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DAVID MALAN: All right, hello, everyone.

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This is the CS50x educator workshop.

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Welcome back.

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So nice to see so many
familiar faces and names now.

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Before we dive into
today's session, which

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is on writing assessments,
quizzes, and other assignments,

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led by CS50's own,
Margaret Tanzosh, allow

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me to see if anyone
here in the group would

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like to say a hello and a
little bit about yourself,

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if you haven't yet shared.

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Anyone willing to say
hello with a blue hand?

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Raymond, start with you.

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AUDIENCE: Hi, everyone.

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This is Raymond, from Brazil.

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I have watched the afternoon
session from Margaret.

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So pay close attention to what
she has to say because she

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has really good advice for us.

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So let's go.

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That's it.

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DAVID MALAN: Wonderful.
thank you for teeing us up.

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Any other hellos or
greetings from folks?

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No?

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All right, I think all the more time
for Margaret's introduction, then.

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So Margaret Tanzosh has been teaching
in New York City at high school.

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She's also served as a teaching fellow
for CS50's extension school version.

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She's done an extraordinary job
adapting materials and bringing

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her own into her classroom.

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She's wonderfully invited us a couple
of times down for hackathons, of sorts,

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with her students.

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And we're joined as well
by CS50's own, Brian Hume.

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But first, Margaret, take it away.

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MARGARET TANZOSH: Goodness, thank you so
much for such a wonderful introduction.

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I'm going to share a couple of slides.

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And then we'll take it from there.

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All right, so some of
you I've already met.

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But if I haven't met,
you just to give you

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a little idea where I'm coming from.

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This is the school that I
work at in New York City.

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It's a public K through 12 school.

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It's a gifted and talented school.

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So we have a lot of students that
are really very much ready to learn.

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We also have IEP students
and struggling students.

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So I have a wide variety.

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I teach primarily 11th and 12th graders.

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And this was from a
hackathon we had last year

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that David was kind enough to come
and visit and spend the day with us.

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We invited middle
school and high school.

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And they had an amazing time that day,
delving into some great programming

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problem.

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So I've been teaching CS50 at Nest+m.

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It stands for new explorations
into science technology and math,

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for five years.

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I have a lot of students, typically.

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I generally have about four
sections of an intro level

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of computer science, one section
of AP Computer Science principles.

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And because I've been able to
so customize and really fit

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the CS50 curriculum to
what I'm looking to do,

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I've been able to make it
work for all of my classes.

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So one of the things we're
going to do when we start out

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is that we're going to work with Brian.

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We are going to give you a
little bit of an overview of what

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it looks like to actually have
that whole workflow from submitting

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at the command line,
a program, from my ID.

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And you can see on the
teacher's side what

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it looks like from the
teacher's Submit50.IO, as well.

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So let's go back.

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Sorry.

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So I'm going to come into my IDE.

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And you could see here I
have a version of Cash.

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And it looks pretty good.

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I'm going to try to submit
it and see what happens.

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So I've CDed it to
the correct directory.

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And I'm going to use the correct slug.

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Each program has its own slug.

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And oh, because I typed it in wrong.

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But before I do that, actually, let
me actually turn it over to Brian

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to show how this is actually going to
get to him and then come back to me.

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I'll fix my syntax.

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And I'll set submit it up on time.

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BRIAN YU: All right,
thanks very much, Margaret.

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So if you were here for
the session two days ago,

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I showed you submit.cs50.io,
which is the web application

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that you can use in order to
collect student submissions

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and also to view the results
of Check50 and Style50

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that have been run on
your students' work.

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So Margaret and I
today are going to show

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you is just a sample of
what that workflow actually

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looks like in practice.

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So I have here a sample course that
I've created on submit.cs50.io.

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And what you'll notice here is
that in my configuration page,

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I have an invitation.

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This invitation link is something
that you can send to your students.

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And when your students click
on that invitation link,

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they'll be prompted to join
your course on submit.cs50.io.

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And what that means is
that you, the teacher,

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will get access to your
students GitHub repositories.

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You have the ability to see their
work, see what they've submitted,

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see the results of automated
correctness tracking,

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and also have the ability to provide
feedback on your students code,

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all via GitHub.

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Down beneath that, there's a
section for specifying which slugs

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or unique identifiers you would
like to use as part of the course.

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So for example, if
you're teaching a course,

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it's based on the CS50x 2020 materials,
I could include something like

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cs50/problem/2020/x inside of the slug
section of this configuration page.

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And that means that any time that
any of my students submit a problem

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that begins with this
particular prefix, then

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I will be able to see that problem.

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And I'll be able to take a
look at the results there, too.

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So I'll now turn it
back over to Margaret.

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And she's going to
show you what it looks

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like to actually submit a problem.

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And then I'll come
back and show you what

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it looks like from the teacher's
perspective, once a student submits

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their work.

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Margaret, back to you.

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MARGARET TANZOSH: Thank you, Brian.

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So I'm going to come back to my IDE.

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And what I did before is that I forgot
to type it in [INAUDIBLE] So the code

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is going to be submit50, and
then followed by the slug.

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And you notice how the slug has that
prefix that Brian was talking about.

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So this is going to be viewed
by him when I submit it.

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And I'm going to be typing in my
GitHub username, my GitHub password.

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And at this point, I think the
code will begin to start to upload.

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And it's telling me that the
file that's going to be submitted

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is my source code, cash.c.

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And the file that's not
going to be submitted

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is my compiled code, my object
code, because once I submit it,

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the Check50 portion of the Submit50
is actually going to compile my code

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and make sure that it's compiled
properly and run a series of tests.

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So I'm going to say, yes, to the
academic policy, academic honesty

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policy.

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And this is now going to be uploaded.

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And if I wanted to see my
results, I could click on this.

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But I'm a student.

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A lot of my students
don't really always check.

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I'm just going to leave it at that.

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I think it looks good.

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So I'll just send that back to Brian.

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BRIAN YU: All right, so Margaret
has now submitted her work.

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And now it's time for me, the teacher,
to take a look at it and review it.

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So if I go back into submit.cs50.io,
you'll notice along the top,

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there are a couple of different
pages associated with each course.

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I have so far been showing
you the settings page, which

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just allows me to configure
the invitation link

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and configure the submissions
logs for the course, for example.

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But over on the left hand
side, you'll see a link that

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takes me to the course's submissions.

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And that's the page where
I can see all of the work

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that my students have submitted
to this course on submit.cs50.io.

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So if I click on
submissions, I'll be taken

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to a page that shows me all of
the various different problems

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to which students have submitted.

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But if I'm only interested in
Cash, for example, in that problem,

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I can just click on that problem.

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And now I'm just looking at
submissions for the Cash problem.

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And I can see here that one
student has submitted work

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to this particular submission slogan.

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And I can now see, all right,
here's Margaret's submission.

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She submitted one minute ago.

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And importantly,
immediately beneath that,

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I get to see the results
of Check50 and Style.

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So immediately after
Margaret submitted her work,

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submit.cs50.io downloaded her code,
ran Check50 and Style50 on it.

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And now it's automatically given
to me the correctness results

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and the style results for
this particular submission.

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So I can see, next to
Check50, for example,

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that Margaret has
passed 10 out of the 11

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checks that were run on this problem.

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And if I want to see those Check50
results in a little bit more detail,

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I can go ahead and just open this up.

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I'll open it in a new tab and visit it.

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And here now I can see all of
the checks that she's passed.

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And I can also see the
check that she didn't pass.

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It looks like she's not
quite handling rejecting

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a negative input, which is one of
the requirements in the problem

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specification.

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But I can see here all the
checks that were passed.

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And all of the checks that were not.

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So that can help me to
provide feedback for her.

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And usually, by looking
at the checks, I can

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get a pretty good sense
for what she did right

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and where there might
be room for improvement.

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So going back to the submit.cs50.io
page, I also see her Style50 results.

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So those are scored on a scale
from 0 to 1, where 1 or 100%

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means that all of the
lines are correctly styled

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and 0 meaning none of the lines.

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So the 0.94 is pretty good.

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But if I open up the Style50 link,
much as I can open up the Check50 link

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to see details about check50, I
can also open up a style50 link

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to see the style details.

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And it looks like, just based
on this green highlight here,

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there are some areas within
Margaret's code where maybe she

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should add a space just
for consistency because we

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tend to like there to be
a space around operators,

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like multiplication, for example.

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So that might be an example
of some style feedback

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that style50 is providing.

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And I can now see both
of those results here.

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To the right of both the
check50 and the style50 results

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is a place where I can now provide
comments on Margaret's submission.

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So if I click on 0
comments and open that up,

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recall that when a student
submits via submit50,

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they're ultimately submitting
their work to GitHub,

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which we're using as the host for
all of student submitted work.

