Observe the classroom for dissonance between what students say and what teachers see¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Step 3 directs teachers to observe their own classroom and interactions during CS/CT activities, attending to seating, self-formed groups, and which voices are heard. The guide highlights contradictions: "Sometimes what you observe can contradict what you are told", and teachers should "identify these moments of dissonance to look for things that are going unsaid", since such moments "point out opportunities to create a more inclusive classroom". Observation prompts include describing the student who speaks least and most during CS/CT activities.

Design Implications¶

Context¶

Requirements¶

• Teachers spend time observing their own classroom with what the article calls a fresh lens, and compare those observations against interview notes.

Constraints¶

Target Learners¶

• K-12 teachers and their computing students

Target Learning Goals¶

• Identifying inclusive-design opportunities from classroom participation patterns and nonverbal cues

Related Strategies¶

• Student Shadowing (For Educator Insights)
• Student Shadowing
• Analysis of Classroom Dynamics Through Shadowing
• Actively Listen To What Students Say
• Listen to the Voices of Students
• Close the empathy exercise by reflecting on surprises, systemic oppression, and short- and long-term design goals

Examples¶

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Key Sources¶

• Coenraad, M., Hodge, M., Ruiz, P., Mills, K., & Burke, Q. (2021). Empathy Interviews for Developing Inclusive Computing Pathways. Washington, D.C.: Center for Inclusive Innovation, Digital Promise. https://dschool.stanford.edu/resources/liberatory-design-cards