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DAVID MALAN: All right welcome
to the CS50x educator workshop.

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This is our session on grading
programming assignments

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and handling academic honesty.

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We're joined today by CS50's
own, Margaret Tanzoch, who's

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been teaching CS50 in her own
classrooms for quite a few years

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and is here to share not
only her experience, but also

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or advice on how to
approach these challenges.

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Margaret, allow me to
hand the floor to you.

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MARGARET TANZOCH: Hey, everybody.

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It's so nice to see you.

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As David mentioned-- thank you
David, for that lovely introduction,

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I've been teaching 650 in high
school for about five years.

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And what I'm going to go through today.

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I'm going to share with
you what I do in terms

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of grading assignments
and academic honesty.

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And I have to say, one of the things
I love about the CS50 curriculum

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is that there's so much
opportunity to kind of really

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run the classroom the way you want.

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There's no prescribed way
that you have to do it.

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But let me just start.

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I'm going to share my screen.

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So to give you a little idea on my own
background, in the high school I teach,

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called NEST+m New Explorations
Into Technology, And Math,

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I have a lot of students.

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I teach generally about four
sections of an intro computer science

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and one section of AP
Computer Science principles.

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I have somewhere between
130 to 150 students.

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So again, the way I run my class might
be a little different than if you just

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have a small group of students.

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I also teach CS50 at the
Harvard Extension School

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and at Harvard Summer School.

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So I'm pretty familiar with a lot of
the problem sets and the curriculum,

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as well.

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This is a picture of my high school.

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This was from a hackathon that we had
last year, where David was kind enough

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to come and visit.

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We have, it's a K through 12 school.

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So although I usually teach juniors
and seniors at my high school,

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we also invited middle schoolers.

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And everybody had an
amazing time just using

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the day to have an extended time to
really delve into some cool programming

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problems.

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So that's where I teach.

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So in terms of what we're
going to talk about,

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hopefully, everybody had a chance pretty
much to meet one of their neighbors.

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And by the way, I'm going to paste in, I
think somebody's pasted it Google talk.

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I'm not sure if that's mine.

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I'll paste in the
presentation that I'm doing,

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in case anybody wants to follow along.

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All right, so I'm going to talk a
little bit about how I assign problems

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and what kind of deadlines I use, how
I use the correctness and style scores,

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how I use design integrating process.

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And one little things that I do
with my particular students, which

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are reflections.

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And then I'll talk a little
bit about academic honesty

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and how I try to handle
it, how I try to avoid

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that happening, and the
culture that I create

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to kind of keep a lot of academic
integrity in the classroom.

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And then there'll be plenty of
opportunity for you to ask questions.

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I'm going to suggest that, as David had
mentioned, if you do have a question,

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please raise your hands in the Raise
hands option in the participants panel.

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And I'll pause and call at
you at an appropriate time.

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All right, so starting are taking a
look at grading programming assignments.

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Before we start, I want to talk a little
bit about my own philosophy on grading.

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So in my high school, students take
computer science as an elective.

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Many of them have no knowledge
of what computer science is.

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Many of them are curious
to get a sense of it

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to see if it's something they may want
to major in in college or something

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they might have a talent for.

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Many of them feel a little bit nervous
about coming into computer science

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because although they've used computers
for so much of their life, what goes on

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inside that computer and how
programs run is something

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that they have very, very
little familiarity with.

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I don't really want students to
feel afraid of taking my class

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because it's going to
bring down their GPA.

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About 99 percent of the students at
my school want to go on to college.

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And having a good GPA is
very important to them.

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And so unlike in some colleges,
students don't have the opportunity

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to take my class pass fail.

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So while I say this,
I'm not a harsh grader.

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But the work is hard.

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I do give students a lot of
opportunities to do well.

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I support them in their work.

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I allow them to collaborate.

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And I even offer like extra credit
problems and writing assignments

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to try to even things out when
students need a little bit of something

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extra to help out with their grade.

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Now I create a website
for each of my classes.

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And I post weekly, pretty
much, kind of the expectations

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for what we're working on that week.

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I post a program.

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Generally, one program a week,
along with the program specs

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and tons of resources.

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So I'll post, for
instance, the CS50 lecture.

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Even though I don't require
that they watch the lecture,

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I will post it for them to have,
if they choose to watch it.

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I will recommend that they watch it.

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I'll post many of the
shorts that feature

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Doug Lloyd that delve in a little
more detail into individual topics.

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I'll do a short mini lesson myself.

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And I'll give students
most of the class time

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to work on their programming problems.

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I generally only assign
writing problems for homework.

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Because again, some students,
although the majority have computers

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and internet, I cannot
assume that 100% of them do.

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So I want to keep things equitable.

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I don't want students to
feel they have to stay up

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until 3:00 in the morning
trying to debug a program,

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particularly they may have limited
hours They could use their internet.

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They may have limited hours,
they could use a home computer.

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So I give them lots of time to
work on their problems in class.

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I'll allow them to
work at their own pace.

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So I don't have harsh deadlines.

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I have suggested due dates.

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And students try very much to keep to
those due dates, for the most part.

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But I do let students know
that it's more important to me

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that they kind of work
through the problem,

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that they understand
what's going on with it.

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And maybe they do one less
program or two less programs

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at the end of the marking period.

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Whereas I may give alternate assignment
for some of the more difficult programs

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for students who need that than
that try to kind of go crazy

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doing everything for homework.

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And again, we're in high school.

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So I try to keep it very
reasonable amount of work.

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Students who finish early, and
I do have some students that

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come into my class that already may
have years of programming experience,

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or just really just fall
in love with the material

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and end up working out
the programs at home

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and working at a much faster pace
than the typical student in the class.

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So for students who finish early,
I allow them to become experts.

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I keep posters on the wall for each
programming problem we're working on.

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And I allow those experts
to help struggling students.

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In some schools, there are
teaching Fellows, TFs or TAs,

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from some of the maybe past
students or for students that have

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taken the course in previous years.

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We usually don't have
an opportunity for that

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because my students are programmed
pretty much for seven periods a day

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with only lunch as their break.

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So [INAUDIBLE] only
one year ahead with TA.

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But in general, I depend on students
in the classroom to help each other.

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I allow them to collaborate.

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And I will talk later
about what that means

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to collaborate with academic integrity.

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So rather than have to have a
program due and take points off

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if they can't get it in
by the end of the week,

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I'll give students until the end of
the unit to submit their programs.

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And for some students who
are really struggling,

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who need some extra
support, I'll even give them

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to the end of the marking period.

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So again, my students
are a very diverse group.

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We're a considered a screen school,
a gifted and talented school.

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Although we also have
students with disabilities,

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students with special
needs, IEP students.

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And the range of
students in my classroom

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could be a student who is currently
taking calculus as a senior,

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along with a student who failed
algebra and is actually given to put

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in my class to get the math credit.

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So it's a very, very
wide range of abilities,

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which is another reason
why I really work carefully

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on creating a class
culture where students

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understand that it's a process.

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It takes a while, sometimes, to
get comfortable with program.

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And the mistakes are totally normal.

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It's part of the process.

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It's called debugging.

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I pose plenty of what CS50 calls some
of the comfy versions of programs

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for extra credit for
my advanced students.

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So my philosophy is that I
never want anybody to get bored.

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There is always something for
everybody to be doing at the level

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that you're able to handle it.

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And I do allow students to resubmit
their programs as many times

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as they want to, up until
pretty much the end of the say,

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for instance, the end of the unit,
so that they can improve their grade.

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And the way that the tools work really
make it very possible to do that.

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So I'll have my students
submit all their programs,

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of course, using Submit 50.

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Submit 50, as you've seen in
previous sessions this week,

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assign a corrected the score based
on the Check50 for that problem.

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And also the style score based
on indentation and spacing.

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Now you create whatever formula you
want to create and get a grade for this.

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What I do is I use 75%
of the correctness score

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and 25% of the style score.

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And that's how I assign grades.

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I actually automate it a
little further by downloading,

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from these Submit50 Data [INAUDIBLE]
platform, I'll download a CSV file

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and I'll run a little
Python script to be

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able to calculate grades
using this formula.

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And then I'll map students GitHub
names to their student ID numbers

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and create a CSV file that I can
upload to the school grade book.

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So that makes it a little easier for
me to read grade programs, as well.

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The other thing that I do is
that as I'm going through this,

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I'll take a look at some
scores might sometimes

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look like a very low correctness score.

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And in that case, I do make
sure to look at the code

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and tweak the score if
the error was minor.

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Because sometimes, students
will, at the last minute,

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try to fix the style on their code,
even though the program is running

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and they seem to be passing
all the correctness checks.

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But in the process of
fixing the style, they

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might accidentally delete one of
the forward slashes for a comment

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or possibly introduce
a straight character

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into their code, which might cause
the compilation to fail when the Check

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50 is run during the Submit 50 process.

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So I will take a look at that because
I knew what the grades to be fair.

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I'll usually mention it to the
student if I could catch them and have

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them correct themselves.

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But if it's at the very last
moment, there's no time,

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I will take that into account.

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And I'll adjust the grade on that.

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So this is an example.

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This is actually a real
student that submitted Cash

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at the beginning of the
school year last year.

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As you can see, the
student submitted twice.

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And the first time they
only got 4 out of 11 checks

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correctly and 74% of the
style done correctly.

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And so a couple of weeks later, they
were able to resubmit their program.

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They got a better Check 50
grade and a better style grade.

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And so the way that I assigned
the grade for this student

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was to multiply that 10 over 11 by
75 plus the 90 times the 25 percent.

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So this student earned a 90.7
percent on this particular program.

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And I'll always use the highest score.

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So sometimes, the student
may try to correct something.

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And occasionally, as they corrected,
they may miss something else up.

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So I do have my Python
script make sure to check it.

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And it'll only pick up the highest
score when I'm creating the grades.

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Here's an example of the student, as
well, that submitted Cash perfectly

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correctly.

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So as you can see, the check 50, since
there were 11 checks for this program,

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the score came out to be 11 over 11.

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And the style came out to be 100%.

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And so the student earned 100%
on this particular program.

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Now in terms of design, some
teachers are very big on design.

237
00:11:38,200 --> 00:11:41,810
For my introductory students,
for almost all of them,

238
00:11:41,810 --> 00:11:44,170
this is the first time they're
doing any coding at all.

239
00:11:44,170 --> 00:11:46,510
I'll strictly-- and I
also have a lot of them.

240
00:11:46,510 --> 00:11:49,720
I might have 100 or more
introductory students.

241
00:11:49,720 --> 00:11:52,030
I'll use the correctness
and the style score

242
00:11:52,030 --> 00:11:54,730
as a grade for that particular program.

243
00:11:54,730 --> 00:11:58,210
For my AP students, I will sometimes
require additional criteria,

244
00:11:58,210 --> 00:11:59,920
depending on what the problem is.

245
00:11:59,920 --> 00:12:03,940
So for instance, when they are creating
a program like Caesar or Vigenére,

246
00:12:03,940 --> 00:12:08,170
I do enforce that they use a function
because functions are really important.

247
00:12:08,170 --> 00:12:11,290
A lot of my students do seem
to struggle with functions.

248
00:12:11,290 --> 00:12:15,040
And so I will not give 100% of the
program if they don't use a function.

249
00:12:15,040 --> 00:12:19,480
I'll make sure that they avoid any
type of repetitive or unnecessary code,

250
00:12:19,480 --> 00:12:21,535
make sure they use good variable names.

251
00:12:21,535 --> 00:12:24,160
There always seems to be a student
that wants to use like, Bob,

252
00:12:24,160 --> 00:12:25,490
as a variable name.

253
00:12:25,490 --> 00:12:27,620
So we'll have a discussion about that.

254
00:12:27,620 --> 00:12:31,930
And again, of course, I'll enforce
that they use reasonable variable names

255
00:12:31,930 --> 00:12:33,490
and also comment their code.

256
00:12:33,490 --> 00:12:37,470


257
00:12:37,470 --> 00:12:42,180
I do design feedback by looking
at the students submissions

258
00:12:42,180 --> 00:12:47,220
and finding common less
than optimal design

259
00:12:47,220 --> 00:12:49,660
choices that multiple students make.

260
00:12:49,660 --> 00:12:54,930
So for instance, from Cash this is
the way that many students in my class

261
00:12:54,930 --> 00:12:59,850
have created the algorithm for
the CASH problem set, right?

262
00:12:59,850 --> 00:13:01,740
So the idea here is you're trying to--

263
00:13:01,740 --> 00:13:04,500
Cash is basically a
greedy algorithm that's

264
00:13:04,500 --> 00:13:07,200
asking you to figure out
the minimum number of coins

265
00:13:07,200 --> 00:13:10,260
that you can get from a
certain number of change.

266
00:13:10,260 --> 00:13:13,000
So just to kind of open it
up, what do you guys think?

267
00:13:13,000 --> 00:13:15,940
How could this design be improved?

268
00:13:15,940 --> 00:13:19,180
Justin, I see your hand's up
would you like to respond to that?

269
00:13:19,180 --> 00:13:22,510
AUDIENCE: OK, I had raised
my hand to ask a question.

270
00:13:22,510 --> 00:13:28,930
But I'm not prepped for
this So sorry, I'll pass.

271
00:13:28,930 --> 00:13:31,180
MARGARET TANZOCH: Would you
like to ask your question?

272
00:13:31,180 --> 00:13:33,210
AUDIENCE: Oh, sure,
if that's appropriate.

273
00:13:33,210 --> 00:13:35,110
I would like to know--

274
00:13:35,110 --> 00:13:40,600
because I heard you talk about how you
manage the different level students

275
00:13:40,600 --> 00:13:42,080
and it sounds like a good strategy.

276
00:13:42,080 --> 00:13:47,990
And I heard David before mention
to encourage students to just think

277
00:13:47,990 --> 00:13:54,060
about their progress when you start the
class versus how to end it and so on.

278
00:13:54,060 --> 00:13:57,980
But there is a particular area
that we struggle with here

279
00:13:57,980 --> 00:13:59,900
as a class discussion.

280
00:13:59,900 --> 00:14:04,520
And the students that are
advanced tend to dominate

281
00:14:04,520 --> 00:14:08,720
because they are passionate about
what they know and want to share it.

282
00:14:08,720 --> 00:14:13,180
And of course, there were other
studies where like for example women,

283
00:14:13,180 --> 00:14:18,620
this particular about math,
specifically, will do worse

284
00:14:18,620 --> 00:14:21,560
if men are just in the room.

285
00:14:21,560 --> 00:14:25,820
Or Malcolm Gladwell research
that if you're a top student,

286
00:14:25,820 --> 00:14:29,840
you get more attention from
the teacher and you do better.

