​

in loops!

Data = information

Data: big example

Google Glass

100 years of HD: 60,000,000 GB

= 60 Petabytes

video: Google glass

C:\Users\Owner\Desktop\to_sort_more_recent\desktop_to_sort\desktop_to_sort_fall_15_in_pusd_workshop\WKauaiDay2

Data = information

There's lots of it to work with!

Data: the big picture

Data: a big example

Google Glass concerns

5/16/13

Is Google Glass dead or hibernating?

To work with data, it is always encoded: converted into a specific form by a set of rules.

​

Later, it can be decoded: changed back into its original form.

CS Data: encoding and decoding

To work with data, it is always encoded: converted into a specific form by a set of rules.

​

Later, it can be decoded: changed back into its original form.

CS Data: encoding and decoding

This is the essence of CS:

communication!

Yesterday we noted two things computers do:

(1) process data (arithmetic) (2) store/retrieve data

Amazingly, this is all that computers do!

Is this all that computers do?

(1) process data (arithmetic) (2) store/retrieve data

Let's see… Try listing some things we use computers for…

Is this all that computers do?

Which is the LARGER subset?

Data: it's what computers do!

And this is the vast majority of computer work!

We noted two things computers do:

(1) process data (arithmetic) (2) store/retrieve data

Rather than computers, they should be called datadogs.

One method of encoding a sentence is by having every letter correspond to a number.

​

​

​

​

For example:

​

AND 1 - 14 - 4

​

​

BUG .

​

​

19 - 09 - 07 - 14

Decoded data

Encoded data

Encoding + Decoding!

One method of encoding a sentence is by having every letter correspond to a number.

​

​

​

​

For example:

​

AND 1 - 14 - 4

​

​

BUG 2 – 21 - 7

​

​

SIGN 19 - 09 - 07 - 14

Decoded data

Encoded data

Encoding + Decoding!

Where's the algorithm here?

Where's the loop here?

One method of encoding a sentence is by having every letter correspond to a number.

​

​

​

​

For example:

​

AND 1 - 14 - 4

​

​

BUG 2 – 21 - 7

​

​

SIGN 19 - 09 - 07 - 14

Decoded data

Encoded data

Encoding + Decoding!

Algorithm

Loop

Loop output

Or, we could shift every letter by one spot

​

A B, B C, C D, .....

​

​

For example:

ZOO APP

​

END

​

​

NVEE

Decoded data

Encoded data

Encoding + Decoding!

Where's the algorithm here?

Where's the loop here?

Or, we could shift every letter by one spot

​

A B, B C, C D, .....

​

​

For example:

ZOO APP

​

END FOE

​

​

MUDD NVEE

Decoded data

Encoded data

Encoding + Decoding!

Algorithm

Loop

Loop output

Another encoding algorithm

Morse code encodes letters as dots and dashes

short sound: "dit"

long sound: "dah"

R

How does this chart represent Morse code?

What is the letter A in Morse code? What about the letter

?

Another encoding algorithm

Morse code encodes letters as dots and dashes

What is the encoding of SOS in Morse code? How about FOG?

short sound: "dit"

long sound: "dah"

orange = dash

white = dot

What is this word?

Encoding + Decoding

Challenges

The following slides contain encoded words.

• Find the rules or pattern for each one!
• This is the Algorithm
• Decode each phrase: This is the Loop

​

For some, you will encode, instead of decode.

• We will provide one example.
• Then, you'll create your own encoding…

​

Decoding = Algorithm + Loop

�25-15-21 19-15-12-22-5-4 20-8-5 6-9-18-19-20 15-14-5

Every letter corresponds to a number.

​

A = 1, B = 2, C = 3, ...

​

See the table below:

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�KVTU LFFQ TXJNNJOH

Every letter is shifted by one.

• A = B
• B = C
• C = D, ...

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�REVELC SI SECNETNES GNISREVER

(Use this space to work it out)

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�SENTENCE WIT MISSIN LETTER AR CONFUSIN

(Use this space to work it out)

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�UOY ERA YAWFLAH ENOD

(Use this space to work it out)

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�VEREOYEN OLEVS OCPMTURE CSEICNE

(Use this space to work it out)

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�VOWOLS ORO OMPORTONT ON SONTONCOS

Every vowel is now an “O” !

