Theme: Making Curriculum and Pedagogy Relevant, Engaging and Applicable to All Learners
Quotes:
“As computer science educators, we all want to focus on providing meaningful, inclusive experiences to all students. This commitment means that our classrooms are more academically, culturally, and linguistically diverse than they have ever been and that diversity provides us with an opportunity.”
“ When a curriculum is designed, it's developed, it's done with a particular audience and just in my experience, that audience is rarely a group of students that I'm with. There will always be an opportunity to modify, not to the point where you lose fidelity, but to the point where you're engaging with the students. They have an opportunity to meaningfully interact with the curriculum and it's relevant to them. And that will change from school to school. From class to class. From student to student. And I don't believe that there is a one size all approach to curricular instruction or delivery. I do believe that every teacher comes to any textbook, any setting, instead of texts or any curriculum with their own... with their own kind of blend, with their own personality, with their own tendencies, with their own kind of approach to it. I think that that is also a valuable part of the delivery, is giving your, is lending yourself to the curriculum as well. I think that's also another part of what allows students to relate to it is when students can relate to you.”
Strategy 1: Proactively Plan for Learner Variability Using the Universal Design for Learning Framework (UDL)
Ability and disability are contextual: Instructional tools, materials, and curricula can disable or enable our students’ learning. Imagine that you use a wheelchair for mobility, but a building you
want to enter does not have a ramp. The lack of a ramp would disable your ability to enter the building. While a ramp may benefit a person in a wheelchair, it is also a benefit to parents with young children in strollers. When we view disability as contextual where the challenge may be due to instructional settings, tools and approaches and not the individual, we can begin to consider ways to add supports, scaffolds, and flexibility to minimize instructional barriers from the beginning.
One method of proactively planning instruction for the widest range of learners is through the Universal Design for Learning or UDL framework, designed by the Center for Applied Special Technology. Universal Design is based around the idea that learner variability is the norm, not the exception: Each of us approaches learning differently. Although it is necessary to consider characteristics such as disability status to meet students’ individual needs, when we look at students only within categories such as gifted or learning disability, we oversimplify differences between learners and do not fully acknowledge the diversity among them. The three broad principles of UDL state that planning and instruction provide for:
(1) Multiple means of engagement or the “why” of learning. (2) multiple means of representation or the “what” of learning, and (3) multiple means of expression which is the “how” we express our learning.
For example, providing options and choices for how students might become engaged often starts with discovering what is appealing to them and offering choices. Some students may want time and space to explore while others may appreciate choice boards or prompt cards that are not so open-ended. Moreover, delivering instruction or allowing students access to material in multiple formats can help them better understand content. Finally, allowing options as to how students present their learning can be powerful. Creatively sharing and discussing student collected data, creating a program, flow chart, screen recording or podcast are just a few of the ways Equity Fellows students’ express their learning.
“...if you create the space for the kids to be able to do things that they wanted to do, then that can broaden access to the subject for your kids. So, for instance, like an English class, if you'd have a final project, allow [differing] options for delivering that product. You could do a video. You could do a PowerPoint. You could do a computer program. Right? Then, all of a sudden, it just opens up minds!”
The three principles of UDL provide a way for us to design instruction that accounts for our students’ challenges and builds on their strengths.
Resources:
CAST: UDL at a Glance
UDL TACTICal Teaching Brief
UDL Self-paced Learning Modules from the IRIS Center
Connecting Universal Design and Culturally Responsive Teaching (One, Two, Three)
----------------------------------
Quote:
“If you're in the space of being culturally relevant, you're making sure that it is all that the information you're presenting is relevant to the entire culture of every person that should be represented there, even if they're not. Culturally responsive pedagogy simply addresses the voices and those who are physically present in the room. It does not diminish the identities of the people that are there, but it doesn't include those missing voices and perspectives.”
“ We categorize things and it's not a conscious thing, which is why it comes down to the word implicit... [or] unconscious. [These] are not things that we typically aren’t reflective upon unless we actively engage in the work of reflecting upon our biases because we all have values, we all have... ideologies and viewpoints and perspectives that we hold in higher esteem versus others. And as soon as we take these values and these beliefs into the classroom space, especially when we're not aware of the biases that we have, this is where the way that we enact those perspectives can have a positive or negative impact on our students. Notice that in this space there is very little room for neutrality. Just like you say, you're either anti-racist or you are racist. There is no non-racism...there is no space for just inaction.”
Strategy 2: Educate Yourself On and Understand The Difference Between Culturally Relevant Pedagogy, Culturally Responsive Pedagogy, Social Justice, Anti-Bias Education and Anti-Racist Teaching. Act on Your Learning.