287
00:14:29,840 --> 00:14:33,980
How do you manage that live
discussion, the those students don't

288
00:14:33,980 --> 00:14:37,220
intimidate average and
other students and everyone

289
00:14:37,220 --> 00:14:40,068
can work on their own progress?

290
00:14:40,068 --> 00:14:42,110
MARGARET TANZOCH: Well,
I'll do different things.

291
00:14:42,110 --> 00:14:44,210
My students are organized
in my classroom,

292
00:14:44,210 --> 00:14:47,545
at least before we work
remotely, at tables.

293
00:14:47,545 --> 00:14:50,420
And so I'll often have students turn
and talk with their small groups

294
00:14:50,420 --> 00:14:51,590
about a problem.

295
00:14:51,590 --> 00:14:53,540
And then I'll ask
somebody from each table

296
00:14:53,540 --> 00:14:55,860
to share with that group talked about.

297
00:14:55,860 --> 00:14:59,090
And so in that way, hopefully,
everybody has something

298
00:14:59,090 --> 00:15:00,340
that they can offer up, right?

299
00:15:00,340 --> 00:15:03,590
So even if a student didn't
feel confident up front

300
00:15:03,590 --> 00:15:07,790
talking about maybe a design choice
on a problem like this, in many cases,

301
00:15:07,790 --> 00:15:10,830
they got some information from
somebody else at the table.

302
00:15:10,830 --> 00:15:14,900
And so they may feel a little
bit more comfortable speaking up.

303
00:15:14,900 --> 00:15:18,470
The other thing is that
I do fairly short lessons

304
00:15:18,470 --> 00:15:21,540
on a very small topic on a daily basis.

305
00:15:21,540 --> 00:15:23,930
So I might just do a little
lesson on a for loop.

306
00:15:23,930 --> 00:15:27,410
And then I'll spend have the students
spent most of their time doing

307
00:15:27,410 --> 00:15:28,970
coding during that period.

308
00:15:28,970 --> 00:15:30,360
And I'll walk around the room.

309
00:15:30,360 --> 00:15:33,578
I'll encourage them to work,
sometimes, together, maybe

310
00:15:33,578 --> 00:15:35,870
have small groups sit together
and psuedocode a problem

311
00:15:35,870 --> 00:15:38,420
before they start working on it.

312
00:15:38,420 --> 00:15:40,160
I'll talk to them individually.

313
00:15:40,160 --> 00:15:42,563


314
00:15:42,563 --> 00:15:44,230
Yeah, I mean, that's an issue sometimes.

315
00:15:44,230 --> 00:15:46,800
I mean, there are some students
that are very shy and quiet

316
00:15:46,800 --> 00:15:48,850
and just don't have a lot of confidence.

317
00:15:48,850 --> 00:15:53,400
And so I'll try to work with them and
build up their confidence and really

318
00:15:53,400 --> 00:15:55,920
kind of stress how they
could see how far they've

319
00:15:55,920 --> 00:15:58,530
come during the course of
a few months in the class

320
00:15:58,530 --> 00:16:02,100
and certainly by the end
of the first semester.

321
00:16:02,100 --> 00:16:07,200
I love to do-- there's an AP-- a cs50
AP program writing problem, actually,

322
00:16:07,200 --> 00:16:11,100
called, Analyze This, which I
always do at the end of semester 1,

323
00:16:11,100 --> 00:16:15,930
where students are asked about their
growth as a computer scientist.

324
00:16:15,930 --> 00:16:20,850
And I love to assign that and
really encourage students to see

325
00:16:20,850 --> 00:16:24,900
for themselves how much they've learned
during that particular semester,

326
00:16:24,900 --> 00:16:29,460
particularly students that often have
no understanding of what coding even is

327
00:16:29,460 --> 00:16:33,630
to being able to complete programs
like some of the cryptography programs,

328
00:16:33,630 --> 00:16:35,460
Caesar, Vigenére, and beyond.

329
00:16:35,460 --> 00:16:37,615
So it is a work in progress.

330
00:16:37,615 --> 00:16:39,240
I'm not going to say I have it perfect.

331
00:16:39,240 --> 00:16:43,620
But I do try to encourage
a small group discussion.

332
00:16:43,620 --> 00:16:47,430
I'll also pull together small groups
of students to sit around a table,

333
00:16:47,430 --> 00:16:50,747
if they're not quite competent, and
to help them with their program,

334
00:16:50,747 --> 00:16:52,830
so that they feel a little
bit confident, as well,

335
00:16:52,830 --> 00:16:56,700
in terms of understanding what the
steps to solve a problem might be.

336
00:16:56,700 --> 00:17:01,240
So I hope that I answered your question.

337
00:17:01,240 --> 00:17:03,100
AUDIENCE: Another, sorry Margaret.

338
00:17:03,100 --> 00:17:06,310
Another question that came up in
the chat from David [INAUDIBLE],,

339
00:17:06,310 --> 00:17:08,998
is what is the average
age of your students?

340
00:17:08,998 --> 00:17:12,040
MARGARET TANZOCH: My students tend to
be juniors and seniors so they tend

341
00:17:12,040 --> 00:17:15,069
to be 16 and 17, for the most part.

342
00:17:15,069 --> 00:17:20,079
I have occasionally had one ninth grade
student, who was 14 and [INAUDIBLE]..

343
00:17:20,079 --> 00:17:24,220
But mostly 16, 17, 18
something in that range.

344
00:17:24,220 --> 00:17:26,520
Good question, thank you.

345
00:17:26,520 --> 00:17:29,540
Other questions.

346
00:17:29,540 --> 00:17:31,720
I see a number of hands raised.

347
00:17:31,720 --> 00:17:33,792
[INAUDIBLE], do you have a question?

348
00:17:33,792 --> 00:17:34,500
AUDIENCE: Oh, no.

349
00:17:34,500 --> 00:17:38,400
I just to answer the question
how the design can be improved.

350
00:17:38,400 --> 00:17:42,000
We can use some mathematics.

351
00:17:42,000 --> 00:17:45,840
Yeah, we can use integer
division with remainder.

352
00:17:45,840 --> 00:17:48,690
And then it's very simple.

353
00:17:48,690 --> 00:17:52,680
We just divide by 25
[INAUDIBLE] remainder.

354
00:17:52,680 --> 00:17:58,890
And the integer quotient is the
number of coins we will get.

355
00:17:58,890 --> 00:18:03,580
And then we pass to the
next one, the remainder.

356
00:18:03,580 --> 00:18:06,000
So it will be much faster.

357
00:18:06,000 --> 00:18:10,500
And I implement it actually both
versions with this while loop.

358
00:18:10,500 --> 00:18:14,670
And with integer remainder, integer
remainder is so much faster.

359
00:18:14,670 --> 00:18:17,160
MARGARET TANZOCH: Excellent.
that's excellent, great.

360
00:18:17,160 --> 00:18:17,850
What about this?

361
00:18:17,850 --> 00:18:21,300
If we even just looked at this
code, if indeed we said, well,

362
00:18:21,300 --> 00:18:23,260
while loops are it acceptable approach.

363
00:18:23,260 --> 00:18:24,990
This is a new group of students, right?

364
00:18:24,990 --> 00:18:27,990
So what else if we were
to use while loops might

365
00:18:27,990 --> 00:18:29,640
be something we could improve here?

366
00:18:29,640 --> 00:18:33,318
Anybody have any thoughts on that?

367
00:18:33,318 --> 00:18:35,360
[INAUDIBLE],, are you
raising your hand for this?

368
00:18:35,360 --> 00:18:38,620
Or did you have a different question?

369
00:18:38,620 --> 00:18:40,585
AUDIENCE: [INAUDIBLE] here from India.

370
00:18:40,585 --> 00:18:43,460
MARGARET TANZOCH: Did you want to
respond to the design choices here?

371
00:18:43,460 --> 00:18:45,130
AUDIENCE: Yeah, a thought [INAUDIBLE].

372
00:18:45,130 --> 00:18:48,590
We can have a one way loop that we
can have a [INAUDIBLE] greater than

373
00:18:48,590 --> 00:18:49,670
or equal to 1.

374
00:18:49,670 --> 00:18:52,410
And all this can be placed
in a speed statement.

375
00:18:52,410 --> 00:18:55,130
There I can say the percent is 25.

376
00:18:55,130 --> 00:18:57,590
Then we can have cents
equal to cents minus 45.

377
00:18:57,590 --> 00:18:59,338
Similar for 10, 5, and 1.

378
00:18:59,338 --> 00:19:01,130
And I would say this
[INAUDIBLE] statement,

379
00:19:01,130 --> 00:19:03,070
we can have clients equal to plus 1.

380
00:19:03,070 --> 00:19:05,550
Because it is common
for all that while loop.

381
00:19:05,550 --> 00:19:09,230
So one while loop and one switch
statement can work for this.

382
00:19:09,230 --> 00:19:11,940
MARGARET TANZOCH: OK,
all right, thank you.

383
00:19:11,940 --> 00:19:14,730
Anybody else have anything to add?

384
00:19:14,730 --> 00:19:15,892
Is that [INAUDIBLE]?

385
00:19:15,892 --> 00:19:17,850
I'm not sure if I'm
pronouncing that correctly.

386
00:19:17,850 --> 00:19:18,910
I apologize if I'm not.

387
00:19:18,910 --> 00:19:22,150


388
00:19:22,150 --> 00:19:25,450
AUDIENCE: [INAUDIBLE] is
my name, from Germany.

389
00:19:25,450 --> 00:19:30,650
Now I'm thinking have you
talked about [INAUDIBLE]..

390
00:19:30,650 --> 00:19:40,370
So instead of saying greater than 25 and
then cents minus 25, like x and an x,

391
00:19:40,370 --> 00:19:41,430
in both cases.

392
00:19:41,430 --> 00:19:45,800
So it doesn't matter
what number is in there.

393
00:19:45,800 --> 00:19:51,230
And ask for input of the number that
is used in this while statement.

394
00:19:51,230 --> 00:19:53,628


395
00:19:53,628 --> 00:19:56,170
MARGARET TANZOCH: I'm not 100%
sure I understand your comment

396
00:19:56,170 --> 00:19:59,650
that instead of the variable
names cents, we would use--

397
00:19:59,650 --> 00:20:04,030
AUDIENCE: No, instead of
the 25, which is a fixed

398
00:20:04,030 --> 00:20:07,990
number which can be used only once.

399
00:20:07,990 --> 00:20:12,580
Instead of the 25, put the
variable in and fill that

400
00:20:12,580 --> 00:20:17,480
with an input that is
taken from the user.

401
00:20:17,480 --> 00:20:23,187
And then you can use it the while loop
for every number that is given in.

402
00:20:23,187 --> 00:20:24,520
MARGARET TANZOCH: Got it, right.

403
00:20:24,520 --> 00:20:25,390
No, absolutely.

404
00:20:25,390 --> 00:20:28,120
That's another great approach.

405
00:20:28,120 --> 00:20:30,760
What about this while cents
is greater than or equal to 1.

406
00:20:30,760 --> 00:20:33,330
Anybody have any
thoughts about that part?

407
00:20:33,330 --> 00:20:39,040
AUDIENCE: Everybody, I just
see repetitive tasks which

408
00:20:39,040 --> 00:20:44,290
can be used to the full function here.

409
00:20:44,290 --> 00:20:48,130
We can just create a
function and substitute

410
00:20:48,130 --> 00:20:54,480
the number, which we should have
substriked to do the function variable.

411
00:20:54,480 --> 00:20:57,910
MARGARET TANZOCH: OK, Ignatio?

412
00:20:57,910 --> 00:21:03,290
AUDIENCE: Well, I was talking
about was functioning too

413
00:21:03,290 --> 00:21:07,860
but just about this sense equals 1.

414
00:21:07,860 --> 00:21:12,800
At the [INAUDIBLE] you just have
the number of coins of 1 cents.

415
00:21:12,800 --> 00:21:15,212
So you'll not be in this loop.

416
00:21:15,212 --> 00:21:17,420
MARGARET TANZOCH: Exactly,
this while loop at the end

417
00:21:17,420 --> 00:21:19,370
really is not necessary at all, right?

418
00:21:19,370 --> 00:21:23,877
Because as Ignatio said, that
whatever number of cents is left

419
00:21:23,877 --> 00:21:26,210
is going to be the number of
coins that are left, right?

420
00:21:26,210 --> 00:21:28,880
Because after you've taken out
everything up to your nickels,

421
00:21:28,880 --> 00:21:30,860
the only thing you
have left are pennies.

422
00:21:30,860 --> 00:21:33,890
So many different ways for
improvement, maybe even

423
00:21:33,890 --> 00:21:39,620
using magic numbers instead of hard
coding these values 25, 10, 5, and 1.

424
00:21:39,620 --> 00:21:41,970
So many different things
to discuss about this.

425
00:21:41,970 --> 00:21:44,930
And so I will encourage
those design choices

426
00:21:44,930 --> 00:21:49,010
to be more of a class discussion
than enforcing that in the grading

427
00:21:49,010 --> 00:21:52,740
policy, for the most part.

428
00:21:52,740 --> 00:21:55,700
I also may have quizzes during
the course of the year that

429
00:21:55,700 --> 00:21:58,020
ask students to improve on the design.

430
00:21:58,020 --> 00:22:03,020
So those are the ways that I will
discuss, have those design discussions.

431
00:22:03,020 --> 00:22:05,900
Thank you for all of your suggestions.

432
00:22:05,900 --> 00:22:10,160
Another thing I do is that I
have students do reflections

433
00:22:10,160 --> 00:22:12,080
after each programming problem.

434
00:22:12,080 --> 00:22:15,830
And I find this, for my class,
to be a really important part

435
00:22:15,830 --> 00:22:19,560
of my own assessment in terms of
what a student really understands.

436
00:22:19,560 --> 00:22:24,500
So a reflection would necessarily
discuss their development process,

437
00:22:24,500 --> 00:22:27,410
perhaps an aha moment or a
struggle that they've encountered

438
00:22:27,410 --> 00:22:29,270
while they were creating their program.

439
00:22:29,270 --> 00:22:31,130
I'll usually have a
very specific question

440
00:22:31,130 --> 00:22:35,000
that asks them to explain a
specific algorithm in that program.

441
00:22:35,000 --> 00:22:39,508
And in some cases, perhaps
have them collaborate.

442
00:22:39,508 --> 00:22:41,300
If they were collaborating
on that program,

443
00:22:41,300 --> 00:22:44,600
have them discuss that
particular collaboration.