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And because of that, we
get to take advantage

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of GitHub's great commenting
features that allows us

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to provide inline feedback on students.

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So if, for example, I wanted to provide
feedback to Margaret about what style50

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had said about adding a space
around that multiplication operator,

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I could find that line of code, which,
in this case, is line 9, right here.

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Hovering over the line, I
get a little plus symbol.

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And clicking on that line
opens up a text field,

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where I could leave some
feedback, like, "remember

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to include spaces on both sides
of the multiplication operator."

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And you can use markdown syntax.

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It's familiar with Markdown
syntax to make things bold

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or make things mono space, if
you're trying to include code

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into your comment, as well.

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And then I can add that
comment, if I would like to.

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So Margaret then we'll be
able to see that comment

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if she signs into submit.cs50.io
or signs into GitHub, for example.

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And if she has GitHub's
email notifications, which

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are turned on by default, she'll
get an email notifying her

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that I've left this comment on her code.

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And she can then reply
to it, allowing us

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to facilitate a conversation
about the student's work

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in order to try to provide
that sort of feedback.

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So that, then, is what
submit.cs50.io looks like.

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It's right now showing me
Margaret's latest submission.

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But submit.cs50.io allows for
students to submit multiple times

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if they want to.

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I happen to know that Margaret submitted
this problem a little earlier today,

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too.

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So up here in the upper
right, I'm currently

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00:11:05,640 --> 00:11:08,970
in the latest mode, which is only
going to show me each student's most

238
00:11:08,970 --> 00:11:10,400
recent submission.

239
00:11:10,400 --> 00:11:13,230
But if I toggle that
switch, switch to all mode,

240
00:11:13,230 --> 00:11:15,540
instead of just seeing one
submission from Margaret,

241
00:11:15,540 --> 00:11:17,190
I'm now seeing both of her submissions.

242
00:11:17,190 --> 00:11:20,310
And I can see that 10 hours
ago she submitted as well

243
00:11:20,310 --> 00:11:22,680
and only got eight out
of the 11 checks correct.

244
00:11:22,680 --> 00:11:25,680
Now five minutes ago, she got
10 out of the 11 checks correct.

245
00:11:25,680 --> 00:11:28,410
So I can see that she's improving,
that she submitted again.

246
00:11:28,410 --> 00:11:29,460
She's made some changes.

247
00:11:29,460 --> 00:11:33,820
And now it looks like a submission
is better than it was last time.

248
00:11:33,820 --> 00:11:36,480
So this tool, hopefully, will
allow you to more quickly

249
00:11:36,480 --> 00:11:39,780
be able to get access to the
results of your student submissions,

250
00:11:39,780 --> 00:11:42,540
to be able to comment on code,
to get the results of correctness

251
00:11:42,540 --> 00:11:44,500
checking on students' code and more.

252
00:11:44,500 --> 00:11:46,500
And if you want to export
that data, so that you

253
00:11:46,500 --> 00:11:48,330
can use that data in
your own grade book,

254
00:11:48,330 --> 00:11:51,150
or you want to process that
information in some way.

255
00:11:51,150 --> 00:11:53,910
You can always export all of
this submission data here.

256
00:11:53,910 --> 00:11:56,970
It'll be downloaded as a CSB
spreadsheet file that you could then

257
00:11:56,970 --> 00:11:59,970
open in a text editor or in a
more traditional spreadsheet

258
00:11:59,970 --> 00:12:04,530
program, something like Microsoft Excel
or Apple Numbers or Google sheets.

259
00:12:04,530 --> 00:12:07,650
All of those are possible
options for viewing that data

260
00:12:07,650 --> 00:12:11,800
and then using that data
in whatever way you want.

261
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So that, then, is a
look at submit.cs50.io.

262
00:12:15,610 --> 00:12:22,890
And before we move on, any questions
for me or Margaret about anything there?

263
00:12:22,890 --> 00:12:26,140
AUDIENCE: OK, so my
question is how do you?

264
00:12:26,140 --> 00:12:27,930
And this is for Margaret.

265
00:12:27,930 --> 00:12:32,310
How do you manage the grading
of students of submissions

266
00:12:32,310 --> 00:12:34,260
in order to optimize your time?

267
00:12:34,260 --> 00:12:41,740
And what kind of tricks or workflow
rules have you developed over Time

268
00:12:41,740 --> 00:12:45,300
MARGARET TANZOSH: So what I do for
my 100 or so introductory students,

269
00:12:45,300 --> 00:12:48,270
I assign a grade based
on correctness and style.

270
00:12:48,270 --> 00:12:51,000
I give feedback on
design, based on what I

271
00:12:51,000 --> 00:12:54,990
see many students submitting something
that's maybe not efficiently done.

272
00:12:54,990 --> 00:12:57,990
But I'll assign the grade
based on correctness of style.

273
00:12:57,990 --> 00:13:02,310
So what I do is I download the CSV
file of all of the submissions of all

274
00:13:02,310 --> 00:13:03,253
of my students.

275
00:13:03,253 --> 00:13:05,670
And then I have a Python script
that goes through, selects

276
00:13:05,670 --> 00:13:09,510
the most, the highest score
of all the submissions,

277
00:13:09,510 --> 00:13:14,550
and then kind of calculates it based
on 75% correctness, 25% of style,

278
00:13:14,550 --> 00:13:15,487
adds together.

279
00:13:15,487 --> 00:13:16,320
They get everything.

280
00:13:16,320 --> 00:13:18,000
They get 100%.

281
00:13:18,000 --> 00:13:21,830
And then I map that in my CSV
file to their student ID numbers,

282
00:13:21,830 --> 00:13:24,540
so I could upload it to
my school grade book.

283
00:13:24,540 --> 00:13:29,327
So it saves a lot of time being
able to handle that type of grading,

284
00:13:29,327 --> 00:13:32,160
without having to individually kind
of type things in over and over.

285
00:13:32,160 --> 00:13:34,450
So I find that's been really helpful.

286
00:13:34,450 --> 00:13:36,940
And there are many
different ways to do it.

287
00:13:36,940 --> 00:13:39,930
I also find it really terrific
that, as Brian was showing,

288
00:13:39,930 --> 00:13:44,220
he was able to put kind of the root
of the slugs for like the CS50x course

289
00:13:44,220 --> 00:13:48,030
in his settings panel in
that particular class.

290
00:13:48,030 --> 00:13:51,270
And so I'll use many
of the CS50 problems.

291
00:13:51,270 --> 00:13:53,070
But I'll also create some of my own.

292
00:13:53,070 --> 00:13:57,370
So I'm able to create my own roots
for the slugs that I'm using.

293
00:13:57,370 --> 00:14:00,960
And then any of the problems either
the CS50 problems or the problems

294
00:14:00,960 --> 00:14:03,870
I've created, all show up
in the submit50 grade book.

295
00:14:03,870 --> 00:14:06,170
So it's just been a great way.

296
00:14:06,170 --> 00:14:08,430
And also, the students are
getting immediate feedback

297
00:14:08,430 --> 00:14:10,770
because when they go and
they look at that link that's

298
00:14:10,770 --> 00:14:14,550
created, once they do their
submission, they can immediately

299
00:14:14,550 --> 00:14:15,600
see what their score is.

300
00:14:15,600 --> 00:14:17,610
And they have the
opportunity to resubmit.

301
00:14:17,610 --> 00:14:19,410
I let them submit
basically as many times

302
00:14:19,410 --> 00:14:22,830
as they want until the end of the
particular unit that we're on,

303
00:14:22,830 --> 00:14:25,500
so that they can continue to
make their code better and better

304
00:14:25,500 --> 00:14:26,625
and to improve their grade.

305
00:14:26,625 --> 00:14:29,970


306
00:14:29,970 --> 00:14:31,220
So do we have a good question?

307
00:14:31,220 --> 00:14:32,670
Do I see [INAUDIBLE]?

308
00:14:32,670 --> 00:14:35,120
Did I pronounce that correctly?

309
00:14:35,120 --> 00:14:39,390
AUDIENCE: Hi, I had a question about
just what the students can see.

310
00:14:39,390 --> 00:14:42,990
Can they see the detail,
like the style report?

311
00:14:42,990 --> 00:14:48,510
So they couldn't just notice that
the multiplication [INAUDIBLE] space.

312
00:14:48,510 --> 00:14:51,140
And they just kind of
fix it right afterwards.

313
00:14:51,140 --> 00:14:53,650
Or does the teacher have
to go and combine them.

314
00:14:53,650 --> 00:14:54,935
[INAUDIBLE]

315
00:14:54,935 --> 00:14:56,560
MARGARET TANZOSH: Sure. let me go back.