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�IS IT CATS RAINING DOGS AND

(Use this space to work it out)

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

You will use these Morse Code rules to decode the next two secret messages.

Morse Code

Another algorithm ~ morse code

Morse code encodes letters as dots and dashes

orange = dash

white = dot

Morse Code

_ _ _ _ _ . _ . . . . .

_ . _ . _ _ _ _ . . . . . . . .

_ . _ . _ _ _ _ _ _ . _ . .

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

�Morse Code

_ . _ . _ _ _ _ . _ _ . . _ .

. _ _ . . _ . _ . . . _ _ . .

_ _ _ _ . . . . _ . _ _

_ _ _ . . _ . . _ . . . _ .

. . . . . . . . . . _ . .

(Use this space to work it out)

​

Encoded Sentence:

Algorithm

Loop to decode

Optional!

��PUPPIES ARE CUTE

Pig Latin

• If a word begins with a consonant:
• the consonant is moved to the end
• and an “ay” is added.
• If not:
• only “ay” is added.

Note: This time you are encoding the sentence.

​

Algorithm

Loop to ENCODE

Decoded sentence

Conditionals!

�

Now, invent your own code. Write your algorithm here:

Next, write your encoded secret message here:

​

​

​

​

​

Then, put it on the top of the next page + TRADE!

Algorithm

Loop to Encode:

Original (decoded) sentence

something not too difficult…

We'll use the board…

�

(Use this space to work it out)

(Use this space to work it out)

​

Algorithm

… from the previous page

Encoded Sentence:

Loop to Decode

Trade this page with another team and try to decode each other's sentences!

Scratch coding challenges…

The "digital age" ...

For computers, all data is ultimately represented as a set of numbers.

​

With binary, all numbers can be represented as a series 1's and 0's.

Binary is just another code!

0

1

2

3

4

5

6

7

8

9

10

…

decimal

Binary is just another code!

000

001

010

011

​

101

110

111

0

1

2

3

4

5

6

7

8

9

10

…

decimal

binary

Consider this much spam:

​

Why do we use 37 to encode this amount?

The 7 means "seven ones"

​

The 3 means "three tens"

​

Together, they represent the total amount (what we call thirty-seven)

3 7

3*10

7*1

tens

ones

37

Our numbers...

Decimal is based on the number 10.

ones

tens

hun- dreds

4 3 7

How is each column value getting larger?

In binary, the columns increase x 2

In decimal, the columns increase x 10

3 7

tens

ones

1 0

twos

ones

That's the difference!

in binary

In binary, the columns increase x 2

In decimal, the columns increase x 10

3 7

tens

ones

1 0

twos

ones

That's the difference!

in binary

2

ones

in decimal

=

Computers' numbers

Binary is based on the number 2.

​

​

ones

twos

fours

1 0 1 0

How is each column value getting larger?

What should this column value be?

Decoding binary decimal

Suppose the computer holds this binary number:

​

​

ones

twos

fours

1 1 0 1

eights

Let's decode it into decimal:

Practice

From binary to decimal:

​

​

From decimal to binary:

​

​

101

​

​

1011

​

​

10000

​

101010

​

Binary

Decimal

1

2

4

14

​

33

​

1

2

4

8

16

32

Try these!

From binary to decimal:

​

​

From decimal to binary:

​

​

1001

​

​

110

​

​

11010

​

10101

​

3

​

14

​

25

​

52

​

Binary

Decimal

Acting out in binary…

We need 110 volunteers...

Don't worry -- you'll only have bit parts in this.

Acting out in binary…

(1) Challenge the class!

have the "bits" create any number and the class has to figure out what it is

(2) Challenge the bits!

have the class suggest a number and challenge the "bits" to create it in binary

(3) Patterns in counting

have the cards count up + down and have the class find the patterns

(4) Even / Odd / More!

have everyone determine patterns in binary #s

but why do computers use binary… ?

How many different symbols can occupy each digit location in a number?