444
00:22:44,600 --> 00:22:47,980
And this really also helps
reveal to me if some students

445
00:22:47,980 --> 00:22:50,430
maybe collaborated a
little too much, maybe

446
00:22:50,430 --> 00:22:52,250
doesn't have a real understanding.

447
00:22:52,250 --> 00:22:55,647
And allows me to kind of zoom in
and then have more clear discussion

448
00:22:55,647 --> 00:22:56,855
with that particular student.

449
00:22:56,855 --> 00:22:59,740


450
00:22:59,740 --> 00:23:02,570
Semester grades, I use
a combination of things.

451
00:23:02,570 --> 00:23:05,350
We use a grade book called IO classroom.

452
00:23:05,350 --> 00:23:07,000
It used to be called Schedula.

453
00:23:07,000 --> 00:23:10,030
And we have various different
categories that are weighted.

454
00:23:10,030 --> 00:23:12,070
So for instance, the
scores on the programming

455
00:23:12,070 --> 00:23:17,530
problems from the check50 and the
style50 are one component of it.

456
00:23:17,530 --> 00:23:20,510
I'll also assign writing
programs throughout the year.

457
00:23:20,510 --> 00:23:22,330
And those are the types
of problems that I

458
00:23:22,330 --> 00:23:24,330
would tend to give for
homework because it's not

459
00:23:24,330 --> 00:23:28,030
a problem that students need to struggle
debugging in the middle of the night.

460
00:23:28,030 --> 00:23:30,430
And the writing programs,
the cs50 AP curriculum

461
00:23:30,430 --> 00:23:32,630
does have some writing programs.

462
00:23:32,630 --> 00:23:36,220
And sometimes, I will have
students write a short essay

463
00:23:36,220 --> 00:23:38,080
on some type of occurred event.

464
00:23:38,080 --> 00:23:41,740
So sometimes, I'll even
have these essays substitute

465
00:23:41,740 --> 00:23:46,060
for maybe a more difficult
problem that a student doesn't

466
00:23:46,060 --> 00:23:48,950
feel competent in solving,
as an alternate assessment.

467
00:23:48,950 --> 00:23:53,920
So for instance, this year with the
coronavirus as such a major topic

468
00:23:53,920 --> 00:23:58,600
in the news, I had students write a
short essay on computer simulation

469
00:23:58,600 --> 00:24:02,710
and modeling and used a little bit
of a discussion about the virus

470
00:24:02,710 --> 00:24:06,710
and how it replicates to kind of
introduce that particular topic.

471
00:24:06,710 --> 00:24:09,250
So I like the idea of
writing assignments

472
00:24:09,250 --> 00:24:13,100
to also bring what we're doing in
class into a real world environment.

473
00:24:13,100 --> 00:24:15,280
And that allows us to have
more timely discussions

474
00:24:15,280 --> 00:24:17,530
on various different topics.

475
00:24:17,530 --> 00:24:19,210
Also grade on classwork.

476
00:24:19,210 --> 00:24:23,320
And that would be partly involved
in class discussion, how focused,

477
00:24:23,320 --> 00:24:25,120
engaged students are.

478
00:24:25,120 --> 00:24:27,880
And also allowing and knowing
that some students are really shy

479
00:24:27,880 --> 00:24:29,130
you don't have the confidence.

480
00:24:29,130 --> 00:24:31,270
So I take them to account, as well.

481
00:24:31,270 --> 00:24:32,770
I do do quizzes throughout the year.

482
00:24:32,770 --> 00:24:35,080
And I'll be talking a little
more about that tomorrow.

483
00:24:35,080 --> 00:24:36,997
And then if reflections,
as I mentioned, which

484
00:24:36,997 --> 00:24:40,270
I find to be a really
important part of students

485
00:24:40,270 --> 00:24:42,940
reflecting on their
own program development

486
00:24:42,940 --> 00:24:47,200
and also informing me on what
the development looks like.

487
00:24:47,200 --> 00:24:50,030
Also, it just helps me know were
the problems too easy or too hard

488
00:24:50,030 --> 00:24:52,923
for the students, kind of
where we are in assessing that.

489
00:24:52,923 --> 00:24:54,590
So I'd like to take a little break here.

490
00:24:54,590 --> 00:24:58,410
And let's take some more questions.

491
00:24:58,410 --> 00:25:00,260
Ahmad, do you have a question?

492
00:25:00,260 --> 00:25:02,030
AUDIENCE: Yes, Margaret.

493
00:25:02,030 --> 00:25:03,810
Thank you.

494
00:25:03,810 --> 00:25:13,580
I wanted to ask you about something
regarding the grading or the comments,

495
00:25:13,580 --> 00:25:14,780
which is peer review.

496
00:25:14,780 --> 00:25:16,573
Have you tried?

497
00:25:16,573 --> 00:25:19,490
I remember that you said that you
teach also at Harvard Summer School,

498
00:25:19,490 --> 00:25:21,620
maybe at the university level.

499
00:25:21,620 --> 00:25:25,100
Have you tried giving
students the opportunity

500
00:25:25,100 --> 00:25:33,375
to peer review solutions from others
students to maybe grading them?

501
00:25:33,375 --> 00:25:35,750
MARGARET TANZOCH: I think
that's an excellent suggestion.

502
00:25:35,750 --> 00:25:36,875
I've done a little of that.

503
00:25:36,875 --> 00:25:39,080
I would like to do more of that.

504
00:25:39,080 --> 00:25:41,820
One of the reasons I haven't
done that as much as I'd like

505
00:25:41,820 --> 00:25:44,990
is that students tend to finish
the problems at different times

506
00:25:44,990 --> 00:25:48,630
because I have such a wide assortment
of abilities in the classroom.

507
00:25:48,630 --> 00:25:51,320
And so some students will
finish a program a day.

508
00:25:51,320 --> 00:25:54,890
Another student might take two weeks
and really be struggling through it

509
00:25:54,890 --> 00:25:55,940
and working on that.

510
00:25:55,940 --> 00:25:58,010
So I haven't--

511
00:25:58,010 --> 00:25:59,300
I do that occasionally.

512
00:25:59,300 --> 00:26:02,245
I have students, certainly,
at the end of the year when

513
00:26:02,245 --> 00:26:04,370
I have them do final
projects, I have them write up

514
00:26:04,370 --> 00:26:06,680
a proposal that they review
each other's proposals.

515
00:26:06,680 --> 00:26:10,790
And they give each other
suggestions, how to make it better,

516
00:26:10,790 --> 00:26:12,110
how to make it clearer.

517
00:26:12,110 --> 00:26:14,810
And I find that's a really
great process to go through.

518
00:26:14,810 --> 00:26:18,830
I do have students sometimes
work together on their problems,

519
00:26:18,830 --> 00:26:21,080
particularly if they're
working at the same level.

520
00:26:21,080 --> 00:26:24,530
So I may have two students that
are struggling a little bit.

521
00:26:24,530 --> 00:26:26,087
And I'll allow them to both develop.

522
00:26:26,087 --> 00:26:27,920
So their code will look
the same at the end,

523
00:26:27,920 --> 00:26:29,930
but I know they've worked
it through together.

524
00:26:29,930 --> 00:26:31,470
And so I'm OK with that.

525
00:26:31,470 --> 00:26:34,340
So they will kind of go back and forth.

526
00:26:34,340 --> 00:26:36,090
I'll see the two of
them working together.

527
00:26:36,090 --> 00:26:38,810
And that can be really
productive, as well.

528
00:26:38,810 --> 00:26:40,760
And then they will
discuss each other's code.

529
00:26:40,760 --> 00:26:44,630
So I think there's a lot of ideas
that could be implemented, depending

530
00:26:44,630 --> 00:26:46,280
on the profile of your classroom.

531
00:26:46,280 --> 00:26:49,490
So but that's a great question.

532
00:26:49,490 --> 00:26:53,740
[INAUDIBLE] I'm sorry
if I mispronounced that.

533
00:26:53,740 --> 00:26:56,860
Do you have a question?

534
00:26:56,860 --> 00:26:59,330
AUDIENCE: Thank you, Professor Margaret.

535
00:26:59,330 --> 00:27:04,993
To shortly, the first one, do practice
to share the best projects in class?

536
00:27:04,993 --> 00:27:06,160
MARGARET TANZOCH: I'm sorry.

537
00:27:06,160 --> 00:27:08,090
Could you say that again?

538
00:27:08,090 --> 00:27:12,953
AUDIENCE: Do you practice to share the
project the best projects in class?

539
00:27:12,953 --> 00:27:14,370
MARGARET TANZOCH: Sometimes, I do.

540
00:27:14,370 --> 00:27:15,780
It depends on the class.

541
00:27:15,780 --> 00:27:18,960
I do that a little more in
my AP class, where students

542
00:27:18,960 --> 00:27:21,010
are a little more at that point.

543
00:27:21,010 --> 00:27:24,630
So my AP students have generally
already had computer science for a year

544
00:27:24,630 --> 00:27:25,660
with me.

545
00:27:25,660 --> 00:27:28,010
So they're a little more
aware of what design means.

546
00:27:28,010 --> 00:27:30,010
And they're a little more
aware of good choices.

547
00:27:30,010 --> 00:27:32,220
So I will do that sometimes
with my AP students.

548
00:27:32,220 --> 00:27:36,900
We'll take a look at a really optimal
solution to a problem and kind of walk

549
00:27:36,900 --> 00:27:38,470
through it together.

550
00:27:38,470 --> 00:27:39,480
I do like to do that.

551
00:27:39,480 --> 00:27:41,310
But for some of my
introductory students,

552
00:27:41,310 --> 00:27:44,760
again, I'm, at this point, if they
could get the program to work,

553
00:27:44,760 --> 00:27:46,290
that's a real success.

554
00:27:46,290 --> 00:27:50,090
And so I'm not always looking
at the optimal solution yet.

555
00:27:50,090 --> 00:27:52,650
For AP students, we
sometimes do do that.

556
00:27:52,650 --> 00:27:55,770
AUDIENCE: Do practice to share
summaries after a number of lecture

557
00:27:55,770 --> 00:27:59,220
or seminars or labs in class?

558
00:27:59,220 --> 00:28:01,980
MARGARET TANZOCH: Again, sometimes,
I do and sometimes, I don't.

559
00:28:01,980 --> 00:28:04,590
For my introductory students,
because so many students

560
00:28:04,590 --> 00:28:06,490
are working at their own pace.

561
00:28:06,490 --> 00:28:08,800
I'll usually work with
small groups of students.

562
00:28:08,800 --> 00:28:11,040
So I may not do a whole class.

563
00:28:11,040 --> 00:28:13,500
If I have a class of
34 students, sometimes,

564
00:28:13,500 --> 00:28:16,680
it's hard to keep everybody's
attention, when everybody's not exactly

565
00:28:16,680 --> 00:28:17,852
at the same level.

566
00:28:17,852 --> 00:28:19,560
So what I'll usually
do is, in that case,

567
00:28:19,560 --> 00:28:22,810
I'll work with small groups of students
who are all working at the same level.

568
00:28:22,810 --> 00:28:24,420
And we'll go through it together.

569
00:28:24,420 --> 00:28:27,852
And so I find that that's a little
easier to keep their attention,

570
00:28:27,852 --> 00:28:29,810
if I have four or five
students around a table,

571
00:28:29,810 --> 00:28:31,950
and we go through it
together, than if I'm

572
00:28:31,950 --> 00:28:35,610
lecturing at the front of the
classroom and have 30 students kind

573
00:28:35,610 --> 00:28:38,850
of trying to pay attention to an
overview, reviewing the coding

574
00:28:38,850 --> 00:28:40,050
a particular problem.

575
00:28:40,050 --> 00:28:42,095
So I will do that from time to time.

576
00:28:42,095 --> 00:28:44,220
And I usually do that with
small groups of students

577
00:28:44,220 --> 00:28:46,050
after they've completed the event.

578
00:28:46,050 --> 00:28:49,820
AUDIENCE: And what
about late submission?

579
00:28:49,820 --> 00:28:53,180
MARGARET TANZOCH: So again, because
I have such a wide range of students.

580
00:28:53,180 --> 00:28:56,240
And I am-- as I talk
about academic honesty.

581
00:28:56,240 --> 00:28:58,370
I'll talk a little about that, as well.

582
00:28:58,370 --> 00:29:00,590
I generally don't take off.

583
00:29:00,590 --> 00:29:02,450
I'm pretty flexible in
terms of submissions

584
00:29:02,450 --> 00:29:06,500
because I know that students
sometimes have five other AP

585
00:29:06,500 --> 00:29:07,700
classes they may be taking.

586
00:29:07,700 --> 00:29:10,625
They may be working a part time
job to help support their family.

587
00:29:10,625 --> 00:29:13,250
They may have other family
responsibilities, such as picking up

588
00:29:13,250 --> 00:29:15,500
siblings from school or babysitting.

589
00:29:15,500 --> 00:29:20,270
So I will let them usually
submit with no lateness

590
00:29:20,270 --> 00:29:21,963
until the end of the marking period.

591
00:29:21,963 --> 00:29:24,380
Or not the end of the marking
period, the end of the unit.

592
00:29:24,380 --> 00:29:26,778
And then after that, unless
there's a special excuse,

593
00:29:26,778 --> 00:29:28,820
I'll usually take off a
certain amount of credit.

594
00:29:28,820 --> 00:29:30,278
I'll still allow them to submit it.

595
00:29:30,278 --> 00:29:31,460
And they'll get some credit.

596
00:29:31,460 --> 00:29:35,060
But I will take off
some credit, possibly

597
00:29:35,060 --> 00:29:37,228
five points for the first few days.

598
00:29:37,228 --> 00:29:38,520
It's like 10 points after that.

599
00:29:38,520 --> 00:29:39,990
It kind of depends year to year.

600
00:29:39,990 --> 00:29:42,490
Year to year I tend to have a
different profile of students.

601
00:29:42,490 --> 00:29:44,740
So kind of, again, depending
on the needs the students

602
00:29:44,740 --> 00:29:47,390
or the particular
population I have, I kind of

603
00:29:47,390 --> 00:29:51,410
customize my policy to really work,
to fit the particular students

604
00:29:51,410 --> 00:29:52,582
that I have.

605
00:29:52,582 --> 00:29:55,040
Some students, as well, some
teachers, as we'll talk about,

606
00:29:55,040 --> 00:29:57,290
have very strict lateness policies.

607
00:29:57,290 --> 00:30:00,290
And it's certainly easier to keep the
whole class going at the same pace

608
00:30:00,290 --> 00:30:01,248
when you're doing that.