316
00:14:56,560 --> 00:14:57,870
Let me go back, and
I'll share my screen.

317
00:14:57,870 --> 00:15:00,692
And I'll show you exactly what it
looks like on the student side.

318
00:15:00,692 --> 00:15:03,150
So on the student side, there
were a couple different tools

319
00:15:03,150 --> 00:15:08,040
that students can use to help them
take a look at how their work is

320
00:15:08,040 --> 00:15:09,480
going to be ultimately graded.

321
00:15:09,480 --> 00:15:13,440
So if you can hopefully see
on the bottom of my terminal,

322
00:15:13,440 --> 00:15:14,730
instead of just typing it.

323
00:15:14,730 --> 00:15:16,720
And most of the program
specs we'll have this.

324
00:15:16,720 --> 00:15:21,120
But like I typed in the
Submit50 before, I could also

325
00:15:21,120 --> 00:15:24,400
type in, for many problems,
for all CS50 problems,

326
00:15:24,400 --> 00:15:27,480
the check50's not turned on in
some of the more advanced products.

327
00:15:27,480 --> 00:15:30,300
I think CS50 team really
wants students to be

328
00:15:30,300 --> 00:15:33,990
able to look to test their
own code, without having

329
00:15:33,990 --> 00:15:36,210
to depend on a series of tests.

330
00:15:36,210 --> 00:15:39,840
But through some of the introductory
problems, that check50 is turned on.

331
00:15:39,840 --> 00:15:42,600
And in the same way as a
student was able to get

332
00:15:42,600 --> 00:15:48,630
their results graded with the submit50,
they can see all the checks here.

333
00:15:48,630 --> 00:15:50,730
And you could see which
ones ran correctly

334
00:15:50,730 --> 00:15:53,440
and which ones did not run correctly.

335
00:15:53,440 --> 00:15:56,520
And so my students love when
they see those green happy faces,

336
00:15:56,520 --> 00:15:58,300
makes them very happy.

337
00:15:58,300 --> 00:16:02,100
And so it gives them a clue as to
how their score is going to work out.

338
00:16:02,100 --> 00:16:06,060
And then in addition, they can go to the
link here, which is very much the same

339
00:16:06,060 --> 00:16:08,160
as the link that we saw before.

340
00:16:08,160 --> 00:16:10,920
And if they click on
this, they can actually

341
00:16:10,920 --> 00:16:12,622
see the same report that Brian saw.

342
00:16:12,622 --> 00:16:14,580
So this is going to give
them a little bit more

343
00:16:14,580 --> 00:16:17,550
detail to see, oh, exactly
what kind of the test

344
00:16:17,550 --> 00:16:20,132
was run when that input was rejected.

345
00:16:20,132 --> 00:16:21,840
So this gives them a
little bit of a clue

346
00:16:21,840 --> 00:16:27,630
as well as to what their
score is going to look like.

347
00:16:27,630 --> 00:16:29,730
And then there's also style50.

348
00:16:29,730 --> 00:16:34,410
So style50 works with
just the source code.

349
00:16:34,410 --> 00:16:37,500
So it's always going to be a
style50 and then the source

350
00:16:37,500 --> 00:16:39,750
code, which is going to be cash.c.

351
00:16:39,750 --> 00:16:41,760
And here again, it's
very much the same report

352
00:16:41,760 --> 00:16:44,640
that Brian saw, but from
a student perspective.

353
00:16:44,640 --> 00:16:47,610
So many my students
will check their code.

354
00:16:47,610 --> 00:16:50,220
And before they submit it,
they'll run the style50.

355
00:16:50,220 --> 00:16:52,140
They'll fix their indentations.

356
00:16:52,140 --> 00:16:54,300
And so they can pretty
much assure that they're

357
00:16:54,300 --> 00:16:57,760
going to get a pretty good style
grade before they submit it.

358
00:16:57,760 --> 00:17:00,120
But before running
check50, sometimes I find

359
00:17:00,120 --> 00:17:03,360
that students become a little bit
too dependent on running check50

360
00:17:03,360 --> 00:17:05,290
and attempted to develop their code.

361
00:17:05,290 --> 00:17:09,300
And before they even run it and test
it themselves, start running check50.

362
00:17:09,300 --> 00:17:12,450
And I really try to stress that it's
very important to run your own code,

363
00:17:12,450 --> 00:17:15,390
so that you really get a sense of
how your program interacts with you.

364
00:17:15,390 --> 00:17:17,265
Because otherwise, you're
not actually seeing

365
00:17:17,265 --> 00:17:20,609
those interactions and that little
bit of a user interface, right?

366
00:17:20,609 --> 00:17:21,569
Asking for the prompt.

367
00:17:21,569 --> 00:17:22,861
What does the prompt look like?

368
00:17:22,861 --> 00:17:24,670
What does the output actually look like?

369
00:17:24,670 --> 00:17:26,339
So anyway, yes.

370
00:17:26,339 --> 00:17:32,440
So the student can certainly see all
these things, as well, as the teacher.

371
00:17:32,440 --> 00:17:36,663
All right do we have any other
questions here before I move on?

372
00:17:36,663 --> 00:17:38,580
BRIAN YU: All right, I
think [INAUDIBLE] still

373
00:17:38,580 --> 00:17:40,790
has his hand raised, if
you'd like to ask a question.

374
00:17:40,790 --> 00:17:44,470


375
00:17:44,470 --> 00:17:45,727
AUDIENCE: Can you hear me?

376
00:17:45,727 --> 00:17:46,810
BRIAN YU: We can hear you.

377
00:17:46,810 --> 00:17:49,640
AUDIENCE: Yeah, just I would
like to introduce myself.

378
00:17:49,640 --> 00:17:50,770
My name is [INAUDIBLE].

379
00:17:50,770 --> 00:17:55,490
I am a lecturer in the King Fahd
University from Saudi Arabia.

380
00:17:55,490 --> 00:18:00,460
And I've been following this
workshop in a very detailed manner.

381
00:18:00,460 --> 00:18:04,330
And it has been very, very helpful,
especially your tips on reflections

382
00:18:04,330 --> 00:18:05,890
yesterday.

383
00:18:05,890 --> 00:18:09,680
My question is, I was just wondering
about the overall structure.

384
00:18:09,680 --> 00:18:15,070
So the instructor account, is
it a separate account on GitHub?

385
00:18:15,070 --> 00:18:16,180
How do you differentiate?

386
00:18:16,180 --> 00:18:19,780
Would I need to log
in as a regular user?

387
00:18:19,780 --> 00:18:21,460
Also, I was wondering about the slug.

388
00:18:21,460 --> 00:18:26,930
So does it correspond to an actual
folder structure, or it's just a name.

389
00:18:26,930 --> 00:18:31,810
So I'm just interested in more details
about all of this setup that you have.

390
00:18:31,810 --> 00:18:33,000
Thank you very much.

391
00:18:33,000 --> 00:18:33,310
[INTERPOSING VOICES]

392
00:18:33,310 --> 00:18:34,810
BRIAN YU: Sure, I can take that one.

393
00:18:34,810 --> 00:18:40,270
Yeah, so in short, there is no there's
no notion of a separate teacher

394
00:18:40,270 --> 00:18:42,550
account on submit.cs50.io.

395
00:18:42,550 --> 00:18:45,100
Every account is just a GitHub account.

396
00:18:45,100 --> 00:18:48,580
But what we do have on
submit.cs50.io courses,

397
00:18:48,580 --> 00:18:53,890
and every course can be associated with
one or more teachers of that course

398
00:18:53,890 --> 00:18:56,930
and then 0 or more
students, for that course.

399
00:18:56,930 --> 00:18:59,980
So when you create a
course on submit.cs50.io,

400
00:18:59,980 --> 00:19:03,040
you automatically become
a teacher for that course,

401
00:19:03,040 --> 00:19:06,250
which means you get to view all of
your students' work for that course.

402
00:19:06,250 --> 00:19:09,130
And you have the ability to add
other teachers if, for example, you

403
00:19:09,130 --> 00:19:11,660
have a teaching assistant
in your class, for example,

404
00:19:11,660 --> 00:19:14,290
that you also want to grant
access to all of that work.

405
00:19:14,290 --> 00:19:16,600
And then when students click
on the invitation link,

406
00:19:16,600 --> 00:19:20,420
they become students of
that course, as well.

407
00:19:20,420 --> 00:19:24,610
But the account itself
doesn't have any notion

408
00:19:24,610 --> 00:19:26,320
of whether it is a student or a teacher.

409
00:19:26,320 --> 00:19:29,950
That's all of course specific,
such that Margaret, for example,

410
00:19:29,950 --> 00:19:31,387
was just a student in my course.