Teaching is inherently political. We make choices constantly and even our “non-choices” are choices. It is up to us to constantly interrogate our privilege and bias. From the Georgia Tech Constellations Center for Equity in Computing Panel Discussion, the presenters defined the following terms, Culturally Relevant Pedagogy is when “students see themselves and their identities reflect in the content of their lessons, including voices from those who are not represented in the room”. Culturally Responsive Pedagogy is “recognizing and validating students’ cultural displays of learning and choosing instructional practices that let students’ assets shine.” Social Justice Teaching is “bringing in relevant topics related to that community and having a round table of what the problem is and how to solve it.” Students would “recognize, analyze, and act to improve their socio-political condition and do not dehumanize or defile any identities.” Anti-Bias teaching is “explicitly teaching and discussing differences including but not limited to race, gender, sexual orientation, ability, family structure diversity, immigration status, and culture. In addition, using language to dialogue across differences, and to express inequity.” Unpacking these terms and understanding them can help inform our teaching and what our students are learning about us as teachers, themselves and how they fit into the world at large?
Resource:
Georgia Tech Constellations Center For Equity in Computing Panel Discussion: Culturally Responsive/Relevant Pedagogy and Instruction in the CS Classroom
Five Common Myths About Culturally Responsive Pedagogy
A Conversation About Equity with Zaretta Hammond
----------------------------------
Quote:
“We want to tie ELA and math to every single thing. So [the students] had to write a story and include their native beadwork. We studied the native population that's indigenous to metro Atlanta where we live. I explained to them that most native beadwork and especially [groups that live where we are], they do beadwork to tell stories. And so I wanted them to build a bead pattern design that told the story. So they had to write the story that put together the bead pattern designed with actual beads and everything. And then eventually they program it on a computer. And so it was not only math, computer science, ELA, but also critical thinking. I love the creativity that the kids came up with some of their stories. We talked about friendship. Talking about courage, because a lot of kids are immigrants at our school. We have one kid at our school who was actually in cages at the border. And so we have lots of just lived experiences that these kids don't talk about. So I wanted them to be able to share those experiences. And so the only parameters I gave them, I said the story had to be about friendship, love, courage, perseverance... something that's positive. And so I basically created that off the top of my head of something for them to do because I really wanted them to learn about native culture. But I also wanted them to learn about algorithms. And I want them to be creative with storytelling. “
Strategy 3: Make Connections Between CS and other Subjects
Many student groups who are historically underrepresented and underserved in CS education may not feel that CS is for them. Connecting CS to subjects with which they are familiar can help them see that they are familiar with some concepts of CS and helps ground it in their previous school experiences. One easy entry point is connecting CS vocabulary to other subjects (e.g. ELA, Math, Writing, and Science). Consider adding CS vocabulary to word walls or a student glossary and explicitly connecting it to other subjects or real world events.
Teaching CS in an integrated fashion can be extremely empowering. Just as some students (and adults) are fearful of math, some have also learned that CS is scary. Integrating CS into familiar subjects allows students an entry point that starts from the known. Moreover, integrating CS into core subjects makes it more likely that students who might not have otherwise taken part (e.g. due to tracking or being pulled from the classroom during CS for special education services) will have access.
Resources:
K-8 Vocabulary Slides
Infusing Literacy in the K-5 Classroom
Bootstrap
----------------------------------
Strategy 4: The Power of Story
Build time into your lesson for 15 minutes or once a week to intentionally share meaningful stories. Sharing stories about yourself and asking students to share their stories is a powerful way to build trust. Stories can also be from picture books, nonfiction, biographies, comics, etc. Share fun, historical, or current facts about unsung computer science heroes. Similar to Dr. Seuss Day, have an Ada Lovelace, Grace Hopper, or Margaret Hamilton Day!
Note: While it is important to elevate groundbreaking pioneers in CS of diverse backgrounds, it is also important not to make CS seem unreachable and only for those who are “special”. Highlighting the work of everyday people engaged in CS is equally important.
Quote:
“I think also what message that sends, it's like these [well known] people are really exceptional and you might become one of these people, but the vast majority might not. And I think instead of like having people that are aspirational or to aspire to, it's important to show how normal it is. Like, oh, this is someone who works at Twitter. They're black, you know. I think sometimes, you know, for example, like if you have a family member that works in industry and like, oh, that's supernormal. So it's like having like everyday people. I think sometimes volunteers have come in from industry and online and that's also very effective to just be like, oh, you know, you like this thing [computer science] and I like this thing. I think it brings a more personal connection to kids.”
