Design Considerations for Facilitating Effective Teacher Moments Post-Simulation Equity Discussions

• In Event: Critical Perspectives on Using Simulations to Broaden Participation in Computer Science Through K–12 Teacher Education

Abstract

Objectives or purposes: Teacher Moments allows teachers to practice low-stakes difficult classroom interactions in a safe space. The post-simulation equity discussions give time and space to reflect on the simulation and hear other teacher perspectives. By designing the facilitated discussion for effectively hearing different perspectives, participants may experience confusion related to cognitive dissonance and eventually change their own behaviors to increase equity in the classroom. Teachers hear from one another to gain additional strategies for navigating similar scenarios in a real classroom. In this study, we evaluate the design of these facilitated discussions and the challenges faced by facilitators during debriefs. Specifically, we answer the following question: What challenges do facilitators face when debriefing simulations focused on difficult conversations around issues of equity?

Theoretical framework: The discussion allows teachers time for critical reflection (Self, 2016), noting areas where confusion may have created cognitive dissonance, leading to a teacher’s openness to change and enhanced ability to perform culturally responsive teaching. Milner’s Mindsets provide an equity framework for these discussions, helping teachers frame their reactions through dimensions of demographics, culture, SES, social content, and group identity (Millner, 2010) .

Methods: Transcripts were generated from the facilitation of the teachers moment discussions. Data was divided into in-person, online and MOOC-style class formats. Discussants are grouped into pre-service and in-service teachers. The discussion was related to the Reflect scenario questions and guided by the Debrief planned facilitation questions.

Data sources: We examined exit interview transcripts with three facilitators using a predetermined list of Debrief questions related to the unique Reflect questions that were asked in each simulation. Three different scenarios were used with discussants, and questions were related to places where confusion identified within the pre-discussion learner response.

Results: Facilitators struggled with aspects of the discussion, particularly in grappling with how to get more in-depth with participants and pull out the nuances of equity in the teacher response. Preliminary findings show that the scenarios may need clear learning objectives communicated to the facilitator. In addition, providing more detailed prompts to the facilitator to explain the nuance of the Debrief question may support the learning experience, capitalizing on the common areas that have been shown as creating cognitive dissonance and generate productive ideas that promote equity for learners.

Scientific significance: This study addresses the need to prepare for a productive discussion that brings forth options for equitable response after a period of confusion and cognitive dissonance in the simulation, facilitated in accordance with learning objectives and a facilitator guide. These in-depth questions and practices must be aligned with areas that have been previously shown to create confusion in the Reflect section of the simulation, and resources may be further defined that support the facilitator in creating a productive learner discussion that meets the learning objective for each simulation.

Authors

• Charlotte Dungan, North Carolina School of Science and Mathematics

• Alison Fang