411
00:19:31,387 --> 00:19:33,970
But she very well might have
been the teacher of other courses

412
00:19:33,970 --> 00:19:35,770
that she teaches on her own.

413
00:19:35,770 --> 00:19:38,630
So she's sort of simultaneously
a student in my course,

414
00:19:38,630 --> 00:19:43,240
but also a teacher of other courses
that she teaches, for instance.

415
00:19:43,240 --> 00:19:48,310
As for the structure of what
the submission slug means,

416
00:19:48,310 --> 00:19:49,450
I mentioned this.

417
00:19:49,450 --> 00:19:56,697
Let me go ahead and show
you what that looks like.

418
00:19:56,697 --> 00:19:58,280
Give me one second just to pull it up.

419
00:19:58,280 --> 00:20:02,030
But in short, the submission slug is
a combination of a couple of things.

420
00:20:02,030 --> 00:20:06,410
The submission slug is a
combination of a GitHub repository,

421
00:20:06,410 --> 00:20:12,140
a branch on that GitHub repository, and
then a folder that is on that branch.

422
00:20:12,140 --> 00:20:18,140
So for example, in the case of
the submission slug for Cash,

423
00:20:18,140 --> 00:20:27,810
you'll see that so for CS50
problems 2020x Cash, CS50/problems,

424
00:20:27,810 --> 00:20:31,350
that is the name of the GitHub
repository, where we have stored all

425
00:20:31,350 --> 00:20:33,010
of the checks for all of our problems.

426
00:20:33,010 --> 00:20:38,850
So if you go to GitHub/CS50/problems,
you'll find all of our checks.

427
00:20:38,850 --> 00:20:42,240
Every GitHub repository is divided
into branches and we generally.

428
00:20:42,240 --> 00:20:45,870
Use those branches to separate out
different versions of the course,

429
00:20:45,870 --> 00:20:50,610
like the 2019 offering of the course
as compared to the 2020 version.

430
00:20:50,610 --> 00:20:52,360
So the second part of
the submission slug,

431
00:20:52,360 --> 00:20:58,170
2020/x, that is the name of a
branch of that GitHub repository.

432
00:20:58,170 --> 00:21:00,330
So that is the branch where
you'll find the checks.

433
00:21:00,330 --> 00:21:02,038
And then on that branch
are a whole bunch

434
00:21:02,038 --> 00:21:04,730
of folders, one folder for each problem.

435
00:21:04,730 --> 00:21:07,230
And so the last part of
the submissions slug Cash

436
00:21:07,230 --> 00:21:10,260
here represents a folder on that branch.

437
00:21:10,260 --> 00:21:14,970
So ultimately, the unique identifier
submissions like taken in the whole

438
00:21:14,970 --> 00:21:18,500
first has the repository,
then the branch, then

439
00:21:18,500 --> 00:21:21,238
the path that will lead you
to the correctness checks.

440
00:21:21,238 --> 00:21:24,030
And for more details about that,
you can take a look at the session

441
00:21:24,030 --> 00:21:26,680
from two days ago that I gave
on submitting and grading,

442
00:21:26,680 --> 00:21:29,710
which went over this and how to
actually write checks of your own.

443
00:21:29,710 --> 00:21:33,690
And a draft recording of that
session is already available online,

444
00:21:33,690 --> 00:21:35,575
if you'd like to take a look at.

445
00:21:35,575 --> 00:21:37,200
MARGARET TANZOSH: OK, thank you, Brian.

446
00:21:37,200 --> 00:21:38,680
That was great.

447
00:21:38,680 --> 00:21:40,420
Any other questions before I move on?

448
00:21:40,420 --> 00:21:43,730


449
00:21:43,730 --> 00:21:51,160
OK, all right so I am going to go back
and talk a little bit about CS50 labs.

450
00:21:51,160 --> 00:21:54,210
CS50 labs I find to be
enormously helpful for helping

451
00:21:54,210 --> 00:21:56,730
to differentiate in my classroom.

452
00:21:56,730 --> 00:22:00,210
So as I mentioned, I have
a wide range of students.

453
00:22:00,210 --> 00:22:03,720
I have 100 and something
introductory students.

454
00:22:03,720 --> 00:22:07,140
I might have 30 AP students.

455
00:22:07,140 --> 00:22:09,090
And my introductory
students kind of range

456
00:22:09,090 --> 00:22:13,830
from students who might be sitting
and taking Calculus BC right next

457
00:22:13,830 --> 00:22:16,860
to a student who might have failed
algebra and was added to my class

458
00:22:16,860 --> 00:22:20,075
because they really need the math
credit and has never programmed before.

459
00:22:20,075 --> 00:22:22,200
In fact, most of the students
that come in my class

460
00:22:22,200 --> 00:22:25,230
have done minimal, if
any, programming before.

461
00:22:25,230 --> 00:22:29,970
Some take to it immediately and just
love it and spend half their night

462
00:22:29,970 --> 00:22:31,680
working ahead on all the programs.

463
00:22:31,680 --> 00:22:35,440
So I like to differentiate and make sure
that everybody is working at the level

464
00:22:35,440 --> 00:22:38,560
that they are able to
do, able to be engaged.

465
00:22:38,560 --> 00:22:42,870
So the labs are really helpful for
the new students, starting out.

466
00:22:42,870 --> 00:22:45,600
I find it really helps
reduce the cognitive demand

467
00:22:45,600 --> 00:22:48,120
because it takes away
it kind of the need

468
00:22:48,120 --> 00:22:50,430
to manage certain
things of the terminal.

469
00:22:50,430 --> 00:22:52,277
So the terminals are still there.

470
00:22:52,277 --> 00:22:53,610
And I know you've seen examples.

471
00:22:53,610 --> 00:22:57,103
And I'll show you examples of some of
the labs that I've created, as well.

472
00:22:57,103 --> 00:22:58,020
The terminal is there.

473
00:22:58,020 --> 00:23:02,100
So they still have to have
that real world kind of sense

474
00:23:02,100 --> 00:23:04,820
of compiling code and executing code.

475
00:23:04,820 --> 00:23:07,320
But they don't need to, for
instance, manage the directories

476
00:23:07,320 --> 00:23:11,600
in their terminal, which I find for new
students can be a little cumbersome.

477
00:23:11,600 --> 00:23:14,113
They sometimes forget to change
with the right directory.

478
00:23:14,113 --> 00:23:16,530
And if I have, say, 30 students
sitting around a classroom

479
00:23:16,530 --> 00:23:19,655
and I'm trying to help someone who's
struggling, students on the other side

480
00:23:19,655 --> 00:23:21,313
are, oh, how come I can't run my code?

481
00:23:21,313 --> 00:23:22,980
My code won't compile, blah, blah, blah.

482
00:23:22,980 --> 00:23:25,438
And it's often just because
they're in the wrong directory.

483
00:23:25,438 --> 00:23:28,710
So this kind of takes away those
issues while they're just getting

484
00:23:28,710 --> 00:23:31,500
used to the whole environment, right?

485
00:23:31,500 --> 00:23:33,210
The whole programming environment.

486
00:23:33,210 --> 00:23:35,490
And the labs can also
start with starter code.

487
00:23:35,490 --> 00:23:39,570
So as you'll see, the labs,
and some of the CS50 problems

488
00:23:39,570 --> 00:23:43,020
that have been created as labs also
will come maybe with the C libraries

489
00:23:43,020 --> 00:23:45,000
already included or the
main function is there,

490
00:23:45,000 --> 00:23:46,833
so that they could just
kind of really focus

491
00:23:46,833 --> 00:23:48,900
on the logic at the
very beginning and not

492
00:23:48,900 --> 00:23:52,140
get caught up with too much of the
stuff that's not quite as intellectually

493
00:23:52,140 --> 00:23:54,640
interesting, but stat with
really kind of thinking about how

494
00:23:54,640 --> 00:23:56,580
to get started on their problems.

495
00:23:56,580 --> 00:23:59,730
And it also allows me the ability
to do a lot of scaffolding.

496
00:23:59,730 --> 00:24:02,460
So the way the labs are
created gives us the ability

497
00:24:02,460 --> 00:24:05,950
to have these little hidden hints,
where they can click on a button.

498
00:24:05,950 --> 00:24:09,990
And I might actually
create pseudocode and give

499
00:24:09,990 --> 00:24:12,970
students who don't know how to
start a problem a couple of steps.

500
00:24:12,970 --> 00:24:14,650
This is what you do need to do first.

501
00:24:14,650 --> 00:24:17,520
I'll embed instructional
video, sometimes, kind of

502
00:24:17,520 --> 00:24:19,800
hide them under a
button, so that students

503
00:24:19,800 --> 00:24:23,247
that are kind of moving at a
good pace and don't want to get--

504
00:24:23,247 --> 00:24:25,080
they don't want to get
too much information.