Resources:
K-5 CS Books
“As computer science educators, we all want to focus on providing meaningful, inclusive experiences to all students. This commitment means that our classrooms are more academically, culturally, and linguistically diverse than they have ever been and that diversity provides us with an opportunity.”
“ When a curriculum is designed, it's developed, it's done with a particular audience and just in my experience, that audience is rarely a group of students that I'm with. There will always be an opportunity to modify, not to the point where you lose fidelity, but to the point where you're engaging with the students. They have an opportunity to meaningfully interact with the curriculum and it's relevant to them. And that will change from school to school. From class to class. From student to student. And I don't believe that there is a one size all approach to curricular instruction or delivery. I do believe that every teacher comes to any textbook, any setting, instead of texts or any curriculum with their own... with their own kind of blend, with their own personality, with their own tendencies, with their own kind of approach to it. I think that that is also a valuable part of the delivery, is giving your, is lending yourself to the curriculum as well. I think that's also another part of what allows students to relate to it is when students can relate to you.”
Strategy 1: Proactively Plan for Learner Variability Using the Universal Design for Learning Framework (UDL)
Ability and disability are contextual: Instructional tools, materials, and curricula can disable or enable our students’ learning. Imagine that you use a wheelchair for mobility, but a building you
want to enter does not have a ramp. The lack of a ramp would disable your ability to enter the building. While a ramp may benefit a person in a wheelchair, it is also a benefit to parents with young children in strollers. When we view disability as contextual where the challenge may be due to instructional settings, tools and approaches and not the individual, we can begin to consider ways to add supports, scaffolds, and flexibility to minimize instructional barriers from the beginning.
One method of proactively planning instruction for the widest range of learners is through the Universal Design for Learning or UDL framework, designed by the Center for Applied Special Technology. Universal Design is based around the idea that learner variability is the norm, not the exception: Each of us approaches learning differently. Although it is necessary to consider characteristics such as disability status to meet students’ individual needs, when we look at students only within categories such as gifted or learning disability, we oversimplify differences between learners and do not fully acknowledge the diversity among them. The three broad principles of UDL state that planning and instruction provide for:
(1) Multiple means of engagement or the “why” of learning. (2) multiple means of representation or the “what” of learning, and (3) multiple means of expression which is the “how” we express our learning.
For example, providing options and choices for how students might become engaged often starts with discovering what is appealing to them and offering choices. Some students may want time and space to explore while others may appreciate choice boards or prompt cards that are not so open-ended. Moreover, delivering instruction or allowing students access to material in multiple formats can help them better understand content. Finally, allowing options as to how students present their learning can be powerful. Creatively sharing and discussing student collected data, creating a program, flow chart, screen recording or podcast are just a few of the ways Equity Fellows students’ express their learning.
“...if you create the space for the kids to be able to do things that they wanted to do, then that can broaden access to the subject for your kids. So, for instance, like an English class, if you'd have a final project, allow [differing] options for delivering that product. You could do a video. You could do a PowerPoint. You could do a computer program. Right? Then, all of a sudden, it just opens up minds!”
The three principles of UDL provide a way for us to design instruction that accounts for our students’ challenges and builds on their strengths.
Resources:
CAST: UDL at a Glance
UDL TACTICal Teaching Brief
UDL Self-paced Learning Modules from the IRIS Center
Connecting Universal Design and Culturally Responsive Teaching (One, Two, Three)
----------------------------------
Quote:
“If you're in the space of being culturally relevant, you're making sure that it is all that the information you're presenting is relevant to the entire culture of every person that should be represented there, even if they're not. Culturally responsive pedagogy simply addresses the voices and those who are physically present in the room. It does not diminish the identities of the people that are there, but it doesn't include those missing voices and perspectives.”
“ We categorize things and it's not a conscious thing, which is why it comes down to the word implicit... [or] unconscious. [These] are not things that we typically aren’t reflective upon unless we actively engage in the work of reflecting upon our biases because we all have values, we all have... ideologies and viewpoints and perspectives that we hold in higher esteem versus others. And as soon as we take these values and these beliefs into the classroom space, especially when we're not aware of the biases that we have, this is where the way that we enact those perspectives can have a positive or negative impact on our students. Notice that in this space there is very little room for neutrality. Just like you say, you're either anti-racist or you are racist. There is no non-racism...there is no space for just inaction.”
Strategy 2: Educate Yourself On and Understand The Difference Between Culturally Relevant Pedagogy, Culturally Responsive Pedagogy, Social Justice, Anti-Bias Education and Anti-Racist Teaching. Act on Your Learning.