37

The problem is the number of digits!

How many different symbols can occupy each digit location in a number?

37

There can be ten different digits!

07 17 27 37 47 57 67 77 87 97

The problem is the number of digits!

A computer has to differentiate physically among all its possibilities.

Ten symbols is too many!

ten symbols ~ ten different voltages

This is too difficult to replicate billions of times

What digits are these?

engineering!

0

1

2

3

4

5

6

7

8

9

Ouch!

A computer has to differentiate physically among all its possibilities.

Easy!

Two symbols is easier!

What digits are these?

two symbols ~ two different voltages

ten symbols ~ ten different voltages

0

1

2

3

4

5

6

7

8

9

0

1

The "digital age" ...

​

For computers, all data is ultimately represented as 0s and 1s, in binary.

Could you encode a lego tower in binary... ?

​

Then, have someone else decode it back into the same Lego tower?

Imagine – Decompose – Specify – Binarize – Execute – Compare – Debug!

Codes and Data

Lego towers

… in binary

Secret Fortress Construction Challenge

93

You should have two identical LEGO block kits.

Set the extra kit aside, and use one kit to build a LEGO fortress:

​

1. Find a secluded spot to build your secret fortress. Don’t let anyone else see it!
2. Place your Lego baseplate on top of the template on page 2. Note the x and y axes are 0, as usual.
3. [First-timer advice] Keep your tower to the lower-left corner, where x and y are 7 or less
4. Write the English instructions for building your tower… (page 3)
5. Create a binary encoding (the legend) for each type and color of your Legos. (page 3)
6. Translate the English instructions to binary instructions for your tower! (page 4)
7. Be sure to copy over the legend, as well!
8. [Optional] Create a single line of 0s and 1s that you will send to the other team.
9. [Optional] Text or email that single line of 0s and 1s to the other team.
10. [Optional] Reassemble the other team's single line of 0s and 1s into binary instructions:
11. Swap! Make sure you have the chart of the other team's binary instructions…
12. Make sure you copy the other team's legend with their binary encoding
13. Convert their binary instructions back to English instructions using the legend.
14. Try to build their secret fortress!
15. When both teams are done, compare the fortresses you’ve created.
16. Were you successful? Why or why not?
17. Debug! If something went wrong, find where it went wrong -- which step of the process was it?!

There are lots of background materials…

(we'll go light on these for now)

Imagine – Decompose – Specify – Binarize – Execute – Compare – Debug!

from ideas to binary – and back

Imagine – Decompose – Specify – Binarize – Execute – Compare – Debug!

Codes and Data

96

97

How could you tell someone how to build this tower – if they could not SEE it!

98

Secret Fortress Base Template

x

y

We definitely need to be able to describe positions of Legos!

99

Your Legend

Fill in the chart below with English and numeric instructions for your fortress.

​

Follow the sample line, which says “put the sample block, which is a red 2x4 block, horizontally, with its bottom left corner at the position given by the x-coordinate 6 and the y-coordinate 4.”

​

Then, fill in the legend to create an encoding for all the bricks you used.

​

For example, a 2x4 block might be represented with 010100, since 010 is 2 in binary, and 100 is 4 in binary.

Chart A. Your team's English Instructions

Let's go!

100

Copy the legend you created on the last page to this page.

​

Then, translate the instructions in Chart A to binary.

​

Converting information into binary allows a computer to store it and communicate it. Computers use an electric signal to represent the 1s and no signal to represent the 0s.

Your Legend

Chart B. Your team's binary Instructions

& convert to binary…

Now, we fill the legend…

101

Copy the legend you created on the last page to this page.

​

Then, translate the instructions in Chart A to binary.

​

Converting information into binary allows a computer to store it and communicate it. Computers use an electric signal to represent the 1s and no signal to represent the 0s.

Your Legend

Chart B. Your team's binary Instructions

My answer…

102

Copy the legend you created on the last page to this page.

​

Then, translate the instructions in Chart A to binary.

​

Converting information into binary allows a computer to store it and communicate it. Computers use an electric signal to represent the 1s and no signal to represent the 0s.