505
00:24:25,080 --> 00:24:26,940
I actually have some students
that don't want anybody

506
00:24:26,940 --> 00:24:27,930
to tell them too much how to do.

507
00:24:27,930 --> 00:24:29,670
They want to struggle and
figure it out on their own.

508
00:24:29,670 --> 00:24:31,140
They don't want too many hints.

509
00:24:31,140 --> 00:24:33,840
So for them, they don't have to see
all these other bits of pieces that

510
00:24:33,840 --> 00:24:35,423
are there, the pseudocode, the videos.

511
00:24:35,423 --> 00:24:38,500
They just delve right into it
and figure it out on their own.

512
00:24:38,500 --> 00:24:40,680
So it really gives me
the idea, the ability

513
00:24:40,680 --> 00:24:43,290
to really customize it that way.

514
00:24:43,290 --> 00:24:45,040
Also, the way that the
labs are presented,

515
00:24:45,040 --> 00:24:48,570
there's not this very long program
spec that, for certain students,

516
00:24:48,570 --> 00:24:51,910
could be a little bit overwhelming,
when there's so much to read.

517
00:24:51,910 --> 00:24:55,530
A little next button in the
labs is extremely helpful

518
00:24:55,530 --> 00:25:00,390
because it allows me just to present a
little chunk of information at a time.

519
00:25:00,390 --> 00:25:02,190
And of course, it's
totally customizable.

520
00:25:02,190 --> 00:25:07,350
And I use the labs not only for
the CS50 problems, as you'll see.

521
00:25:07,350 --> 00:25:13,260
I've converted many of the CS50 problems
into the labs for my own students,

522
00:25:13,260 --> 00:25:15,540
using my own students,
to introduce them.

523
00:25:15,540 --> 00:25:20,460
So these three students, I used my
phone, made a little YouTube video.

524
00:25:20,460 --> 00:25:22,180
They introduce the problem.

525
00:25:22,180 --> 00:25:24,540
And while they may not
be as eloquent as Brian

526
00:25:24,540 --> 00:25:27,272
in talking about how the problem
is actually going to be created.

527
00:25:27,272 --> 00:25:30,480
It's very engaging the students in my
class to see their classmates doing it,

528
00:25:30,480 --> 00:25:30,980
right?

529
00:25:30,980 --> 00:25:32,160
It's like, oh, I know him.

530
00:25:32,160 --> 00:25:34,702
If he can take this class and
he can succeeded at this class,

531
00:25:34,702 --> 00:25:36,630
I probably can do it, too.

532
00:25:36,630 --> 00:25:40,080
And so I find that, again,
it just helps the students

533
00:25:40,080 --> 00:25:41,520
get a little more connected.

534
00:25:41,520 --> 00:25:46,480
And it just makes it kind of
a cool thing to be able to do.

535
00:25:46,480 --> 00:25:48,960
And you could see here,
on the lower right.

536
00:25:48,960 --> 00:25:51,300
So once we kind of click
on the Next button,

537
00:25:51,300 --> 00:25:53,640
the lab scrolls up a page at a time and.

538
00:25:53,640 --> 00:25:58,050
This little spoiler here give
some ideas on what type of start

539
00:25:58,050 --> 00:26:00,660
you might have for degrees Celsius.

540
00:26:00,660 --> 00:26:03,900
Another thing that you could do
in the labs is give a text file,

541
00:26:03,900 --> 00:26:07,227
so that students could write
some notes or some pseudocode.

542
00:26:07,227 --> 00:26:10,560
And what I'll do is, I'm, sitting around
that table with the struggling students

543
00:26:10,560 --> 00:26:13,170
and helping them get started
is that will open up a lab

544
00:26:13,170 --> 00:26:17,970
and open up the pseudocode tab and start
to write down some steps, step by step.

545
00:26:17,970 --> 00:26:20,820
What exactly you do to get
started on this problem.

546
00:26:20,820 --> 00:26:22,810
So there could be a lot of fun.

547
00:26:22,810 --> 00:26:26,070
The labs I pretty much run,
for my first semester, at least

548
00:26:26,070 --> 00:26:30,220
for my introductory students, I pretty
much convert everything into labs.

549
00:26:30,220 --> 00:26:33,090
There are some existing CS50
labs that have been used.

550
00:26:33,090 --> 00:26:34,050
And I use those.

551
00:26:34,050 --> 00:26:37,590
Sometimes, I tweak them a little
bit to add a little more scaffolding

552
00:26:37,590 --> 00:26:40,740
and then also create any of
the other problems as labs.

553
00:26:40,740 --> 00:26:43,000
And then also, sometimes,
I'll add my own.

554
00:26:43,000 --> 00:26:45,380
I even created a few labs
beginning of semester two,

555
00:26:45,380 --> 00:26:49,320
we'll do some HTML and CSS before they
get started on the home page project.

556
00:26:49,320 --> 00:26:50,890
And I've even made a few of those.

557
00:26:50,890 --> 00:26:54,330
So students can again have
a little bit of a place

558
00:26:54,330 --> 00:26:56,940
where they could sit
and really kind of begin

559
00:26:56,940 --> 00:26:59,670
to absorb the material,
independently, when I'm not

560
00:26:59,670 --> 00:27:01,690
available to come over and help them.

561
00:27:01,690 --> 00:27:06,950
So that tends to be something that
I rely on quite a lot in my class.

562
00:27:06,950 --> 00:27:08,870
And then I've also
created quite a number

563
00:27:08,870 --> 00:27:12,500
of labs that are instructional
in nature, that teach students

564
00:27:12,500 --> 00:27:15,090
about specific programming constructs.

565
00:27:15,090 --> 00:27:19,160
So here, again, I might have a
student, for instance, that's working,

566
00:27:19,160 --> 00:27:22,010
they started one of
the unit two programs

567
00:27:22,010 --> 00:27:24,650
and they forget how to use
command line arguments.

568
00:27:24,650 --> 00:27:27,395
And so I've created a lab
on command line arguments,

569
00:27:27,395 --> 00:27:30,020
why you need to test with the
number of command line arguments,

570
00:27:30,020 --> 00:27:31,560
what happens when you don't.

571
00:27:31,560 --> 00:27:34,140
And so I will introduce
these again on the--

572
00:27:34,140 --> 00:27:36,290
I think I mentioned
yesterday, I create a website,

573
00:27:36,290 --> 00:27:38,150
where I have links to all the problems.

574
00:27:38,150 --> 00:27:40,210
And I also have links to all the labs.

575
00:27:40,210 --> 00:27:42,710
And in these labs, I will
kind of point students

576
00:27:42,710 --> 00:27:46,310
in those directions, when they're stuck
and be, OK, take a look at this lab.

577
00:27:46,310 --> 00:27:48,420
See if that can kind
of help you with that.

578
00:27:48,420 --> 00:27:51,800
And then in addition to the description
of the left, maybe do embedded videos.

579
00:27:51,800 --> 00:27:54,050
Sometimes, I'll embed
animated gif files, so

580
00:27:54,050 --> 00:27:58,143
that they can see like an animation,
how does Bubble Sort work.

581
00:27:58,143 --> 00:28:00,810
I'll have a little program for
them to solve on the right, where

582
00:28:00,810 --> 00:28:02,510
a lot of the code is supplied.

583
00:28:02,510 --> 00:28:05,310
And they're really just completing
a couple of lines of code.

584
00:28:05,310 --> 00:28:07,660
So it's not a whole day long exercise.

585
00:28:07,660 --> 00:28:09,470
It's 15 minutes they can come.

586
00:28:09,470 --> 00:28:10,220
They can get some.

587
00:28:10,220 --> 00:28:13,740
Practice and they could kind
of master a particular concept.

588
00:28:13,740 --> 00:28:15,770
So I've put the link in the slides.

589
00:28:15,770 --> 00:28:21,420
And I can add this link, as well, to
the chat window, if you're interested.

590
00:28:21,420 --> 00:28:25,260
But this is a list of all the
labs that I have here, so far.

591
00:28:25,260 --> 00:28:29,060
And could take a look at a
couple of these, if you like.

592
00:28:29,060 --> 00:28:33,330
So for instance, I have information
about what are different data types.

593
00:28:33,330 --> 00:28:37,100
So again, for some students that
are just getting started out,

594
00:28:37,100 --> 00:28:39,740
what do we mean by a data type?

595
00:28:39,740 --> 00:28:43,030
Why do we need to include
the CS50 library on top?