Teaching is inherently political. We make choices constantly and even our “non-choices” are choices. It is up to us to constantly interrogate our privilege and bias. From the Georgia Tech Constellations Center for Equity in Computing Panel Discussion, the presenters defined the following terms, Culturally Relevant Pedagogy is when “students see themselves and their identities reflect in the content of their lessons, including voices from those who are not represented in the room”. Culturally Responsive Pedagogy is “recognizing and validating students’ cultural displays of learning and choosing instructional practices that let students’ assets shine.” Social Justice Teaching is “bringing in relevant topics related to that community and having a round table of what the problem is and how to solve it.” Students would “recognize, analyze, and act to improve their socio-political condition and do not dehumanize or defile any identities.” Anti-Bias teaching is “explicitly teaching and discussing differences including but not limited to race, gender, sexual orientation, ability, family structure diversity, immigration status, and culture. In addition, using language to dialogue across differences, and to express inequity.” Unpacking these terms and understanding them can help inform our teaching and what our students are learning about us as teachers, themselves and how they fit into the world at large?
Resource:
Georgia Tech Constellations Center For Equity in Computing Panel Discussion: Culturally Responsive/Relevant Pedagogy and Instruction in the CS Classroom
Five Common Myths About Culturally Responsive Pedagogy
A Conversation About Equity with Zaretta Hammond
----------------------------------
Quote:
“We want to tie ELA and math to every single thing. So [the students] had to write a story and include their native beadwork. We studied the native population that's indigenous to metro Atlanta where we live. I explained to them that most native beadwork and especially [groups that live where we are], they do beadwork to tell stories. And so I wanted them to build a bead pattern design that told the story. So they had to write the story that put together the bead pattern designed with actual beads and everything. And then eventually they program it on a computer. And so it was not only math, computer science, ELA, but also critical thinking. I love the creativity that the kids came up with some of their stories. We talked about friendship. Talking about courage, because a lot of kids are immigrants at our school. We have one kid at our school who was actually in cages at the border. And so we have lots of just lived experiences that these kids don't talk about. So I wanted them to be able to share those experiences. And so the only parameters I gave them, I said the story had to be about friendship, love, courage, perseverance... something that's positive. And so I basically created that off the top of my head of something for them to do because I really wanted them to learn about native culture. But I also wanted them to learn about algorithms. And I want them to be creative with storytelling. “
Strategy 3: Make Connections Between CS and other Subjects
Many student groups who are historically underrepresented and underserved in CS education may not feel that CS is for them. Connecting CS to subjects with which they are familiar can help them see that they are familiar with some concepts of CS and helps ground it in their previous school experiences. One easy entry point is connecting CS vocabulary to other subjects (e.g. ELA, Math, Writing, and Science). Consider adding CS vocabulary to word walls or a student glossary and explicitly connecting it to other subjects or real world events.
Teaching CS in an integrated fashion can be extremely empowering. Just as some students (and adults) are fearful of math, some have also learned that CS is scary. Integrating CS into familiar subjects allows students an entry point that starts from the known. Moreover, integrating CS into core subjects makes it more likely that students who might not have otherwise taken part (e.g. due to tracking or being pulled from the classroom during CS for special education services) will have access.
Resources:
K-8 Vocabulary Slides
Infusing Literacy in the K-5 Classroom
Bootstrap
----------------------------------
Strategy 4: The Power of Story
Build time into your lesson for 15 minutes or once a week to intentionally share meaningful stories. Sharing stories about yourself and asking students to share their stories is a powerful way to build trust. Stories can also be from picture books, nonfiction, biographies, comics, etc. Share fun, historical, or current facts about unsung computer science heroes. Similar to Dr. Seuss Day, have an Ada Lovelace, Grace Hopper, or Margaret Hamilton Day!
Note: While it is important to elevate groundbreaking pioneers in CS of diverse backgrounds, it is also important not to make CS seem unreachable and only for those who are “special”. Highlighting the work of everyday people engaged in CS is equally important.
Quote:
“I think also what message that sends, it's like these [well known] people are really exceptional and you might become one of these people, but the vast majority might not. And I think instead of like having people that are aspirational or to aspire to, it's important to show how normal it is. Like, oh, this is someone who works at Twitter. They're black, you know. I think sometimes, you know, for example, like if you have a family member that works in industry and like, oh, that's supernormal. So it's like having like everyday people. I think sometimes volunteers have come in from industry and online and that's also very effective to just be like, oh, you know, you like this thing [computer science] and I like this thing. I think it brings a more personal connection to kids.”
Resources:
K-5 CS Books