Your Legend

Chart B. Your team's binary Instructions

just the bits!

103

Copy the legend you created on the last page to this page.

​

Then, translate the instructions in Chart A to binary.

​

Converting information into binary allows a computer to store it and communicate it. Computers use an electric signal to represent the 1s and no signal to represent the 0s.

Your Legend

Chart B. Your team's binary Instructions

Differentiating delivery

​

Extra challenge: text the lines of bits

Usual: just swap binary pages (this one)

Simpler: just swap English pages (previous)

- swap bits -

104

Their Legend

Transferring the bits!

Try it!

​

Take a picture of your binary instructions of 0s and 1s

​

Next, send a text or email with the bits of your tower.

​

Then, decode the instructions & build the same tower!

​

Finally, compare the original tower with the new one – and debug any differences!

105

Translate the other team's instructions to English instructions.

Chart D. Other team's English Instructions

Their Legend

Decode…

106

DECODED Fortress!

x

y

See if they match!

DECODED Fortress!

See if they match!

108

Bug tracker…

How many differences were they between the original and DECODED towers?

Find where the differences happened and make a mark for each location of these "bugs"

If you want to actually draw bugs, even better!

Translating from tower to English

Translating from English to binary

Transferring the bits

Translating from binary to English

Translating from English to tower

Secret Fortress Construction Challenge

109

You should have two identical LEGO block kits.

Set the extra kit aside, and use one kit to build a LEGO fortress:

​

1. Find a secluded spot to build your secret fortress. Don’t let anyone else see it!
2. Place your Lego baseplate on top of the template on page 2. Note the x and y axes are 0, as usual.
3. [First-timer advice] Keep your tower to the lower-left corner, where x and y are 7 or less
4. Write the English instructions for building your tower… (page 3)
5. Create a binary encoding (the legend) for each type and color of your Legos. (page 3)
6. Translate the English instructions to binary instructions for your tower! (page 4)
7. Be sure to copy over the legend, as well!
8. [Optional] Create a single line of 0s and 1s that you will send to the other team.
9. [Optional] Text or email that single line of 0s and 1s to the other team.
10. [Optional] Reassemble the other team's single line of 0s and 1s into binary instructions:
11. Swap! Make sure you have the chart of the other team's binary instructions…
12. Make sure you copy the other team's legend with their binary encoding
13. Convert their binary instructions back to English instructions using the legend.
14. Try to build their secret fortress!
15. When both teams are done, compare the fortresses you’ve created.
16. Were you successful? Why or why not?
17. Debug! If something went wrong, find where it went wrong -- which step of the process was it?!

Now, the real thing…

Pairs, pair up!

110

Secret Fortress Base Template

x

y

Don't show the other team your tower!

111

Your Legend

Fill in the chart below with English instructions for your fortress.

​

The sample line is ONLY an example. Don't use that brick!

​

Also, fill in the legend to create an encoding for all the bricks you used.

​

For example, a 2x4 block might be represented with 010100,

since 010 is 2 in binary, and 100 is 4 in binary.

Chart A. Your team's English Instructions

112

Copy the legend from the prior page to this page.

​

Then, translate the instructions in Chart A to binary.

​

Your Legend

Chart B. Your team's binary Instructions

113

Extra -- Transferring the bits!

Try it!

​

Take a picture of your binary instructions of 0s and 1s

​

Next, send a text or email with the bits of your tower.

​

Then, decode the instructions & build the same tower!

​

Finally, compare the original tower with the new one – and debug any differences!

Their Legend

Differentiating delivery:

Spicy: actually text the bits!

Medium: just swap binary pages (images).

Mild: just swap English pages (images)

114

Translate the other team's instructions to English instructions.

​

And… build the tower!

Chart D. Other team's English Instructions

Their Legend

115

DECODED Fortress!

x

y

See if they match!

116

Bug tracker…

How many differences were they between the original and DECODED towers?

Find where the differences happened and make a mark for each location of these "bugs"

If you want to actually draw bugs, even better!

Translating from tower to English

Translating from English to binary

Transferring the bits

Translating from binary to English

Translating from English to tower

Imagine – Decompose – Specify – Binarize – Execute – Compare – Debug!