596
00:28:43,030 --> 00:28:45,200
Here we have the little
Next button and some

597
00:28:45,200 --> 00:28:49,820
of the differences between native
data types and some of the eventually,

598
00:28:49,820 --> 00:28:55,070
some of the CS50, examples of them,
how do you get inputs for them,

599
00:28:55,070 --> 00:28:58,190
et cetera, et cetera
and then some practice.

600
00:28:58,190 --> 00:29:00,260
So then I have a little
bit of code here,

601
00:29:00,260 --> 00:29:03,720
on the right side, where most
of it is already completed,.

602
00:29:03,720 --> 00:29:07,760
And they're just during a few of
these little bits of code under each

603
00:29:07,760 --> 00:29:09,668
of the comments, declaring an end.

604
00:29:09,668 --> 00:29:10,710
What does that look like?

605
00:29:10,710 --> 00:29:14,090
How do we get user input
using Get End and so on.

606
00:29:14,090 --> 00:29:16,828
And then, as well, it will
lead them to a reference sheet.

607
00:29:16,828 --> 00:29:18,620
We'll take a look at
what else I have here.

608
00:29:18,620 --> 00:29:23,420
I'll have, for instance, so
different kinds of loops.

609
00:29:23,420 --> 00:29:25,410
What is the point of a for loop.

610
00:29:25,410 --> 00:29:28,430
And again, examples,
how, for maybe students

611
00:29:28,430 --> 00:29:30,830
it might have been introduced
initially to scratch,

612
00:29:30,830 --> 00:29:34,400
how does that compare to a
scratch programming construct.

613
00:29:34,400 --> 00:29:36,530
And then here's the
idea of the little hint.

614
00:29:36,530 --> 00:29:38,930
Here's something taking
a moment to load.

615
00:29:38,930 --> 00:29:42,010
But it might be a little bit of an idea.

616
00:29:42,010 --> 00:29:44,720
Keep in mind, you could
use, I, in calculating

617
00:29:44,720 --> 00:29:46,430
something inside of your loop.

618
00:29:46,430 --> 00:29:50,570
So again, a number of
different things to look at.

619
00:29:50,570 --> 00:29:55,010
I have, as well, somebody
created little animations for

620
00:29:55,010 --> 00:29:57,140
to take a look at how
does linear research work.

621
00:29:57,140 --> 00:29:58,250
And I've created these.

622
00:29:58,250 --> 00:30:02,870
I've used the research and
sorting labs from my AP students,

623
00:30:02,870 --> 00:30:06,680
so that they could get a sense, also,
of computational complexity, which

624
00:30:06,680 --> 00:30:08,030
are discussed in here.

625
00:30:08,030 --> 00:30:10,850
And just like a little bit of
an animation to kind of visually

626
00:30:10,850 --> 00:30:15,200
show what the actual
algorithm does, how it works.

627
00:30:15,200 --> 00:30:19,430
And then on the right, I created
this little program of a bingo card

628
00:30:19,430 --> 00:30:20,060
with numbers.

629
00:30:20,060 --> 00:30:22,580
And they're looking to see if
the number's on the bingo card

630
00:30:22,580 --> 00:30:26,120
by completing the function
here to do linear search.

631
00:30:26,120 --> 00:30:29,090
And so, again, they're not having
to worry too much yet about even

632
00:30:29,090 --> 00:30:31,070
how to pass an array to a function.

633
00:30:31,070 --> 00:30:34,310
But they get to actually
see the code that's done,

634
00:30:34,310 --> 00:30:36,950
which is also instructive
in nature, and get

635
00:30:36,950 --> 00:30:40,370
to kind of test out their
own skills in seeing if they

636
00:30:40,370 --> 00:30:45,030
could create that particular code.

637
00:30:45,030 --> 00:30:49,560
And then finally, I'll
have various different--

638
00:30:49,560 --> 00:30:50,060
let's see.

639
00:30:50,060 --> 00:30:54,620
What do I have for
insertion sort, as well,

640
00:30:54,620 --> 00:30:57,080
where I'm trying to kind of
show the difference between how

641
00:30:57,080 --> 00:30:59,960
some of these various
sorting algorithms work,

642
00:30:59,960 --> 00:31:06,720
and how we're searching for the 6 was
in the right position and et cetera.

643
00:31:06,720 --> 00:31:09,260
We're kind of inserting into
the array in the right place.

644
00:31:09,260 --> 00:31:13,250
And then again, they need to develop
the insertion sort algorithm here.

645
00:31:13,250 --> 00:31:16,610
And for my students, my AP students,
I created my own submit50s.

646
00:31:16,610 --> 00:31:19,513
I didn't add them into the lab,
but I put them on the website.

647
00:31:19,513 --> 00:31:22,430
And they actually had to submit these
and that went toward their class

648
00:31:22,430 --> 00:31:23,297
were grade, as well.

649
00:31:23,297 --> 00:31:25,130
Because this was part
of the practice, but I

650
00:31:25,130 --> 00:31:27,860
required that they do as an AP course.

651
00:31:27,860 --> 00:31:31,540
And then also in here, talking
about computational complexity.

652
00:31:31,540 --> 00:31:33,720
And what does that mean,
et cetera, et cetera?

653
00:31:33,720 --> 00:31:35,810
And then their little
hint over here, where

654
00:31:35,810 --> 00:31:39,600
I give them quite a bit of pseudocode to
kind of figure out how to get started.

655
00:31:39,600 --> 00:31:42,800
So I even made one with a file IO.

656
00:31:42,800 --> 00:31:45,470
And I think I went as far
as something like unit 4

657
00:31:45,470 --> 00:31:50,180
with images, where it was very inspired
by one of Brian's new problem sets,

658
00:31:50,180 --> 00:31:54,710
where he has some image program,
where students are making filters.

659
00:31:54,710 --> 00:31:57,770
So this is just, again, all
the code is given on the right.

660
00:31:57,770 --> 00:32:02,900
And they're basically going to be
changing the little Smiley face here

661
00:32:02,900 --> 00:32:04,460
to a different color.

662
00:32:04,460 --> 00:32:07,180
And just waiting for this to come up.

663
00:32:07,180 --> 00:32:08,090
Just a moment.

664
00:32:08,090 --> 00:32:09,923
And again, the nice
thing is that they don't

665
00:32:09,923 --> 00:32:12,670
have to worry about downloading
code and unzipping it.

666
00:32:12,670 --> 00:32:15,250
They can just get started right away.

667
00:32:15,250 --> 00:32:16,380
Everything is right here.

668
00:32:16,380 --> 00:32:19,480
They're just completing a
function in the helpers file.

669
00:32:19,480 --> 00:32:23,300
And all the other bits and
pieces are already existing.

670
00:32:23,300 --> 00:32:27,380
So again, it's just a way for
students to get extra practice.

671
00:32:27,380 --> 00:32:32,470
And I've also included a link here
to the repository, which if anybody

672
00:32:32,470 --> 00:32:35,780
wants to fork it, I'll be eventually--

673
00:32:35,780 --> 00:32:38,485
there's that share link that
I'll be sharing, as well.

674
00:32:38,485 --> 00:32:40,360
Eventually, sending it
to CS50, they're going

675
00:32:40,360 --> 00:32:42,690
to be curating various
teacher resources.

676
00:32:42,690 --> 00:32:44,813
But if anybody wanted
to take a look at that.

677
00:32:44,813 --> 00:32:47,230
And just to take a look at me
creating the labs and stuff.

678
00:32:47,230 --> 00:32:49,120
I know there is going to be changing.

679
00:32:49,120 --> 00:32:52,030
But I'm sure much of the
structure will be fairly similar.

680
00:32:52,030 --> 00:32:58,390
And it's really just a read
me file in a GitHub markdown.

681
00:32:58,390 --> 00:33:02,830
And then some special codes that
allow you to make the Next buttons.

682
00:33:02,830 --> 00:33:06,240
Really easy to embed
videos, to embed images.

683
00:33:06,240 --> 00:33:08,825
And then I just include
the files that I'm

684
00:33:08,825 --> 00:33:10,950
going to have come up on
the right side in the lab,

685
00:33:10,950 --> 00:33:12,700
that they're going to
use as starter code.

686
00:33:12,700 --> 00:33:14,650
So here for instance,
this would be the code

687
00:33:14,650 --> 00:33:17,710
that is going to be coming
up once I open up the lab.

688
00:33:17,710 --> 00:33:19,960
So I really find that
by using these, it just

689
00:33:19,960 --> 00:33:24,220
allows me to really kind of
customize, for my students, what

690
00:33:24,220 --> 00:33:26,470
I need to do to help
them be self-sufficient,

691
00:33:26,470 --> 00:33:28,573
so that they can all succeed.