609
00:30:01,248 --> 00:30:03,890
And then it does become easier
to go over a problem solution

610
00:30:03,890 --> 00:30:08,030
because everybody is already
finished with it at that point.

611
00:30:08,030 --> 00:30:15,230
So some teachers will have very
specific tardies, like you can have.

612
00:30:15,230 --> 00:30:17,420
And I'll talk about that
a little later, as well.

613
00:30:17,420 --> 00:30:20,397
You could have an extra week
to submit something maybe once.

614
00:30:20,397 --> 00:30:22,730
And after that, you need to
come to me to get permission

615
00:30:22,730 --> 00:30:24,680
to do that, something along those lines.

616
00:30:24,680 --> 00:30:28,100
And they'll have much more
specific policies on that.

617
00:30:28,100 --> 00:30:31,460
But then again, given that my
students are so all over the place,

618
00:30:31,460 --> 00:30:32,420
in terms of abilities.

619
00:30:32,420 --> 00:30:34,580
And I'm really stressing
that I want them

620
00:30:34,580 --> 00:30:36,590
to do their own work on the problem.

621
00:30:36,590 --> 00:30:38,660
I want them to get a real understanding.

622
00:30:38,660 --> 00:30:41,630
Knowing that some students will
really struggle with the material,

623
00:30:41,630 --> 00:30:44,210
I prefer to give them extra
time to do it on their own

624
00:30:44,210 --> 00:30:48,502
than to feel pressured to copy
a solution from somebody else.

625
00:30:48,502 --> 00:30:49,210
AUDIENCE: Oh, no.

626
00:30:49,210 --> 00:30:49,910
Thank you.

627
00:30:49,910 --> 00:30:50,820
Thank you very much.

628
00:30:50,820 --> 00:30:52,220
I really appreciate it.

629
00:30:52,220 --> 00:30:54,200
MARGARET TANZOCH: OK, other questions?

630
00:30:54,200 --> 00:30:58,130


631
00:30:58,130 --> 00:30:59,630
Thiago?

632
00:30:59,630 --> 00:31:01,000
Did you have your hand up?

633
00:31:01,000 --> 00:31:03,640
AUDIENCE: You've talked a little
bit about student engagement

634
00:31:03,640 --> 00:31:07,450
and how they will interact with classes.

635
00:31:07,450 --> 00:31:11,830
And [INAUDIBLE] about
what types of exercises

636
00:31:11,830 --> 00:31:16,120
should they do like at
home and by themselves?

637
00:31:16,120 --> 00:31:16,930
I'm sorry.

638
00:31:16,930 --> 00:31:19,720
And what types of
kinds of exercises they

639
00:31:19,720 --> 00:31:24,970
should do at class and with the
help of the teacher or professor?

640
00:31:24,970 --> 00:31:27,470
MARGARET TANZOCH: Well, I guess
for my high school students,

641
00:31:27,470 --> 00:31:31,730
I generally don't require that they
work on their programming problems

642
00:31:31,730 --> 00:31:32,810
for homework.

643
00:31:32,810 --> 00:31:39,050
And again, the reason is that some
students don't have high quality Wi-Fi.

644
00:31:39,050 --> 00:31:42,280
They may have limited Wi-Fi
minutes that they could use.

645
00:31:42,280 --> 00:31:44,240
And I know that debugging
a programming problem

646
00:31:44,240 --> 00:31:47,840
can sometimes-- you can be stuck on
it and take hours and hours and hours.

647
00:31:47,840 --> 00:31:51,078
So I don't generally require students
to work on their programming problems

648
00:31:51,078 --> 00:31:51,620
for homework.

649
00:31:51,620 --> 00:31:54,160
I give them class time to do
that with a lot of support.

650
00:31:54,160 --> 00:31:56,660
The kinds of things I would ask
them to do more for homework

651
00:31:56,660 --> 00:31:59,260
might be a writing problem.

652
00:31:59,260 --> 00:32:03,010
So it's something that
they usually can do

653
00:32:03,010 --> 00:32:06,360
in a more limited amount of
time, maybe do a little research,

654
00:32:06,360 --> 00:32:07,450
or something like that.

655
00:32:07,450 --> 00:32:09,400
So I'll often have them
do writing problems.

656
00:32:09,400 --> 00:32:12,700
And for students again, I
will post the lecture videos.

657
00:32:12,700 --> 00:32:15,340
And I will suggest if
it's possible that they

658
00:32:15,340 --> 00:32:18,190
watch certain chapters of that
lecture video for homework,

659
00:32:18,190 --> 00:32:19,690
if they have the ability to do that.

660
00:32:19,690 --> 00:32:23,230
And the ones that do usually do
find them extremely beneficial.

661
00:32:23,230 --> 00:32:25,750
Ignatio, did you have another question?

662
00:32:25,750 --> 00:32:28,950
AUDIENCE: Just about collaboration
between the students.

663
00:32:28,950 --> 00:32:36,180
Have them some kind of
collaboration or [INAUDIBLE]

664
00:32:36,180 --> 00:32:40,680
give them suggestions [INAUDIBLE] the
student collaborate between themselves.

665
00:32:40,680 --> 00:32:48,660
And if yes, what kind
of software environments

666
00:32:48,660 --> 00:32:52,520
you can use or suggest
to use this approach.

667
00:32:52,520 --> 00:33:00,850
Because I was thinking like how
researchers work with papers.

668
00:33:00,850 --> 00:33:01,930
I write my paper.

669
00:33:01,930 --> 00:33:12,880
I submit to our colleges that evaluate
my work and give me back [INAUDIBLE]..

670
00:33:12,880 --> 00:33:20,947
I was thinking if that is some best
way to [INAUDIBLE] in your class.

671
00:33:20,947 --> 00:33:22,780
MARGARET TANZOCH: What
software do I are use

672
00:33:22,780 --> 00:33:26,110
for submitting assignments
or returning assignments?

673
00:33:26,110 --> 00:33:31,360
AUDIENCE: [INAUDIBLE] kind of platform
that you can use when a student submits

674
00:33:31,360 --> 00:33:39,880
[INAUDIBLE] and one, [INAUDIBLE]
other student [INAUDIBLE]

675
00:33:39,880 --> 00:33:45,070
and suggest change and give
back to the first student.

676
00:33:45,070 --> 00:33:49,070
And [INAUDIBLE] has a chance
to improve their own answer.

677
00:33:49,070 --> 00:33:51,267
For.

678
00:33:51,267 --> 00:33:53,350
MARGARET TANZOCH: So for
the programming problems,

679
00:33:53,350 --> 00:33:56,470
I do use the Submit50 for
pretty much everything.

680
00:33:56,470 --> 00:33:59,463
And what I'll do is I
will meet individually.

681
00:33:59,463 --> 00:34:01,630
I'll walk around and I'll
look at their submissions.

682
00:34:01,630 --> 00:34:04,990
And I'll usually do one on one
conversations with students

683
00:34:04,990 --> 00:34:07,150
about their particular codes.

684
00:34:07,150 --> 00:34:10,030
For some of my AP students,
what I might do is then,

685
00:34:10,030 --> 00:34:13,690
I might print out what they've
said that it's me electronically

686
00:34:13,690 --> 00:34:17,139
and then make comments
on it, either handwritten

687
00:34:17,139 --> 00:34:19,806
or sometimes I might, if
it's stories or Google Doc,

688
00:34:19,806 --> 00:34:21,639
in terms of some of the
writing assignments,

689
00:34:21,639 --> 00:34:24,014
I might make comments and then
also try to meet with them

690
00:34:24,014 --> 00:34:26,710
one on one to go over
what those comments are

691
00:34:26,710 --> 00:34:28,699
and how they could improve their work.

692
00:34:28,699 --> 00:34:32,860
So right now, I do find that,
for a lot of my students,

693
00:34:32,860 --> 00:34:34,840
having a one on one
conversations tends to be

694
00:34:34,840 --> 00:34:39,340
a little bit more effective than using
the comments and get help, though.

695
00:34:39,340 --> 00:34:41,620
We'll see next year if
we start out remotely,

696
00:34:41,620 --> 00:34:43,760
I'll be looking for other
electronic solutions.

697
00:34:43,760 --> 00:34:48,820
So Google classroom is something
that we used when we went remote

698
00:34:48,820 --> 00:34:50,389
toward the end of the year.

699
00:34:50,389 --> 00:34:53,250
And so I did give students a lot
of feedback on Google classroom,

700
00:34:53,250 --> 00:34:55,730
when they submitted a program
or a project, as well.

701
00:34:55,730 --> 00:35:00,640
So they submit their programming
projects the CS50, right?

702
00:35:00,640 --> 00:35:02,950
But then any writing
assignments or sometimes

703
00:35:02,950 --> 00:35:05,920
even feedback for other
programs, I would give them

704
00:35:05,920 --> 00:35:08,140
that feedback back on Google classroom.

705
00:35:08,140 --> 00:35:11,140
So really, quite a number of ways.

706
00:35:11,140 --> 00:35:13,585
But the ones that
usually I find work best

707
00:35:13,585 --> 00:35:16,045
are when I would do like one
on one meetings with students.

708
00:35:16,045 --> 00:35:18,840


709
00:35:18,840 --> 00:35:20,850
[INAUDIBLE]

710
00:35:20,850 --> 00:35:25,470
AUDIENCE: Do you use any additional
resources to supplement learning?

711
00:35:25,470 --> 00:35:28,690
Or do you find that
everything from the cs50

712
00:35:28,690 --> 00:35:32,270
is sufficient, even for
students struggling?

713
00:35:32,270 --> 00:35:35,700
Are there an external
sort of resources, books,

714
00:35:35,700 --> 00:35:37,788
that you might use to help learning?

715
00:35:37,788 --> 00:35:40,080
MARGARET TANZOCH: Well, what
I'm going to show tomorrow

716
00:35:40,080 --> 00:35:45,210
is that I create a lot of labs for my
students using the cs50 lab platform.

717
00:35:45,210 --> 00:35:50,340
And in the labs, which I'm going to
go through tomorrow in my discussion

718
00:35:50,340 --> 00:35:55,560
on the assessments in labs, I have
a lot of detailed instructions

719
00:35:55,560 --> 00:35:59,080
on how to do very specific
constructs in programming.

720
00:35:59,080 --> 00:36:03,540
So for instance, I'll have, in lab, some
students will be working on a program

721
00:36:03,540 --> 00:36:05,730
and they forget how to use
command line arguments.

722
00:36:05,730 --> 00:36:07,320
They've seen the mini lesson.

723
00:36:07,320 --> 00:36:09,270
They've seen me do a little demo of it.

724
00:36:09,270 --> 00:36:10,590
But once they're working
on their program,

725
00:36:10,590 --> 00:36:13,030
they forget or they don't
totally understand how it works.

726
00:36:13,030 --> 00:36:15,480
So I'll have them do a lab.

727
00:36:15,480 --> 00:36:18,510
And the lab will have detailed
instructions with a little practice

728
00:36:18,510 --> 00:36:19,650
problem on the right.

729
00:36:19,650 --> 00:36:23,730
And so for students that I'm trying
to encourage to be self-sufficient,

730
00:36:23,730 --> 00:36:26,140
or because I may have a lot
of students in the classroom

731
00:36:26,140 --> 00:36:28,950
and I can't help them with that
very specific thing at that very

732
00:36:28,950 --> 00:36:33,420
specific time, I do find the labs
can be really helpful for students

733
00:36:33,420 --> 00:36:34,890
to have the extra support.

734
00:36:34,890 --> 00:36:37,210
I don't require them to buy books.

735
00:36:37,210 --> 00:36:40,320
I do allow them to do
research on the internet,

736
00:36:40,320 --> 00:36:43,562
as long as they're not
looking up a solution.

737
00:36:43,562 --> 00:36:45,270
And sometimes, there's
a little confusion

738
00:36:45,270 --> 00:36:47,812
on what that means, which I'll
be talking about a little bit.

739
00:36:47,812 --> 00:36:53,443
But I do encourage them to use
resources, the cs50 manual,

740
00:36:53,443 --> 00:36:55,860
depending on what programming
language they're working on.

741
00:36:55,860 --> 00:37:02,640
If they're working on the
second semester HTML or CSS,

742
00:37:02,640 --> 00:37:04,410
I'll have them use W3 schools.

743
00:37:04,410 --> 00:37:06,370
I'll introduce them to those resources.

744
00:37:06,370 --> 00:37:08,400
So the resources are pretty much online.

745
00:37:08,400 --> 00:37:12,390
And I'll try to find videos,
sometimes, when I can.

746
00:37:12,390 --> 00:37:15,647
For my AP class, sometimes
there are nice videos

747
00:37:15,647 --> 00:37:18,730
from code.org that talk about how the
internet works and things like that.

748
00:37:18,730 --> 00:37:20,570
So sometimes, I'll introduce those.

749
00:37:20,570 --> 00:37:24,180
And even in my lesson, sometimes I'll
try to use a video every now and then

750
00:37:24,180 --> 00:37:27,480
to be a little bit engaging,
instead of being up there

751
00:37:27,480 --> 00:37:31,260
and talking too much in front of
the class, which I find I can only

752
00:37:31,260 --> 00:37:35,080
do for a very limited amount of time,
if I want to keep everybody's attention.

753
00:37:35,080 --> 00:37:40,830
So what I'm going to talk about
next is handling academic honesty.

754
00:37:40,830 --> 00:37:45,950
So again, many different teachers
do this in many different ways.

755
00:37:45,950 --> 00:37:48,410
What we do is at the
beginning of the year,

756
00:37:48,410 --> 00:37:51,620
we'll read through the
academic honesty policy

757
00:37:51,620 --> 00:37:55,460
that cs50 provides in their
curriculum and in their program specs.

758
00:37:55,460 --> 00:37:58,370
And we actually have a class contract
that students and their parents

759
00:37:58,370 --> 00:38:02,510
have to sign that also discuss
the academic honesty policy.

760
00:38:02,510 --> 00:38:04,680
Several times during
the course of the year,

761
00:38:04,680 --> 00:38:09,140
we'll talk about how students can
collaborate and help each other while

762
00:38:09,140 --> 00:38:11,420
maintaining academic integrity.

763
00:38:11,420 --> 00:38:14,450
And some of the ways that might
look, again, kind of consistent

764
00:38:14,450 --> 00:38:18,110
what you might have seen in the
written part of the academic policy

765
00:38:18,110 --> 00:38:22,700
is that, if a student is a class expert,
and they're helping somebody else,

766
00:38:22,700 --> 00:38:24,700
and they've already
completed the program,

767
00:38:24,700 --> 00:38:28,370
that it wouldn't be academically
honest for a student that's

768
00:38:28,370 --> 00:38:30,320
completed their code
to show their finished

769
00:38:30,320 --> 00:38:32,240
code to a student who is struggling.