Codes and Data

More Binary Activities

http://csunplugged.org/binary-numbers/

Share Your

Scratch Projects

119

Expanding Computer Science Education to ALL Students

Share Your Projects!

Please share your Scratch projects to our gallery

at https://scratch.mit.edu/studios/2101971/

120

Expanding Computer Science Education to ALL Students

Share Your Projects!

1. Go to our shared studio.
2. Click Add Projects.
3. Paste in URL, or select a project from the bar at the bottom of the page. Voila!

121

Expanding Computer Science Education to ALL Students

Hackathon!

122

Expanding Computer Science Education to ALL Students

Hackathon Process

123

Plan

Develop

Pitch

Brainstorm

Showcase

Respond to Feedback

Expanding Computer Science Education to ALL Students

Close-Out

124

Expanding Computer Science Education to ALL Students

Complete Feedback Survey

Your feedback is critical!

​

Please complete the feedback survey.

​

When you’re finished, visit the parking lot, backchannel, and Google+ community.

​

125

Expanding Computer Science Education to ALL Students

It’s time for a

RAFFLE!

126

Text your name to

415-890-4522

Expanding Computer Science Education to ALL Students

Reflection

Please write a haiku�Summ’rize your experience�Or, share what you learned.

Reminder: 5 syllables // 7 syllables // 5 syllables

​

127

Expanding Computer Science Education to ALL Students

128

Expanding Computer Science Education to ALL Students

Additional Materials

129

Expanding Computer Science Education to ALL Students

Kids React to Old Computers

130

Expanding Computer Science Education to ALL Students

Icebreaker: Dice Race Game

1. Form groups of four(ish).
2. Read the directions in pseudocode. They won’t be perfectly clear. Just do your best.
3. Play the game.
4. Debrief:
• What directions were missing?
• What directions were unclear?
• How could you improve this activity?

131

Expanding Computer Science Education to ALL Students

Debrief: Dice Race Game

1. What did you like about this lesson?
2. What directions were unclear or missing?
3. How could we improve the lesson �for use in your classroom?

132

Expanding Computer Science Education to ALL Students

Icebreaker: Concentric Circles

Form two concentric circles (same number in each). Face one person in the other circle.

​

Discuss a focus question with �each person. Then, rotate.

​

View Scratch project.

133

Expanding Computer Science Education to ALL Students

Icebreaker: Two Truths and a Lie

Each person will introduce him/herself by stating two truths about his/her life and one lie.

​

Make it interesting! And, switch up the order.

​

The rest of the participants will guess which statement is the lie.

134

Expanding Computer Science Education to ALL Students

CS is Really About Thinking

135

Expanding Computer Science Education to ALL Students

CS is Changing Everything

136

Expanding Computer Science Education to ALL Students

Reflection

What is an activity or strategy from today that want to be sure to implement in your classroom?

How would you an adjust an activity from today when implementing in your classroom?

137

Expanding Computer Science Education to ALL Students

Inequity in CS Education

138

Expanding Computer Science Education to ALL Students

Inequity in CS Education

• What can we do about this?
• What strategies can we try?

139

Expanding Computer Science Education to ALL Students

Create a More Equitable Classroom

• Reflect on your own biases and assumptions about computer science. Ensure you are aware of the inequity you might be creating through your words and actions in the classroom.
• Signal an inclusive and equitable classroom environment at all times through your actions, seating arrangements, strategic grouping choices, posters and classroom decorations, etc.

140

Expanding Computer Science Education to ALL Students

Create a More Equitable Classroom

• Facilitate conversations and activities in which students reflect on their biases and assumptions about themselves and others as they pertain to computer science and STEM education.
• Explicitly teach strategies for students to employ when confronted with bias from others, both in and out of the classroom.
• Foster a culture of resiliency, tenacity and grit by modeling and supporting student self-advocacy.

141

Expanding Computer Science Education to ALL Students

Create a More Equitable Classroom

What are other ideas for how we can create equitable CS learning environments?

142

Expanding Computer Science Education to ALL Students