692
00:33:28,573 --> 00:33:31,240
Even though I may need to spend
more time with certain students,

693
00:33:31,240 --> 00:33:33,340
the other students have
the resources there

694
00:33:33,340 --> 00:33:36,040
that help, hopefully, explain
things, the kind of things

695
00:33:36,040 --> 00:33:38,860
that I've seen that come
up over and over again.

696
00:33:38,860 --> 00:33:43,470
So that's, basically, what
I've been doing for the labs.

697
00:33:43,470 --> 00:33:48,930
So let me just stop for just a moment
and see if anybody has any questions.

698
00:33:48,930 --> 00:33:51,860


699
00:33:51,860 --> 00:33:56,750
AUDIENCE: So the question is,
regarding working with the students,

700
00:33:56,750 --> 00:34:00,710
my question is regarding working
issues [INAUDIBLE] the labs,

701
00:34:00,710 --> 00:34:03,110
my question is, is there
anything you have learned

702
00:34:03,110 --> 00:34:07,548
from producing the labs for students
that [INAUDIBLE] apply inside

703
00:34:07,548 --> 00:34:08,090
of the class?

704
00:34:08,090 --> 00:34:10,308


705
00:34:10,308 --> 00:34:12,350
MARGARET TANZOSH: I'm not
sure I heard you fully.

706
00:34:12,350 --> 00:34:14,630
You're asking me, is
there anything that I've

707
00:34:14,630 --> 00:34:20,679
learned from the creating the labs
that help the students learn in class?

708
00:34:20,679 --> 00:34:26,090
AUDIENCE: No, creating the
labs with these students.

709
00:34:26,090 --> 00:34:29,090
MARGARET TANZOSH: With the students?

710
00:34:29,090 --> 00:34:31,340
Well, I haven't created, but
like the students are not

711
00:34:31,340 --> 00:34:33,747
seeing behind the scenes,
like the GitHub code that I've

712
00:34:33,747 --> 00:34:35,330
created, if that's what you're asking.

713
00:34:35,330 --> 00:34:37,219
I created the labs.

714
00:34:37,219 --> 00:34:42,264
And then I've presented them, as you
saw them, not through the markdown code.

715
00:34:42,264 --> 00:34:44,389
But basically, the way the
lab is presented, right?

716
00:34:44,389 --> 00:34:49,350
With the instructions on the left and
the coding environment on the right.

717
00:34:49,350 --> 00:34:50,360
So again, I apologize.

718
00:34:50,360 --> 00:34:52,739
I'm not sure I fully
understand your question.

719
00:34:52,739 --> 00:34:54,752
I've tried to come up
with topics that I've

720
00:34:54,752 --> 00:34:56,960
seen students struggle with
that they might sometimes

721
00:34:56,960 --> 00:34:59,940
feel unclear about how to move
forward with and then have

722
00:34:59,940 --> 00:35:01,640
additional explanation in the labs.

723
00:35:01,640 --> 00:35:04,600
So I don't require that they buy books.

724
00:35:04,600 --> 00:35:07,490
And sometimes online
references, particularly in C,

725
00:35:07,490 --> 00:35:11,150
can be a little confusing and
overwhelming for a new student

726
00:35:11,150 --> 00:35:12,170
to look at.

727
00:35:12,170 --> 00:35:16,250
So I try to kind of take it to the
basics and introduce the concepts,

728
00:35:16,250 --> 00:35:19,475
without students having to get
overwhelmed with certain things

729
00:35:19,475 --> 00:35:21,350
to see when they look
up online on their own.

730
00:35:21,350 --> 00:35:26,090
They'll maybe get caught up with
pointers and even input functions,

731
00:35:26,090 --> 00:35:29,270
scanf, et cetera, which could
be a little bit much a student

732
00:35:29,270 --> 00:35:33,500
that's new to coding
to have to deal with.

733
00:35:33,500 --> 00:35:35,540
So I don't know if I
answered your question.

734
00:35:35,540 --> 00:35:36,980
Do you want to add onto that?

735
00:35:36,980 --> 00:35:42,370


736
00:35:42,370 --> 00:35:44,998
AUDIENCE: What I mean is like--

737
00:35:44,998 --> 00:35:47,540
MARGARET TANZOSH: Oh, the students
that appear in the videos?

738
00:35:47,540 --> 00:35:48,460
AUDIENCE: Correctly.

739
00:35:48,460 --> 00:35:54,590
The students-- yeah, I mean, working
the students to record the videos,

740
00:35:54,590 --> 00:36:00,100
guiding them through
[INAUDIBLE] Is there

741
00:36:00,100 --> 00:36:01,812
anything you have learned from that?

742
00:36:01,812 --> 00:36:04,270
MARGARET TANZOSH: Oh, well,
basically, I'll work with them,

743
00:36:04,270 --> 00:36:05,890
and they'll create a little script.

744
00:36:05,890 --> 00:36:10,510
And then I'll take a few takes, just
take a little video on my phone.

745
00:36:10,510 --> 00:36:13,930
And then when we're both happy
with it, I'll uploaded to YouTube.

746
00:36:13,930 --> 00:36:18,950
And at that point, it's very
easy to embed it in the lab.

747
00:36:18,950 --> 00:36:23,120
So sometimes, you're shy.

748
00:36:23,120 --> 00:36:24,500
So it takes a few times.

749
00:36:24,500 --> 00:36:27,490
And I think it's worth it.

750
00:36:27,490 --> 00:36:30,890
And I think that the other
students enjoy the opportunity

751
00:36:30,890 --> 00:36:34,380
to see their classmates
present the problem, as well.

752
00:36:34,380 --> 00:36:38,390
So all right.

753
00:36:38,390 --> 00:36:41,050
Any other any other questions
about what we've seen so far,

754
00:36:41,050 --> 00:36:45,800
the labs, the types of customization
you could do with that.

755
00:36:45,800 --> 00:36:51,000


756
00:36:51,000 --> 00:36:53,860
Well, I'll post a link
to the GitHub repository.

757
00:36:53,860 --> 00:36:54,560
Sure.

758
00:36:54,560 --> 00:36:58,090
I'll put that actually
right now in the--

759
00:36:58,090 --> 00:37:03,040
I'll post that right now in
the chat window for anybody

760
00:37:03,040 --> 00:37:04,000
I'd like to see that.

761
00:37:04,000 --> 00:37:07,940


762
00:37:07,940 --> 00:37:08,440
All right.

763
00:37:08,440 --> 00:37:11,600


764
00:37:11,600 --> 00:37:12,440
Yes, question?

765
00:37:12,440 --> 00:37:17,240
AUDIENCE: Yes, I just was looking
at some of your lab examples.

766
00:37:17,240 --> 00:37:18,720
I have two questions.

767
00:37:18,720 --> 00:37:23,280
First, we saw a very nice animation
in the insertion sort example.

768
00:37:23,280 --> 00:37:26,000
So it does not require
any special software,

769
00:37:26,000 --> 00:37:28,010
or could you share your experience?

770
00:37:28,010 --> 00:37:32,060
And secondly, yesterday, you were
talking about some coronavirus related

771
00:37:32,060 --> 00:37:34,050
projects or programs.

772
00:37:34,050 --> 00:37:36,560
So could you share your
experience on this?

773
00:37:36,560 --> 00:37:37,790
MARGARET TANZOSH: Sure.

774
00:37:37,790 --> 00:37:42,620
So with the animations, I used
After Effects to create those.

775
00:37:42,620 --> 00:37:44,120
I started making them in PowerPoint.

776
00:37:44,120 --> 00:37:46,670
And it was not quite
giving me what I wanted.

777
00:37:46,670 --> 00:37:49,850
So I used After Effects, so that
I could have a lot of control,

778
00:37:49,850 --> 00:37:52,793
in terms of how the
numbers are moving around.

779
00:37:52,793 --> 00:37:53,960
So that was how I did those.

780
00:37:53,960 --> 00:37:55,670
And then I exported them as video.

781
00:37:55,670 --> 00:37:57,890
And I turned it into a gif.

782
00:37:57,890 --> 00:38:01,370
And then when I imported it,
using the same exact syntax,

783
00:38:01,370 --> 00:38:08,060
just to import a standard image in the
readme file, it automatically animates.

784
00:38:08,060 --> 00:38:13,340
So just as if you put a gif up,
put a gif up on the HTML, right?

785
00:38:13,340 --> 00:38:14,870
Up on a web page.

786
00:38:14,870 --> 00:38:17,390
So I did that.

787
00:38:17,390 --> 00:38:22,000
And then I'm sorry, your
other question was--

788
00:38:22,000 --> 00:38:25,285
just remind me the second
half of your question again.