770
00:38:32,240 --> 00:38:34,260
So that's forbidden.

771
00:38:34,260 --> 00:38:36,542
I tell students, if they're
helping another student,

772
00:38:36,542 --> 00:38:39,500
they're not allowed to put their
hands on that other students keyboard.

773
00:38:39,500 --> 00:38:42,000
Because I've seen sometimes
students tempted to kind of, oh,

774
00:38:42,000 --> 00:38:43,220
let me just type this in.

775
00:38:43,220 --> 00:38:46,077
But the student who's struggling
has no idea what that student did.

776
00:38:46,077 --> 00:38:48,660
So they're not allowed to type
on the other students keyboard.

777
00:38:48,660 --> 00:38:53,720
Everybody has to have hands on
and work on their own keyboards.

778
00:38:53,720 --> 00:38:57,230
In terms of collaboration,
again, students

779
00:38:57,230 --> 00:38:59,780
that collaborate, I make sure
they're at the same level.

780
00:38:59,780 --> 00:39:03,652
I don't want to have students
collaborating one that's so much more

781
00:39:03,652 --> 00:39:05,360
advanced or working
with a student that's

782
00:39:05,360 --> 00:39:08,030
really struggling because
then that collaboration often

783
00:39:08,030 --> 00:39:09,458
ends up going one way.

784
00:39:09,458 --> 00:39:11,750
So I try to have students,
when they are collaborating,

785
00:39:11,750 --> 00:39:15,320
pairing up with another student
that's pretty much at their same level

786
00:39:15,320 --> 00:39:18,310
and encourage them to kind of
work out the solution together,

787
00:39:18,310 --> 00:39:20,930
think up the steps,
working in pseudocode,

788
00:39:20,930 --> 00:39:23,420
maybe putting pseudocode
the comments first,

789
00:39:23,420 --> 00:39:27,170
and then kind of working back and forth
with each other, each in their own IDE,

790
00:39:27,170 --> 00:39:30,260
in most cases, to solve
that particular problem.

791
00:39:30,260 --> 00:39:34,520
During the course of the year, I will
do one or two pair programming projects.

792
00:39:34,520 --> 00:39:37,490
I don't usually do it
until the second semester.

793
00:39:37,490 --> 00:39:39,380
And the reason for that
is that, my concern

794
00:39:39,380 --> 00:39:41,172
is that, if students
are paired programming

795
00:39:41,172 --> 00:39:44,570
when they're first learning
how to manage using the coding

796
00:39:44,570 --> 00:39:47,000
environment, the text
editor, the terminal

797
00:39:47,000 --> 00:39:49,130
that it's very possible
that one student may end up

798
00:39:49,130 --> 00:39:50,910
not getting all that much out of it.

799
00:39:50,910 --> 00:39:52,730
So at the beginning
of the year, I do want

800
00:39:52,730 --> 00:39:55,430
students to all be working
in their own environments,

801
00:39:55,430 --> 00:39:56,950
submitting their own work.

802
00:39:56,950 --> 00:39:59,440
And again, with support
when they need that.

803
00:39:59,440 --> 00:40:03,770
And really kind of stress
alongside with that

804
00:40:03,770 --> 00:40:09,620
that it's really important that
students struggle through the problems,

805
00:40:09,620 --> 00:40:10,400
if they need to.

806
00:40:10,400 --> 00:40:12,660
That struggle is how we learn.

807
00:40:12,660 --> 00:40:14,630
We need to have persistence.

808
00:40:14,630 --> 00:40:15,990
That failure is common.

809
00:40:15,990 --> 00:40:18,740
That there is so much failure
when we're programming,

810
00:40:18,740 --> 00:40:20,930
we have a special word
for it called debugging.

811
00:40:20,930 --> 00:40:22,970
That it's the nature of
the way coding works.

812
00:40:22,970 --> 00:40:26,150
And even when I do
all my demonstrations,

813
00:40:26,150 --> 00:40:29,450
I will usually make errors,
sometimes on purpose, and sometimes

814
00:40:29,450 --> 00:40:30,650
just because I make errors.

815
00:40:30,650 --> 00:40:32,150
I forget my semicolon.

816
00:40:32,150 --> 00:40:37,160
And kind of see how students kind of
understand the process programming is

817
00:40:37,160 --> 00:40:39,680
one that's often trial and error.

818
00:40:39,680 --> 00:40:43,340
We'll talk about the difference between
using the internet for references

819
00:40:43,340 --> 00:40:46,040
and using the internet
for outright solutions.

820
00:40:46,040 --> 00:40:48,620
And again, the reflection
that students have

821
00:40:48,620 --> 00:40:51,500
to submit at the end of
their program does give me

822
00:40:51,500 --> 00:40:58,610
a good window into how much of the code
they actually developed on their own.

823
00:40:58,610 --> 00:41:02,768
Every now and then I'll get a reflection
that looks like I finished a program.

824
00:41:02,768 --> 00:41:03,560
It was really easy.

825
00:41:03,560 --> 00:41:07,340
I had a problem, a friend helped
me fix it, and now it's done.

826
00:41:07,340 --> 00:41:09,710
So that's usually a clue as
to that that student really

827
00:41:09,710 --> 00:41:11,640
had no understanding of what
went on with that problem.

828
00:41:11,640 --> 00:41:14,570
And then I'll go have a one to one
conversation with them about that.

829
00:41:14,570 --> 00:41:17,110


830
00:41:17,110 --> 00:41:22,200
So in order to try to avoid
academic honesty violations,

831
00:41:22,200 --> 00:41:25,230
as I just mentioned, I
really do try to stress that,

832
00:41:25,230 --> 00:41:28,470
if students don't put it the
work to solve their own problems,

833
00:41:28,470 --> 00:41:32,250
if they're depending too much on help
or from their collaborative partner,

834
00:41:32,250 --> 00:41:34,710
that they're really going to
get nothing out of the class.

835
00:41:34,710 --> 00:41:36,870
And that, as we go into
semester two, if they

836
00:41:36,870 --> 00:41:39,120
don't understand the
basics and semester one,

837
00:41:39,120 --> 00:41:41,550
by the time we get to
final projects, there's

838
00:41:41,550 --> 00:41:44,010
a pretty good chance they're
going to be totally lost.

839
00:41:44,010 --> 00:41:47,070
So I stress it over and over,
which is again one of the reasons

840
00:41:47,070 --> 00:41:49,240
why I will give students extra time.

841
00:41:49,240 --> 00:41:52,260
I'll let them know that I much
prefer that they have the extra time

842
00:41:52,260 --> 00:41:56,040
to work through the problem on
their own or with my support, where

843
00:41:56,040 --> 00:41:58,740
I'll be explaining as we
maybe type in code together.

844
00:41:58,740 --> 00:42:02,250
For students that really struggle,
we might type in some code

845
00:42:02,250 --> 00:42:05,190
together as I explain it
and we write in comments.

846
00:42:05,190 --> 00:42:08,020
And then I have them explain
to me what that code does.

847
00:42:08,020 --> 00:42:11,720
So my goal here is that students are
learning from something from the class.

848
00:42:11,720 --> 00:42:14,970
Whether they learn it totally on their
own because they could just pick it up,

849
00:42:14,970 --> 00:42:16,830
watch the shorts, watch
the video, they got it.

850
00:42:16,830 --> 00:42:17,330
They got it.

851
00:42:17,330 --> 00:42:18,090
They're good.

852
00:42:18,090 --> 00:42:22,200
Or if it's through kind of an
explanation for me as we go through it.

853
00:42:22,200 --> 00:42:24,750
My goal is that everybody
comes out of the class having

854
00:42:24,750 --> 00:42:28,240
some understanding of what it looks
like to program in the real world.

855
00:42:28,240 --> 00:42:30,510
And one of the things
I love about cs50 is

856
00:42:30,510 --> 00:42:33,990
that we have an environment to code
in with a real looking terminal,

857
00:42:33,990 --> 00:42:36,450
so that it is a real world
look at what it looks

858
00:42:36,450 --> 00:42:38,230
like to actually create a program.

859
00:42:38,230 --> 00:42:40,440
And I think that students
really appreciate that.

860
00:42:40,440 --> 00:42:43,842


861
00:42:43,842 --> 00:42:46,300
But even though I go through
all these things occasionally,

862
00:42:46,300 --> 00:42:50,740
there is a student that just
doesn't really have the confidence

863
00:42:50,740 --> 00:42:52,570
to start a program on their own.

864
00:42:52,570 --> 00:42:56,678
My classroom is set up where
we have about 30 computers

865
00:42:56,678 --> 00:42:57,970
around the outside of the room.

866
00:42:57,970 --> 00:43:01,270
The computers are literally
two inches from each other.

867
00:43:01,270 --> 00:43:04,510
And students will sometimes
just feel very intimidated

868
00:43:04,510 --> 00:43:07,480
about understanding where
to even start typing in

869
00:43:07,480 --> 00:43:10,330
and might have their neighbor
help them a little bit,

870
00:43:10,330 --> 00:43:12,820
have a student expert
help them a little bit,

871
00:43:12,820 --> 00:43:16,713
to the point that they are not
really doing the code on their own.

872
00:43:16,713 --> 00:43:19,630
And again, that's one of those things
that the reflection will usually

873
00:43:19,630 --> 00:43:21,310
be reveal to me.

874
00:43:21,310 --> 00:43:23,500
I've occasionally had
a student who thought

875
00:43:23,500 --> 00:43:27,550
they did a good thing by finding a live
coding tutorial on YouTube because it

876
00:43:27,550 --> 00:43:29,690
taught them how to solve a problem.

877
00:43:29,690 --> 00:43:34,330
And I'll usually have a
discussion with them after that.

878
00:43:34,330 --> 00:43:37,628
Because they are feeling, maybe, they
didn't just find a get help repository.

879
00:43:37,628 --> 00:43:38,920
They didn't just find the code.

880
00:43:38,920 --> 00:43:40,990
Plus they, actually
typed it in themselves.

881
00:43:40,990 --> 00:43:45,320
But we try to have these one on
one conversations about that,

882
00:43:45,320 --> 00:43:47,560
when that happens.

883
00:43:47,560 --> 00:43:51,670
Ways that I sometimes discover
academic honesty violations

884
00:43:51,670 --> 00:43:55,390
is that, in some cases, I might
find a submission that solves

885
00:43:55,390 --> 00:43:57,460
an old version of a cs50 problem.

886
00:43:57,460 --> 00:44:00,970
So I'm lucky in the fact that I've
taught this curriculum for five years.

887
00:44:00,970 --> 00:44:02,890
So sometimes, I'll notice
that a student tries

888
00:44:02,890 --> 00:44:07,720
to solve Mario by looking at the height
of the pyramid is between 1 and 23,

889
00:44:07,720 --> 00:44:10,630
which was the way the program
was constructed a few years back.

890
00:44:10,630 --> 00:44:11,890
Now it's between 1 and 8.

891
00:44:11,890 --> 00:44:14,680
So that automatically raises a red flag.

892
00:44:14,680 --> 00:44:17,980
Or perhaps they start a pyramid with
two hash tags on top instead of one,

893
00:44:17,980 --> 00:44:20,410
which is also an older
version of the problem.

894
00:44:20,410 --> 00:44:24,960
Sometimes, I'll see students
do their props with a Print

895
00:44:24,960 --> 00:44:29,560
f before they use a user input function,
like getInt or getString, which again,

896
00:44:29,560 --> 00:44:33,760
is an older way that
cs50 problems were solved

897
00:44:33,760 --> 00:44:37,282
because using a prompt inside the
parentheses as an argument in one

898
00:44:37,282 --> 00:44:40,240
of the user input functions has only
been around for about the last two

899
00:44:40,240 --> 00:44:40,870
years.

900
00:44:40,870 --> 00:44:43,180
So there are things,
sometimes, that I'll

901
00:44:43,180 --> 00:44:47,020
see that I'll recognize are old
ways of doing it, in which case

902
00:44:47,020 --> 00:44:48,820
we'll have that discussion.

903
00:44:48,820 --> 00:44:50,930
I also walk around the classroom.

904
00:44:50,930 --> 00:44:53,950
One of the reasons I like students
programming in the classroom

905
00:44:53,950 --> 00:44:56,710
is that, honestly, at home,
I have no idea if they

906
00:44:56,710 --> 00:44:58,120
have a parent who's a programmer.

907
00:44:58,120 --> 00:44:58,840
Many of them do.

908
00:44:58,840 --> 00:45:00,640
Not many, some of them do.

909
00:45:00,640 --> 00:45:03,520
Or if they have a friend that's
willing to collaborate a little too

910
00:45:03,520 --> 00:45:04,450
much with them.

911
00:45:04,450 --> 00:45:06,910
I like to walk around as
they're doing the coding

912
00:45:06,910 --> 00:45:10,000
and just randomly ask students to
explain to me what they're working on,

913
00:45:10,000 --> 00:45:13,810
what they're doing, line by
line, what their code is doing.

914
00:45:13,810 --> 00:45:16,930
Sometimes I'll notice
in-code strange indentations

915
00:45:16,930 --> 00:45:20,200
that might indicate some
kind of a copy and paste job.

916
00:45:20,200 --> 00:45:22,930
And that's also just a
little bit of an alert.

917
00:45:22,930 --> 00:45:26,560
Again, as I've mentioned a few times,
noticing that the reflection provides

918
00:45:26,560 --> 00:45:30,850
absolutely no detail about how their
process work, what an aha moment was,

919
00:45:30,850 --> 00:45:35,620
or what kind of struggles they
had, or how the algorithm operated,

920
00:45:35,620 --> 00:45:39,430
usually provides insight to me that
they probably weren't very academically

921
00:45:39,430 --> 00:45:40,960
honest on that problem.

922
00:45:40,960 --> 00:45:45,040
Sometimes, I'll paste some suspicious
looking code into a Google search.

923
00:45:45,040 --> 00:45:47,380
And I'll immediately
see that whole solution

924
00:45:47,380 --> 00:45:50,180
come up somewhere on the internet.

925
00:45:50,180 --> 00:45:52,450
Some teachers do use Compare50.

926
00:45:52,450 --> 00:45:54,250
And I think it's a terrific tool.

927
00:45:54,250 --> 00:45:57,160
I have not used it up until
now, for various reasons.

928
00:45:57,160 --> 00:45:59,560
I may try it out next year.

