By: Kiarah Brady, Kristin Kohlmeier and Tanuj Dargan

Welcome to our learning resource. We are happy to see people taking part in gaining a deeper understanding of a prominent issue. Have you ever caught yourself making snap judgements about someone, even though you know you are a fair and equitable person? Let us learn a little about why that happens and what we can do to help mitigate these biases.

Overview
Implicit bias refers to unconscious attitudes or stereotypes that influence our understanding, actions, and decisions without our awareness (Greenwald & Krieger, 2006). Stereotyping involves assigning generalized traits to individuals based on group membership (Macrae et al., 1994).

These biases impact all areas of life—including education, hiring, and interpersonal interactions—and play a critical role in sustaining inequity. Understanding and addressing them is vital for promoting fairness and inclusion.

Learner Context

This module is designed for high school students below the age of 18, particularly those in education or social science programs. Learners are assumed to have basic awareness of social justice concepts but limited formal instruction on unconscious bias. 

What will you learn in this module? How to define implicit bias and stereotype in your own words to start. We want you to walk away with a discovery of your own unconscious associations as well as be able to stop examples of bias around you. There will be a tip sheet at the end that we hope will be of use in all areas of life.

 

By the end of this module, you will be able to: 

  • Define implicit bias and stereotyping in your own words
  • Reflect on your own unconscious biases 
  • Identify examples of bias in real life scenarios 
  • Apply simple and research based strategies to reduce bias in your daily life

How will you learn?

This module uses interactive, reflective, and discussion based activities to support your learning. 

Padlet will be our main discussion forum with a dashboard set up specifically for this module:

If the QR code is not working, follow this link

Learning Theory

This module is grounded in constructivist theory, which emphasizes learner-centered exploration, reflection, and the construction of personal meaning. This approach is well-suited to abstract and emotionally complex topics like implicit bias.

Learning Design Rationale

We use an inquiry-based learning design that encourages self-assessment, analysis of real-world examples, and guided discussions. Learners reflect on personal experiences and build knowledge through open-ended, exploratory tasks, which is effective for the depth and personal relevance required by this topic.

Inclusive Design (UDL) Considerations

This module uses Universal Design for Learning (UDL) principles to support a wide range of learners. Learners engage with materials through text, video, and interactive tasks (multiple means of representation). Reflection and expression activities include discussion, creative artifact options, and quizzes (multiple means of action and expression). Learners engage at their own pace and choose from different formats (multiple means of engagement), ensuring accessibility and autonomy.

How will you be assessed? 

All assessments will appear bold in red so you do not miss them. 

Your formative work will be assessed based on participation. Once you complete it, submit your proof via email. 

There are two summative assignments outlined in the last section of the module. One is a quiz which will be completed on google forms. This will assess whether you can identify key terms and strategies. The second is the creation of an artifact based on your learning and reflection. This will be assessed based on two strands: personal connection and key concept inclusion. 

Technology Rationale

We selected tools like Padlet, Google Forms, and YouTube due to their accessibility, low learning curve, and compatibility with mobile and desktop platforms. These tools support real-time and asynchronous interaction, enabling inclusive participation and multimodal engagement aligned with our UDL strategy.

Begin!

  • Warm Up
    • Brainstorm!!!
      • Share your initial thoughts about what “bias” means to you on Padlet
    • Watch A Class Divided: an insightful experiment showing how quickly we can form prejudice. 
    • Note: Youtube has helpful features such as changing the playback speed to be faster or slower, closed captions, and transcripts available.
      • Discuss further! Here are some Padlet prompts:
        • What surprised you about the experiment?
        • What did it reveal about how quickly bias forms?
        • Did this shift your idea of what bias is from your previous post?

Make sure to submit your Padlet discussion proof to your professor via email for your participation.

  • Explore Yourself
    • Take Implicit Association Test (IAT) online
      • It is private and helps you to see your own hidden associations
      • Reflect:
        • Privately on Google Form or in Padlet discussion
        • Optional prompts:
          • Were you surprised by your IAT results?
          • How did it make you feel?
          • What is something important you learned about this kind of self-discovery?

Make sure to submit your IAT exit ticket (not your results, only the page showing you have completed the assessment) / or Padelt discussion proof to your prof via email for your participation.

  • Real Life Scenarios
    • Read short scenarios about bias in classrooms or hiring

Case study 1: Hiring bias
Case study 2: Classroom interactions

  • Analyze and discuss via Padlet (briefly reflect on each case study)

Optional prompts: 

  • What biases are present in this scenario?
  • How could the outcome be different if bias was interrupted?

Make sure to submit your Padlet discussion proof to your professor via email for your participation.

  • Make a Change
    • Read the tip sheet provided
      • These are science based ways based on Devine et al.s’ (2012) habit breaking model. It conceptualizes implicit bias as a habit that can be consciously changed through effort, reflection and continued practice. 
      • Choose the strategies that you believe you could actually use. Think of 1-2 strategies you would realistically use and share on the Padlet discussion board.
        • Optional Prompts:
          • Which strategies from the tip sheet stood out to you? Why?
          • How might you use one in your school, work or daily life?

Make sure to submit your Padlet discussion proof to your professor via email for your participation.

  •  Show What you Know! 
    • Take the post module quiz on google forms.
    • Based on what you have learned in this module, reflect on the impact implicit bias may have in your life. Create a short essay/story, poem, comic, video, infographic, or other creative work and respond to any of the following prompts:
      • What is one way you plan to reduce bias in your life or community?
      • What are other ways implicit bias has impacted your life?
      • How does learning about your own biases make you feel?
      • Where do you notice other people’s biases and do you have your own there as well?
        • If you have any other inspiration for this reflection feel free to draw on that as well.
        • Make sure to demonstrate the use of concepts learned in this module and how you have personally connected to or learned here. 

Once you have completed your artifact, submit it via email to your professor. 

Confidence in Assessment

Learner understanding is assessed through a mix of formative and summative tools aligned with learning objectives. The use of diverse evidence—Padlet discussions, quiz responses, and creative artifacts—allows us to triangulate data and ensure that outcomes are meaningfully met. Our assessment model increases reliability by incorporating both cognitive understanding and personal reflection.

Congratulations!

Course Complete

Looking for more information? Check out these sources:

Scholarly Articles:

Grey Literature 

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