929
00:45:59,560 --> 00:46:02,050
I usually get so caught up
kind of designing my class

930
00:46:02,050 --> 00:46:05,743
that I sometimes run out of time
to try to use all the tools.

931
00:46:05,743 --> 00:46:07,660
And also, at the beginning
of the school year,

932
00:46:07,660 --> 00:46:12,220
and since I do allow some collaboration,
a lot of the programming solutions

933
00:46:12,220 --> 00:46:14,030
are going to look very similar.

934
00:46:14,030 --> 00:46:16,570
So again, I depend a little
more on the reflections

935
00:46:16,570 --> 00:46:18,640
and on the personal
relationships with students.

936
00:46:18,640 --> 00:46:21,070
But I think Compare50 is a great tool.

937
00:46:21,070 --> 00:46:24,700
And I know some teachers use
it very, very effectively.

938
00:46:24,700 --> 00:46:30,130
I also know that some teachers will use
the file revision history in the IDE

939
00:46:30,130 --> 00:46:33,550
to see if an entire program
is pasted in like one step.

940
00:46:33,550 --> 00:46:36,970
And that's a great thing that you can
see in the final revision history.

941
00:46:36,970 --> 00:46:39,640
Some cs50 teachers will
have all of their students

942
00:46:39,640 --> 00:46:41,360
share their workspaces with them.

943
00:46:41,360 --> 00:46:43,360
And then they'll go through
each of them and see

944
00:46:43,360 --> 00:46:45,490
how they indeed develop their program.

945
00:46:45,490 --> 00:46:47,410
Again, if I had a small
class of students,

946
00:46:47,410 --> 00:46:49,035
I think that would be a great solution.

947
00:46:49,035 --> 00:46:53,970
But I just can't have 150 students
share their workspace with me.

948
00:46:53,970 --> 00:46:56,560
And they get a sense of how
to move forward with that.

949
00:46:56,560 --> 00:46:59,800
So what I will use file revision
history for is, sometimes

950
00:46:59,800 --> 00:47:02,890
if I'm suspecting that a
student copied and pasted code,

951
00:47:02,890 --> 00:47:04,510
I'll go over them in class.

952
00:47:04,510 --> 00:47:07,500
And we'll take a look at their
file revision history together.

953
00:47:07,500 --> 00:47:09,067
And that might be very revealing.

954
00:47:09,067 --> 00:47:11,650
Usually, they'll try to have an
excuse like, well, I developed

955
00:47:11,650 --> 00:47:13,900
my program in a Google doc first.

956
00:47:13,900 --> 00:47:16,550
And then I pasted it in the IDE.

957
00:47:16,550 --> 00:47:20,630
It's like, hmm, that doesn't
sound like a very good way to go.

958
00:47:20,630 --> 00:47:24,320
Right, so what do I do when I
find academic honesty violations?

959
00:47:24,320 --> 00:47:27,710
So I'll have a one on one
conversation with the student.

960
00:47:27,710 --> 00:47:31,050
And honestly, in most cases,
they'll usually admit it.

961
00:47:31,050 --> 00:47:33,692
If it's an introductory student,
for their first offense,

962
00:47:33,692 --> 00:47:36,650
I don't necessarily tell them this
at the beginning of the school year.

963
00:47:36,650 --> 00:47:40,760
But for the first offense, I'll often
have them delete their entire program

964
00:47:40,760 --> 00:47:44,107
and write the whole program again
on their own, or maybe with my help.

965
00:47:44,107 --> 00:47:44,940
And I'll watch them.

966
00:47:44,940 --> 00:47:47,600
I'll kind of keep a special eye
on them as they're working on it.

967
00:47:47,600 --> 00:47:49,433
And in almost every
case, when that happens,

968
00:47:49,433 --> 00:47:52,270
the code that they develop
themselves is usually

969
00:47:52,270 --> 00:47:55,820
of code that looks like
maybe simpler code, which

970
00:47:55,820 --> 00:47:59,630
I would expect that student to be
developing the beginning of the year.

971
00:47:59,630 --> 00:48:04,160
Sometimes, I'll also just identify that
a student uses very sophisticated code,

972
00:48:04,160 --> 00:48:06,410
or some kind of programming
trick that we haven't even

973
00:48:06,410 --> 00:48:08,830
come close to talking
about, like pointers

974
00:48:08,830 --> 00:48:11,840
for strings or things like that
instead of a string data type,

975
00:48:11,840 --> 00:48:16,730
which usually indicates to me
that it's probably not their code.

976
00:48:16,730 --> 00:48:20,040
If it's an AP student who I've
already had in my class for a year,

977
00:48:20,040 --> 00:48:22,970
or if it's a second offense, I'll
give them a 0 on that problem.

978
00:48:22,970 --> 00:48:25,062
And that if it ever
happens again, I would

979
00:48:25,062 --> 00:48:27,020
call home and have a
meeting with their student

980
00:48:27,020 --> 00:48:28,840
and their parents and an administrator.

981
00:48:28,840 --> 00:48:31,340
But honestly, after the student
gets a 0 for the first time,

982
00:48:31,340 --> 00:48:34,070
it pretty much never
really happens again.

983
00:48:34,070 --> 00:48:36,410
And I've also found that,
in most cases, in having

984
00:48:36,410 --> 00:48:38,480
the discussion with a
student, there's usually

985
00:48:38,480 --> 00:48:41,630
some underlying challenge
that they're facing,

986
00:48:41,630 --> 00:48:45,320
which is why they just feel
pressured to get a little too

987
00:48:45,320 --> 00:48:47,210
much help for their program.

988
00:48:47,210 --> 00:48:49,370
Again, which is why I don't
have strict deadlines.

989
00:48:49,370 --> 00:48:53,240
I try to keep it open, so that
students have the time to work on it

990
00:48:53,240 --> 00:48:56,240
and to actually develop their own code.

991
00:48:56,240 --> 00:48:58,330
AUDIENCE: Margaret?

992
00:48:58,330 --> 00:49:02,070
Sorry, my mic was open so maybe I
was encouraged to ask a question.

993
00:49:02,070 --> 00:49:04,220
MARGARET TANZOCH: No, please do.

994
00:49:04,220 --> 00:49:08,910
AUDIENCE: Yeah, and I see, because
you have high school students

995
00:49:08,910 --> 00:49:14,220
and you're in a formal setting
and these things are critical.

996
00:49:14,220 --> 00:49:18,270
And they are also at the age where
you want to teach them work ethic.

997
00:49:18,270 --> 00:49:20,520
For our students,
they're a little older.

998
00:49:20,520 --> 00:49:22,870
And they're also self motivated.

999
00:49:22,870 --> 00:49:24,450
They really want to learn.

1000
00:49:24,450 --> 00:49:27,600
And they have a project that
they want to build later.

1001
00:49:27,600 --> 00:49:31,390
So it's mostly about
the skills for them.

1002
00:49:31,390 --> 00:49:35,742
So at what point it reaches
diminishing returns?

1003
00:49:35,742 --> 00:49:38,700
By that, I mean, like if you're going
to struggle with a problem trying

1004
00:49:38,700 --> 00:49:45,120
to solve it, is it two hours,
where you need to use another skill

1005
00:49:45,120 --> 00:49:51,420
and learn how to phrase your question
and ask for a code review on a form?

1006
00:49:51,420 --> 00:49:54,330
Because I think that
that's a great skill.

1007
00:49:54,330 --> 00:49:57,330
When everything else fails, you
need to know how to ask questions

1008
00:49:57,330 --> 00:50:01,290
and how to build a community,
also answer questions.

1009
00:50:01,290 --> 00:50:03,390
That way, people respond
to you really well.

1010
00:50:03,390 --> 00:50:04,830
And your writing is really good.

1011
00:50:04,830 --> 00:50:08,790
And you get this goodwill
within the community.

1012
00:50:08,790 --> 00:50:09,580
So that's one.

1013
00:50:09,580 --> 00:50:14,850
And then for like Python,
we use cheat sheets.

1014
00:50:14,850 --> 00:50:19,500
So is there anything like that is
useful for high school students, where

1015
00:50:19,500 --> 00:50:23,170
they have a cheat that gives
them the most used things.

1016
00:50:23,170 --> 00:50:25,013
And it would have them.

1017
00:50:25,013 --> 00:50:28,150
And then, at some point, they
memorize it and not need it anymore.

1018
00:50:28,150 --> 00:50:31,680
MARGARET TANZOCH: Yeah, I do create
like a syntax sheet that I hand out

1019
00:50:31,680 --> 00:50:34,140
or I sometimes just do
it electronically now.

1020
00:50:34,140 --> 00:50:37,590
I also have anchor charts all over
the classroom with all of those,

1021
00:50:37,590 --> 00:50:38,635
like here is a for loop.

1022
00:50:38,635 --> 00:50:39,510
Here is a while loop.

1023
00:50:39,510 --> 00:50:43,180
Here is how to use arguments
and that type of thing.

1024
00:50:43,180 --> 00:50:46,980
So I will have those kind of references
available both on the website

1025
00:50:46,980 --> 00:50:52,260
as a syntax reminder sheet, as well as
anchor charts all over the classroom.

1026
00:50:52,260 --> 00:50:56,430
Because I don't necessarily expect
students to just automatically memorize

1027
00:50:56,430 --> 00:50:57,105
syntax.

1028
00:50:57,105 --> 00:50:59,730
The idea that I'm really pushing
for is to memorize ideas-- not

1029
00:50:59,730 --> 00:51:05,410
to memorize, but to understand ideas
in programming, computational thinking,

1030
00:51:05,410 --> 00:51:05,910
right?

1031
00:51:05,910 --> 00:51:08,077
To understand how to break
down a problem into steps

1032
00:51:08,077 --> 00:51:10,180
and to think about how to solve it.

1033
00:51:10,180 --> 00:51:14,040
So I do provide them plenty
of assistance on syntax.

1034
00:51:14,040 --> 00:51:16,380
And even when I give
quizzes, I will allow

1035
00:51:16,380 --> 00:51:19,350
them to use a syntax
sheet and a page of notes

1036
00:51:19,350 --> 00:51:22,380
that they've created on their
own, which they can then

1037
00:51:22,380 --> 00:51:24,180
use to help them with that quiz.

1038
00:51:24,180 --> 00:51:28,963
And that page of notes actually is like
a study guide, one page, two sides,

1039
00:51:28,963 --> 00:51:29,880
has to be handwritten.

1040
00:51:29,880 --> 00:51:31,600
It can't be printed out from online.

1041
00:51:31,600 --> 00:51:32,730
They have to write it.

1042
00:51:32,730 --> 00:51:36,100
The process of creating that is actually
a great learning experience for them.

1043
00:51:36,100 --> 00:51:38,560
So I will allow them
to do that, as well.

1044
00:51:38,560 --> 00:51:43,210
So yeah, I mean it's
again, I have students

1045
00:51:43,210 --> 00:51:45,370
of such a wide range of abilities.

1046
00:51:45,370 --> 00:51:48,590
And I want to make it
possible for everybody to,

1047
00:51:48,590 --> 00:51:52,850
at the very least pass my class, if
not do well, if they put in the effort.

1048
00:51:52,850 --> 00:51:56,650
So what I'll do with students
that really struggle is

1049
00:51:56,650 --> 00:52:00,147
that I will hopefully have enough
resources out there that most

1050
00:52:00,147 --> 00:52:02,230
students can work on their
own, or with an expert.

1051
00:52:02,230 --> 00:52:05,680
And I'll pull together maybe four or
five students at a table in the middle.

1052
00:52:05,680 --> 00:52:07,903
And we'll work out some code together.

1053
00:52:07,903 --> 00:52:09,820
And we'll literally go
through the first step.

1054
00:52:09,820 --> 00:52:14,770
Let's create a do while
loop to validate user input.

1055
00:52:14,770 --> 00:52:15,880
How do we do that?

1056
00:52:15,880 --> 00:52:17,890
And I'll ask them, how do we start it?

1057
00:52:17,890 --> 00:52:18,970
How do we write that?

1058
00:52:18,970 --> 00:52:20,560
What's the condition going to be?

1059
00:52:20,560 --> 00:52:22,420
And we'll do that
together, interactively.

1060
00:52:22,420 --> 00:52:24,503
And I'll type it up and
project that on the board.

1061
00:52:24,503 --> 00:52:26,462
And then they'll type
that, usually, at the hub

1062
00:52:26,462 --> 00:52:28,150
of the school laptops they'll grab.

1063
00:52:28,150 --> 00:52:31,990
And they'll sit around the
table and type that in with me.

1064
00:52:31,990 --> 00:52:34,870
And so the goal, again,
is to really hold

1065
00:52:34,870 --> 00:52:37,120
their hands to support them
when they really need it.

1066
00:52:37,120 --> 00:52:42,625
And I also do walkthroughs on problems
that go beyond kind of cs50 walkthrough

1067
00:52:42,625 --> 00:52:44,125
that give them a lot more structure.

1068
00:52:44,125 --> 00:52:46,780
And we might work out pseudocode
together for a problem,

1069
00:52:46,780 --> 00:52:49,330
so that students that struggle
know where to get started.

1070
00:52:49,330 --> 00:52:51,025
So I do try to provide a lot of support.

1071
00:52:51,025 --> 00:52:54,030


1072
00:52:54,030 --> 00:52:55,270
So I see some more questions.

1073
00:52:55,270 --> 00:52:55,770
Patricia?

1074
00:52:55,770 --> 00:52:58,280


1075
00:52:58,280 --> 00:53:02,750
AUDIENCE: Hi, thank you, Margaret,
for your time, for your presentation.

1076
00:53:02,750 --> 00:53:05,770
I am just wondering if you can
please explain to us a little

1077
00:53:05,770 --> 00:53:08,700
how you organize your semester.

1078
00:53:08,700 --> 00:53:13,240
Because you're explaining
about how you grade and how

1079
00:53:13,240 --> 00:53:15,430
you would handle some situations.

1080
00:53:15,430 --> 00:53:21,590
But I am just wondering, when you have
so many students, how many hours do you

1081
00:53:21,590 --> 00:53:24,470
have in classes during the semester?

1082
00:53:24,470 --> 00:53:27,620
If you have some labs, if
you can tell us a little bit,

1083
00:53:27,620 --> 00:53:32,250
so we can imagine could you apply
the things we are discussing now.

1084
00:53:32,250 --> 00:53:32,855
Thanks.

1085
00:53:32,855 --> 00:53:33,980
MARGARET TANZOCH: Sure, no.

1086
00:53:33,980 --> 00:53:34,710
I appreciate that.

1087
00:53:34,710 --> 00:53:35,210
Thank you.

1088
00:53:35,210 --> 00:53:36,690
It's a great question.

1089
00:53:36,690 --> 00:53:41,090
So I meet my students five days
a week for 45 minutes a day.

1090
00:53:41,090 --> 00:53:42,920
There's no special section that's a lab.

1091
00:53:42,920 --> 00:53:45,630
It's just a 45 minute
class, five times a week.

1092
00:53:45,630 --> 00:53:47,915
And what I do is that
I do a very short--

1093
00:53:47,915 --> 00:53:50,750
I would always have a warm up
on the board when they come in.

1094
00:53:50,750 --> 00:53:52,370
And that might be on
various different topics.

1095
00:53:52,370 --> 00:53:54,500
So that they come in, they
pull out their notebooks.

1096
00:53:54,500 --> 00:53:56,000
And they write with pen and pencils.

1097
00:53:56,000 --> 00:53:57,813
They don't start out
with their computers.

1098
00:53:57,813 --> 00:53:59,480
We have tables in the middle of a class.

1099
00:53:59,480 --> 00:54:01,970
And the computers are around
the outside of the classroom

1100
00:54:01,970 --> 00:54:03,343
that they move to later on.

1101
00:54:03,343 --> 00:54:04,760
So we'll start out with a problem.

1102
00:54:04,760 --> 00:54:07,910
It might be the beginning of the
year to just convert a binary number,

1103
00:54:07,910 --> 00:54:10,940
maybe to refresh a concept
from the day before.

1104
00:54:10,940 --> 00:54:13,940
Sometimes, it's a discussion
question, like talk

1105
00:54:13,940 --> 00:54:17,510
to your partner about how we can
collaborate with academic integrity.

1106
00:54:17,510 --> 00:54:20,620
It might be a little code on the board.

1107
00:54:20,620 --> 00:54:23,620
Determine what this code
is doing, line by line.

1108
00:54:23,620 --> 00:54:25,730
I like to give them
snippets of code to see

1109
00:54:25,730 --> 00:54:28,183
what code and good
well-structured code looks like,

1110
00:54:28,183 --> 00:54:29,350
that they have to interpret.

1111
00:54:29,350 --> 00:54:31,260
So it might be something like that.

1112
00:54:31,260 --> 00:54:33,770
So I'll always start out with
like about a 5 minute warm up.

1113
00:54:33,770 --> 00:54:36,290
And then I'll do a
very short mini lesson

1114
00:54:36,290 --> 00:54:40,040
and sometimes, a little demonstration
of that particular topic.

1115
00:54:40,040 --> 00:54:40,880
I keep it short.

1116
00:54:40,880 --> 00:54:44,750
So my mini lesson probably
never goes more than 10 minutes.

1117
00:54:44,750 --> 00:54:48,470
And I might, for instance,
talk about a loop,

1118
00:54:48,470 --> 00:54:50,360
like why do we use a while loop, right?

1119
00:54:50,360 --> 00:54:51,440
And how does it work.

1120
00:54:51,440 --> 00:54:54,810
And then I might write a little
bit of code and kind of interact

1121
00:54:54,810 --> 00:54:59,120
because I think it is helpful for
students to see actual life coding.

1122
00:54:59,120 --> 00:55:02,360
They don't code with me
because their computers

1123
00:55:02,360 --> 00:55:04,910
are facing the outside of the room.

1124
00:55:04,910 --> 00:55:09,050
When I was teaching remotely on Zoom,
I did have students actually code along

1125
00:55:09,050 --> 00:55:11,600
with me, which I actually really like.

1126
00:55:11,600 --> 00:55:13,400
But I can't really do
that in the classroom

1127
00:55:13,400 --> 00:55:15,210
because there's no way I
could get their attention when

1128
00:55:15,210 --> 00:55:17,690
they're facing each other and
facing the back of the room.

1129
00:55:17,690 --> 00:55:20,280
So I kind of take that
into consideration.

1130
00:55:20,280 --> 00:55:21,680
So I'll do a short code along.

1131
00:55:21,680 --> 00:55:24,680
And I honestly don't go on for too
long because I'll lose most students.

1132
00:55:24,680 --> 00:55:26,900
Their attention spans
are not really that long.

1133
00:55:26,900 --> 00:55:30,380
So I usually try to give
them between the lesson

1134
00:55:30,380 --> 00:55:33,200
and the code along,
maybe 15 minutes tops.

1135
00:55:33,200 --> 00:55:36,920
And then I'll have them spend about
a 1/2 hour, 20 minutes to a 1/2 hour

1136
00:55:36,920 --> 00:55:39,110
on the computers,
working on their program.

1137
00:55:39,110 --> 00:55:41,480
And during that time,
what they'll do-- and I'll

1138
00:55:41,480 --> 00:55:43,340
introduce them to the program spec.

1139
00:55:43,340 --> 00:55:45,620
I'll show them where some
of the resources are.

1140
00:55:45,620 --> 00:55:47,870
And some of them will be
sitting around the classroom,

1141
00:55:47,870 --> 00:55:51,440
maybe watching the video
walkthrough for that program.

1142
00:55:51,440 --> 00:55:56,600
Or they might be sitting and they may
be watching one of Brian's walkthroughs.

1143
00:55:56,600 --> 00:55:59,360
Or they might be watching
one of Doug's shorts.

1144
00:55:59,360 --> 00:56:02,300
Or they might be watching a
chapter of the lecture video.

1145
00:56:02,300 --> 00:56:04,490
Some of them might be
starting with their coding.

1146
00:56:04,490 --> 00:56:07,070
Some of them might be sitting
together with another student,

1147
00:56:07,070 --> 00:56:08,750
working at pseudocode in advance.

1148
00:56:08,750 --> 00:56:13,970
So it's a very diversified group
and a lot of differentiation

1149
00:56:13,970 --> 00:56:15,930
in terms of what students need.

1150
00:56:15,930 --> 00:56:19,070
And yeah, then at the
end of the class, I'll

1151
00:56:19,070 --> 00:56:21,020
sometimes stop five
minutes before the end.

1152
00:56:21,020 --> 00:56:25,310
It kind of depends on how much
time we have for coding that day.

1153
00:56:25,310 --> 00:56:28,460
I might ask them to have a little share
out, what did you accomplish today?

1154
00:56:28,460 --> 00:56:31,250
Sometimes, I'll have them write
a little reflection on a Post-It.

1155
00:56:31,250 --> 00:56:33,620
And then that might go
up on the poster that I

1156
00:56:33,620 --> 00:56:35,840
have to correspond to
that programming problem,

1157
00:56:35,840 --> 00:56:38,000
so that I can also see
what questions they have

1158
00:56:38,000 --> 00:56:39,950
that maybe they need
some extra help with.

1159
00:56:39,950 --> 00:56:42,350
And then the next day I
might ask one of the experts

1160
00:56:42,350 --> 00:56:46,520
for that program to go over and
help that particular student.

1161
00:56:46,520 --> 00:56:49,520
And then I think, also, students see
that other students have questions,

1162
00:56:49,520 --> 00:56:51,920
too, that it's normal to have questions.

1163
00:56:51,920 --> 00:56:55,200
It's normal to get stuck on stuff,
that this is the part of the process.

1164
00:56:55,200 --> 00:56:56,720
This is how it goes for everybody.

1165
00:56:56,720 --> 00:56:59,925
So that they don't feel like,
oh, I compiled my code and.

1166
00:56:59,925 --> 00:57:00,550
It didn't work.

1167
00:57:00,550 --> 00:57:02,190
I just can't do this.

1168
00:57:02,190 --> 00:57:05,998
So I try very hard to make it
a real culture community, where

1169
00:57:05,998 --> 00:57:07,290
students could help each other.

1170
00:57:07,290 --> 00:57:10,580
But again, constantly stressing
that you're helping each other

1171
00:57:10,580 --> 00:57:12,817
with academic integrity.

1172
00:57:12,817 --> 00:57:14,275
I hope that answered your question.

1173
00:57:14,275 --> 00:57:17,520


1174
00:57:17,520 --> 00:57:18,020
All right.

1175
00:57:18,020 --> 00:57:22,600
AUDIENCE: Hi, Professor, I really
appreciate your presentation.

1176
00:57:22,600 --> 00:57:23,890
You are so clear.

1177
00:57:23,890 --> 00:57:30,790
But what about any complaint after
you have released scores to students?

1178
00:57:30,790 --> 00:57:34,660
How do you proceed, based
on your experience, please?

1179
00:57:34,660 --> 00:57:36,910
MARGARET TANZOCH: If they
complain about their scores?

1180
00:57:36,910 --> 00:57:41,500
Well, in terms of the
cs50, the Submit50,

1181
00:57:41,500 --> 00:57:44,738
they can see very clearly what their
score is and why they got it, right?

1182
00:57:44,738 --> 00:57:46,030
They could look at the Check50.

1183
00:57:46,030 --> 00:57:47,322
They could look at the Style50.

1184
00:57:47,322 --> 00:57:50,860
So their program score is based on that.

1185
00:57:50,860 --> 00:57:53,860
The rest of the score
depends on the reflection.

1186
00:57:53,860 --> 00:57:56,935
And so if they're not happy about
the score with that reflection,

1187
00:57:56,935 --> 00:57:58,810
I will have a one on
one discussion with them

1188
00:57:58,810 --> 00:58:02,320
that they have to provide more detail,
or they didn't answer a question.

1189
00:58:02,320 --> 00:58:07,620
So for the most part, students
are not shocked at their scores.

1190
00:58:07,620 --> 00:58:10,120
Sometimes, students will submit
stuff, and they don't really

1191
00:58:10,120 --> 00:58:11,620
check the score they get.

1192
00:58:11,620 --> 00:58:14,920
And then a couple weeks later, it's
like, oh, my gosh, I got such a bad.

1193
00:58:14,920 --> 00:58:16,750
Score could I prove my grade?

1194
00:58:16,750 --> 00:58:18,820
So it kind of depends
where we are in terms

1195
00:58:18,820 --> 00:58:20,985
of the unit and the marking period.

1196
00:58:20,985 --> 00:58:22,110
Sometimes, I'll allow them.

1197
00:58:22,110 --> 00:58:25,870
I will usually allow them to resubmit
it if it's still within the unit.

1198
00:58:25,870 --> 00:58:27,850
And they are allowed
to improve their grade.

1199
00:58:27,850 --> 00:58:32,570
And if it's already at the end of
the marking period, it is what it is.

1200
00:58:32,570 --> 00:58:36,130
Sometimes, I will allow them to do
extra credit problems, like a writing

1201
00:58:36,130 --> 00:58:39,970
assignment, as I mentioned earlier, on
a particular topic that's relevant to us

1202
00:58:39,970 --> 00:58:41,480
at that moment.

1203
00:58:41,480 --> 00:58:45,760
And then I will maybe substitute that to
their lowest score on their programming

1204
00:58:45,760 --> 00:58:46,810
assignment.

1205
00:58:46,810 --> 00:58:49,600
Because some students are
going to struggle with it.

1206
00:58:49,600 --> 00:58:52,662
Everybody is not going to
get 100% on every program.

1207
00:58:52,662 --> 00:58:55,120
But again, for students that
are willing to put in the work

1208
00:58:55,120 --> 00:58:58,720
and are willing to put
in the effort, I will

1209
00:58:58,720 --> 00:59:02,440
try to come up with a way of
helping them improve their grade.

1210
00:59:02,440 --> 00:59:04,330
And for the most part, it works out.

1211
00:59:04,330 --> 00:59:07,692
Most students get either
an A or B in the class.

1212
00:59:07,692 --> 00:59:10,150
I don't have a whole lot of
students that struggle to pass.

1213
00:59:10,150 --> 00:59:13,480


1214
00:59:13,480 --> 00:59:17,040
I hope that answered your question.

1215
00:59:17,040 --> 00:59:20,170
AUDIENCE: Can I ask questions now?

1216
00:59:20,170 --> 00:59:28,970
In the previous line, you said that
you use file revision history to check.

1217
00:59:28,970 --> 00:59:32,160
I didn't quite understand
how can we do that.

1218
00:59:32,160 --> 00:59:33,650
Well, what kind of tool to use.

1219
00:59:33,650 --> 00:59:35,150
Is it submit.cs50.io?

1220
00:59:35,150 --> 00:59:37,940


1221
00:59:37,940 --> 00:59:39,930
MARGARET TANZOCH: So
when you're in the IDE--

1222
00:59:39,930 --> 00:59:41,680
and I'll be doing a
live demo in tomorrow.

1223
00:59:41,680 --> 00:59:44,230
So if you're online tomorrow,
I'll be happy to demonstrate

1224
00:59:44,230 --> 00:59:46,460
what that looks like.

1225
00:59:46,460 --> 00:59:49,100
In the IDE, there is,
under the file tab,

1226
00:59:49,100 --> 00:59:51,248
there's something called
file revision history.

1227
00:59:51,248 --> 00:59:52,790
And there's a slider that's provided.

1228
00:59:52,790 --> 00:59:54,630
And it allows you to go back in time.

1229
00:59:54,630 --> 00:59:58,160
You actually see timestamps for
exactly the way you typed in your code

1230
00:59:58,160 --> 01:00:01,170
from the very beginning at the
time when you created your file.

1231
01:00:01,170 --> 01:00:06,320
So if I slide back and I see a
full program developed and then

1232
01:00:06,320 --> 01:00:10,110
one minute later, nothing
in the code, the only way

1233
01:00:10,110 --> 01:00:14,250
that that code could get into that
file is by a copy and paste, right?

1234
01:00:14,250 --> 01:00:18,780
You can't type in code and
have it all appear in one step.

1235
01:00:18,780 --> 01:00:22,400
So that's one of the things that I
might look at to see how the student,

1236
01:00:22,400 --> 01:00:24,868
the process that they use
to develop their code.

1237
01:00:24,868 --> 01:00:26,160
So it's a really valuable tool.

1238
01:00:26,160 --> 01:00:29,540
And it's great, too, for when you're
programming, if you mess something up,

1239
01:00:29,540 --> 01:00:32,210
you could go back and reverse
your code to a previous place,

1240
01:00:32,210 --> 01:00:35,490
so that you haven't
lost old versions of it.

1241
01:00:35,490 --> 01:00:38,668
And right now, that works
in the IDE environment.

1242
01:00:38,668 --> 01:00:41,460
Not in the labs, but I understand
next year that may be integrated.

1243
01:00:41,460 --> 01:00:42,060
So we'll see.

1244
01:00:42,060 --> 01:00:43,310
That's a really terrific tool.

1245
01:00:43,310 --> 01:00:45,355


1246
01:00:45,355 --> 01:00:47,980
And if you remind me tomorrow,
I'll be happy to demonstrate it,

1247
01:00:47,980 --> 01:00:51,160
when we do the lives,
the kind of demo on how

1248
01:00:51,160 --> 01:00:55,070
submissions work from a student
and a teacher perspective.

1249
01:00:55,070 --> 01:00:56,240
I see another hand raised.

1250
01:00:56,240 --> 01:00:58,460
Is that [INAUDIBLE]?

1251
01:00:58,460 --> 01:00:59,690
And again please correct me.

1252
01:00:59,690 --> 01:01:00,660
AUDIENCE: Yes.

1253
01:01:00,660 --> 01:01:01,650
[INAUDIBLE]

1254
01:01:01,650 --> 01:01:02,900
MARGARET TANZOCH: [INAUDIBLE].

1255
01:01:02,900 --> 01:01:04,600
Nice to meet you.

1256
01:01:04,600 --> 01:01:08,810
AUDIENCE: Hi, I'm enjoying
your presentation.

1257
01:01:08,810 --> 01:01:10,560
I just have one question.

1258
01:01:10,560 --> 01:01:15,840
You mentioned the warmup at
the beginning of the class,

1259
01:01:15,840 --> 01:01:20,490
and that your class takes about
45 minutes, five days per week.

1260
01:01:20,490 --> 01:01:24,770
So I was wondering that a
student who is struggling,

1261
01:01:24,770 --> 01:01:27,130
when that student comes
to class like we said,

1262
01:01:27,130 --> 01:01:30,150
on Monday how much time
would a struggling student

1263
01:01:30,150 --> 01:01:35,100
would have to spend like in a night
to come back the next day's class

1264
01:01:35,100 --> 01:01:38,103
to continue with the followup?

1265
01:01:38,103 --> 01:01:41,270
MARGARET TANZOCH: Well, again, I don't--
how much time would I have to spend

1266
01:01:41,270 --> 01:01:43,370
working on their own
for homework, you mean?

1267
01:01:43,370 --> 01:01:47,100


1268
01:01:47,100 --> 01:01:52,570
AUDIENCE: Not really homework, but
actually, it might be a great lesson,

1269
01:01:52,570 --> 01:01:55,350
but that student may be struggling.

1270
01:01:55,350 --> 01:02:01,530
And so it will need to go back and
revise and recapture what was done.

1271
01:02:01,530 --> 01:02:06,040
So your 45 minutes might be more
like 2 hours for that student,

1272
01:02:06,040 --> 01:02:08,100
talking about a struggling student.

1273
01:02:08,100 --> 01:02:11,100
MARGARET TANZOCH: Yes, and I do have
those type of students, absolutely.

1274
01:02:11,100 --> 01:02:16,090
So what I'll do is, then, I will do a
small group work with those students.

1275
01:02:16,090 --> 01:02:19,740
So I'll pull together a group of
students, three or four students,

1276
01:02:19,740 --> 01:02:20,610
possibly.

1277
01:02:20,610 --> 01:02:22,260
We'll sit around the table.

1278
01:02:22,260 --> 01:02:24,717
And my computer will
project to the screen,

1279
01:02:24,717 --> 01:02:26,550
while other students
are on their computers,

1280
01:02:26,550 --> 01:02:28,860
facing like the sides
of the back of the room.

1281
01:02:28,860 --> 01:02:30,610
I'll sit through with those students.

1282
01:02:30,610 --> 01:02:35,160
And I'll work through maybe a little
bit more of a live coding example,

1283
01:02:35,160 --> 01:02:39,570
for instance, on how to use operators,
how do we assign values to variables,

1284
01:02:39,570 --> 01:02:42,810
kind of break it down
very, very step by step.

1285
01:02:42,810 --> 01:02:46,020
I may actually start working
on a program with them.

1286
01:02:46,020 --> 01:02:47,902
So I may have them open up one of--

1287
01:02:47,902 --> 01:02:49,360
we have a couple of school laptops.

1288
01:02:49,360 --> 01:02:50,550
They'll sit around.

1289
01:02:50,550 --> 01:02:54,420
And they may type in the first
couple lines of code with me.

1290
01:02:54,420 --> 01:02:57,570
And I'll allow them, in a
very small group environment,

1291
01:02:57,570 --> 01:03:00,477
they're much more
comfortable asking questions.

1292
01:03:00,477 --> 01:03:02,310
It's true, in a full
class environment, they

1293
01:03:02,310 --> 01:03:05,040
may feel intimidated, particularly
because sometimes, you'll

1294
01:03:05,040 --> 01:03:07,770
have students that
struggle to pass algebra

1295
01:03:07,770 --> 01:03:11,190
sitting right next to a
student that's taking calculus.

1296
01:03:11,190 --> 01:03:15,915
And so they may feel very embarrassed
and feel like, I just can't do this.

1297
01:03:15,915 --> 01:03:17,290
Everybody has this other than me.

1298
01:03:17,290 --> 01:03:19,675
So that's why I've tried
very hard to make sure

1299
01:03:19,675 --> 01:03:22,800
that we have a classroom culture of
students being accepting of each other.

1300
01:03:22,800 --> 01:03:26,487
And I'll work, again, with small
groups of two or three students,

1301
01:03:26,487 --> 01:03:28,320
so that they feel a
little more comfortable.

1302
01:03:28,320 --> 01:03:32,170
And I'll go over that lesson
with them over and over again.

1303
01:03:32,170 --> 01:03:37,050
And in some cases, they can do a few
lines with the code by themselves.

1304
01:03:37,050 --> 01:03:39,332
If they get a little
something out of it,

1305
01:03:39,332 --> 01:03:41,040
they'll get a little
something out of it.

1306
01:03:41,040 --> 01:03:42,690
And they'll kind of move on.

1307
01:03:42,690 --> 01:03:45,000
And then I'll help them with
the next program, as well.

1308
01:03:45,000 --> 01:03:48,360
But sometimes, it's a very little
more of a direct instruction

1309
01:03:48,360 --> 01:03:49,980
that I'm kind of working with them.

1310
01:03:49,980 --> 01:03:55,300
And also, again, I will encourage
them to try out some of the labs,

1311
01:03:55,300 --> 01:03:58,920
like some of the embedded
videos in the program specs.

1312
01:03:58,920 --> 01:04:05,440
And eventually, they may not get to
complete Vigenére or even Caesar.

1313
01:04:05,440 --> 01:04:09,010
They may just do the first
few weeks of problems.

1314
01:04:09,010 --> 01:04:12,670
And then I might substitute
a writing problem for one

1315
01:04:12,670 --> 01:04:15,490
of the more challenging
programming problems

1316
01:04:15,490 --> 01:04:19,810
for them, so that they could have
an alternate assignment, basically.

1317
01:04:19,810 --> 01:04:23,270
Keep them engaged and maybe on a topic,
a current events topic or something

1318
01:04:23,270 --> 01:04:26,030
that they'd be interested in.

1319
01:04:26,030 --> 01:04:28,900
And then that will be a slightly
different experience to have.

1320
01:04:28,900 --> 01:04:32,700
But hopefully, they still get
something out of the class.

1321
01:04:32,700 --> 01:04:36,350
So what I was going to talk
about, just some ideas here

1322
01:04:36,350 --> 01:04:39,860
that other cs50 teachers
have talked about in the past

1323
01:04:39,860 --> 01:04:43,160
that I thought were
really great ones, is

1324
01:04:43,160 --> 01:04:45,440
that some students,
some teachers, rather,

1325
01:04:45,440 --> 01:04:50,130
will have students walk through
their code to another student.

1326
01:04:50,130 --> 01:04:51,752
So I think it's a great idea.

1327
01:04:51,752 --> 01:04:53,960
It's not something I've done
right now, but something

1328
01:04:53,960 --> 01:04:58,580
I would like to figure out if I
could kind pair students of similar--

1329
01:04:58,580 --> 01:05:00,913
that are working at similar
paces on their programs,

1330
01:05:00,913 --> 01:05:03,830
after they complete their program,
to kind of walk through and explain

1331
01:05:03,830 --> 01:05:05,803
their code to another student.

1332
01:05:05,803 --> 01:05:07,970
Some teachers will have the
students actually create

1333
01:05:07,970 --> 01:05:10,280
a short video walking
through their code, line

1334
01:05:10,280 --> 01:05:12,610
by line, which I think is
a really interesting idea.

1335
01:05:12,610 --> 01:05:14,360
And that might be
something that you could

1336
01:05:14,360 --> 01:05:16,930
do instead of having students
do a written reflection,

1337
01:05:16,930 --> 01:05:22,100
kind of make sure that they're
understanding what they're creating.

1338
01:05:22,100 --> 01:05:24,950
Teachers have talked about bringing
back students from past years

1339
01:05:24,950 --> 01:05:28,730
to provide additional support
as a TFA to the class.

1340
01:05:28,730 --> 01:05:30,270
So that's really helpful.

1341
01:05:30,270 --> 01:05:32,520
Again, I don't usually have
the luxury of having that.

1342
01:05:32,520 --> 01:05:35,480
So instead I'll have
student experts that

1343
01:05:35,480 --> 01:05:38,585
have completed a problem that
will kind of walk around and help

1344
01:05:38,585 --> 01:05:39,710
other students with a code.

1345
01:05:39,710 --> 01:05:42,710
And a lot of students
actually really enjoy that.

1346
01:05:42,710 --> 01:05:45,110
I've had students comment
that they were afraid they

1347
01:05:45,110 --> 01:05:46,460
were going to be a
little bored in the class

1348
01:05:46,460 --> 01:05:48,750
because they've really
been programming for years.

1349
01:05:48,750 --> 01:05:53,810
But after finishing the cs50 problem,
they really enjoyed helping your peers.

1350
01:05:53,810 --> 01:05:59,055
So that could be another
way to run the class.

1351
01:05:59,055 --> 01:06:00,680
Again, I'll purposefully make mistakes.

1352
01:06:00,680 --> 01:06:01,990
I'll stress a lot.

1353
01:06:01,990 --> 01:06:03,740
And other teachers
have talked about this,

1354
01:06:03,740 --> 01:06:07,190
as well, that they'll stress a
lot the idea of making mistakes,

1355
01:06:07,190 --> 01:06:11,810
to really normalize failure,
normalize errors, and make sure

1356
01:06:11,810 --> 01:06:15,917
that the classroom is a very safe space,
where students feel they can't fail.

1357
01:06:15,917 --> 01:06:17,750
But that doesn't mean
that they are failing.

1358
01:06:17,750 --> 01:06:20,042
It just means that they
haven't quite gotten there yet.

1359
01:06:20,042 --> 01:06:21,440
That it's a process.

1360
01:06:21,440 --> 01:06:25,670
And that perseverance is really key.

1361
01:06:25,670 --> 01:06:29,060
Some teachers have talked
about preventing last minute

1362
01:06:29,060 --> 01:06:33,050
panic, when they do have like little
more strict deadlines for programs

1363
01:06:33,050 --> 01:06:34,270
to be due.

1364
01:06:34,270 --> 01:06:38,930
And in order to prevent that, they
might have something like a 24 tardy,

1365
01:06:38,930 --> 01:06:41,630
where a student, with teacher
approval, can have an extra 24

1366
01:06:41,630 --> 01:06:43,410
hours to complete a program.

1367
01:06:43,410 --> 01:06:46,160
So they're not up at 3:00 in the
morning feeling like, oh, my God,

1368
01:06:46,160 --> 01:06:47,270
I'm going to fail this project.

1369
01:06:47,270 --> 01:06:48,103
I have to get it in.

1370
01:06:48,103 --> 01:06:50,480
So let me just copy from a friend.

1371
01:06:50,480 --> 01:06:54,650
So again that's something that's
really worked well for other teachers.

1372
01:06:54,650 --> 01:06:57,410
Also, some teachers have had
various different online discussion

1373
01:06:57,410 --> 01:07:01,430
forums, where students can, together,
share their thoughts and questions

1374
01:07:01,430 --> 01:07:02,765
as they work through programs.

1375
01:07:02,765 --> 01:07:05,390
And that's something that I'm
going to be looking at this year,

1376
01:07:05,390 --> 01:07:07,040
if we do start the year remote.

1377
01:07:07,040 --> 01:07:08,930
Here in New York City,
we have no idea yet

1378
01:07:08,930 --> 01:07:12,330
how we're starting the
school year, no idea at all.

1379
01:07:12,330 --> 01:07:15,413
So I am trying to kind
of think of new ideas

1380
01:07:15,413 --> 01:07:17,330
for students to be able
to collaborate and get

1381
01:07:17,330 --> 01:07:20,480
to know each other in an online
forum, one that I'm moderating

1382
01:07:20,480 --> 01:07:23,600
and I'm keeping tabs on to make
sure they're not sharing too much,

1383
01:07:23,600 --> 01:07:26,870
might be a really interesting way to go.

1384
01:07:26,870 --> 01:07:30,170
Some teachers also talked about
white boarding and having students

1385
01:07:30,170 --> 01:07:34,070
writing on the walls or on chart
paper to kind of work out solutions

1386
01:07:34,070 --> 01:07:36,450
that they then share
with their classmates

1387
01:07:36,450 --> 01:07:38,580
and with the rest of the class.

1388
01:07:38,580 --> 01:07:41,360
So again, just so many
different ways to run

1389
01:07:41,360 --> 01:07:44,630
the class, which is one of the
reasons I love this curriculum.

1390
01:07:44,630 --> 01:07:47,750
I'm not boxed into having
to do it a certain way.

1391
01:07:47,750 --> 01:07:50,840
I prefer, rather than just having
students watch the lecture,

1392
01:07:50,840 --> 01:07:54,510
I do prefer to teach short
segments of it myself.

1393
01:07:54,510 --> 01:07:57,650
And I think a lot of my students
do enjoy that kind of teacher

1394
01:07:57,650 --> 01:08:01,350
to student relationship, in that sense.

1395
01:08:01,350 --> 01:08:04,173
But then having all these
resources available for backup.

1396
01:08:04,173 --> 01:08:05,840
It's been a pleasure meeting all of you.

1397
01:08:05,840 --> 01:08:08,000
I hope everybody got
something out of it.

1398
01:08:08,000 --> 01:08:10,190
I know many of you were teaching
in many different environments,

1399
01:08:10,190 --> 01:08:11,482
not necessarily in high school.

1400
01:08:11,482 --> 01:08:15,210
But hopefully, it was
helpful for you, as well.

1401
01:08:15,210 --> 01:08:18,500
So thank you so much
for being part of this.

1402
01:08:18,500 --> 01:08:19,000