789
00:38:25,285 --> 00:38:26,910
AUDIENCE: Yeah, you were talking about?

790
00:38:26,910 --> 00:38:28,700
MARGARET TANZOSH: The Simulation.

791
00:38:28,700 --> 00:38:31,267
Yes, sure.

792
00:38:31,267 --> 00:38:32,600
Well, I can show you what I did.

793
00:38:32,600 --> 00:38:35,060
So I created a--

794
00:38:35,060 --> 00:38:38,340
I'll go back to share my screen.

795
00:38:38,340 --> 00:38:43,870
I was very inspired,
actually, with a virus.

796
00:38:43,870 --> 00:38:46,260
So I was inspired by another
teacher at my school, who

797
00:38:46,260 --> 00:38:47,890
teaches middle school computer science.

798
00:38:47,890 --> 00:38:54,210
And he had created an animation of,
based on a Washington Post article,

799
00:38:54,210 --> 00:38:57,150
about how people can
infect each other, when

800
00:38:57,150 --> 00:38:58,900
they come in contact with each other.

801
00:38:58,900 --> 00:39:02,490
And so I redid it, using--
this was done in JavaScript.

802
00:39:02,490 --> 00:39:04,650
And so I did two different things.

803
00:39:04,650 --> 00:39:08,070
One of the projects was to have
students recreate some of this.

804
00:39:08,070 --> 00:39:10,530
And then another part of
the project, for students

805
00:39:10,530 --> 00:39:14,780
that maybe didn't feel as able, toward
the end of the year, remote learning,

806
00:39:14,780 --> 00:39:19,260
or maybe didn't feel that they were
able to do quite as much programming,

807
00:39:19,260 --> 00:39:22,080
I had them actually just
use this as a reference

808
00:39:22,080 --> 00:39:26,000
to talk a little about how a
computer simulation could happen.

809
00:39:26,000 --> 00:39:30,000
So what I did was that I put in
various different things that

810
00:39:30,000 --> 00:39:30,960
could be controlled.

811
00:39:30,960 --> 00:39:33,600
And then I used chart.js
to create a chart.

812
00:39:33,600 --> 00:39:39,860
And again, the idea being some
ideas on how you could change,

813
00:39:39,860 --> 00:39:47,040
use a model, to get ideas on how
to stop a virus from spreading.

814
00:39:47,040 --> 00:39:48,480
So that was what that was about.

815
00:39:48,480 --> 00:39:52,320
And then I just had
them do a little essay

816
00:39:52,320 --> 00:39:57,315
on doing additional research on how
computer modeling could be used,

817
00:39:57,315 --> 00:39:58,690
computer modeling and simulation.

818
00:39:58,690 --> 00:39:59,190
What is it?

819
00:39:59,190 --> 00:40:01,755
And how could it be used,
which, for the AP class,

820
00:40:01,755 --> 00:40:04,920
is actually a topic of the AP class
that the AP curriculum explores.

821
00:40:04,920 --> 00:40:07,500
But I think a good one
because it also just brings

822
00:40:07,500 --> 00:40:09,630
kind of to the real
world application of one

823
00:40:09,630 --> 00:40:12,810
of the ways that we could use
these programs that we're creating.

824
00:40:12,810 --> 00:40:17,930
So that was that was, again,
trying to keep it relevant.

825
00:40:17,930 --> 00:40:23,300
And something that people are going to
be feeling that they can connect with.

826
00:40:23,300 --> 00:40:30,100
So all right, do we have
any other questions?

827
00:40:30,100 --> 00:40:32,940
[INAUDIBLE] Yeah, it was fun.

828
00:40:32,940 --> 00:40:35,700
Again, it was so not totally originally.

829
00:40:35,700 --> 00:40:39,360
It originally came from a similar
simulation done by the Washington Post.

830
00:40:39,360 --> 00:40:42,997
But again, I think it shows an example
that people are concerned about it

831
00:40:42,997 --> 00:40:44,580
and that the students could relate to.

832
00:40:44,580 --> 00:40:47,390
So I'll usually try to
come up with a topic.

833
00:40:47,390 --> 00:40:49,090
I'll create writing problems.

834
00:40:49,090 --> 00:40:52,170
I've actually even used
the labs for students

835
00:40:52,170 --> 00:40:54,690
to do writing problems
there, where rather

836
00:40:54,690 --> 00:40:59,400
than have to have another portal or
another submission system for them

837
00:40:59,400 --> 00:41:02,610
to submit their writing
assignments, I have used labs,

838
00:41:02,610 --> 00:41:04,680
at times, to have the
description of what

839
00:41:04,680 --> 00:41:06,440
they're supposed to write on the left.

840
00:41:06,440 --> 00:41:08,940
And then I'll just have
a text file already up.

841
00:41:08,940 --> 00:41:11,610
They just fill in their name,
their class period, their date.

842
00:41:11,610 --> 00:41:13,652
And then they could just
write in their text file

843
00:41:13,652 --> 00:41:15,940
and then use a Submit50
to submit that, as well.

844
00:41:15,940 --> 00:41:18,180
So I've used them for a
lot of different purposes.

845
00:41:18,180 --> 00:41:22,290
Again, just trying to reduce
the confusion of students

846
00:41:22,290 --> 00:41:25,230
having to submit one thing here and
one thing there, to kind of just

847
00:41:25,230 --> 00:41:28,860
keep it consistent
throughout the semester.

848
00:41:28,860 --> 00:41:31,590
So those were some of
the things that I did.

849
00:41:31,590 --> 00:41:34,940


850
00:41:34,940 --> 00:41:36,275
Any other questions or comments?

851
00:41:36,275 --> 00:41:40,960


852
00:41:40,960 --> 00:41:43,560
All right, so coming back here.

853
00:41:43,560 --> 00:41:46,070


854
00:41:46,070 --> 00:41:48,260
So again, that was about the labs.

855
00:41:48,260 --> 00:41:54,158
And one of the things to
keep in mind is that--

856
00:41:54,158 --> 00:41:56,200
and you may have heard
this earlier in the week--

857
00:41:56,200 --> 00:42:00,100
that Harvard is giving
us this link, this email,

858
00:42:00,100 --> 00:42:05,100
to send off any teacher created problems
or labs or activities or assessments,

859
00:42:05,100 --> 00:42:07,652
how they're going to be
curated by the 650 team.

860
00:42:07,652 --> 00:42:09,610
And then they'll be posted
online, so that they

861
00:42:09,610 --> 00:42:11,910
can be shared, which I'm
certainly looking forward

862
00:42:11,910 --> 00:42:16,150
to seeing to get ideas on new
activities and new problems,

863
00:42:16,150 --> 00:42:18,760
of different kinds of
assessments to use.

864
00:42:18,760 --> 00:42:21,790
Particularly if we start out
the year during remote learning,

865
00:42:21,790 --> 00:42:24,380
I'm going to be rethinking
myself what types of assessments

866
00:42:24,380 --> 00:42:26,230
I'm going to do, regarding quizzes.

867
00:42:26,230 --> 00:42:27,850
So this is something to keep in mind.

868
00:42:27,850 --> 00:42:30,700
I'll be submitting the
labs to this email.

869
00:42:30,700 --> 00:42:33,170
It's been a busy week, but
I'll be doing that shortly.

870
00:42:33,170 --> 00:42:37,480
And yeah, so hopefully, that will
be another resource for everybody

871
00:42:37,480 --> 00:42:40,370
to be able to have access to.

872
00:42:40,370 --> 00:42:43,910
And then finally, the last topic
that I was planning on talking about

873
00:42:43,910 --> 00:42:45,620
is a little bit about assessments.

874
00:42:45,620 --> 00:42:50,400
So CS50's kind of changed the way
they do assessments through the years.

875
00:42:50,400 --> 00:42:52,970
This first link is for their quizzes.

876
00:42:52,970 --> 00:42:57,320
And you can see here on their
website, they have these quizzes

877
00:42:57,320 --> 00:43:02,350
now that, for every week after
the student watches the lecture,

878
00:43:02,350 --> 00:43:05,470
they have a limited amount
of time to complete the quiz.

879
00:43:05,470 --> 00:43:08,150
The quizzes in Google
Docs, and they're the kinds

880
00:43:08,150 --> 00:43:13,760
of questions that it's not so much
about memorizing syntax or even having

881
00:43:13,760 --> 00:43:16,790
something that you're easily
going to immediately look up,

882
00:43:16,790 --> 00:43:19,720
but a little bit more
conceptual in nature.

883
00:43:19,720 --> 00:43:22,910
Here, about taking a look
at maybe something that

884
00:43:22,910 --> 00:43:26,630
might involve integer
overflow or integer underflow,

885
00:43:26,630 --> 00:43:30,140
taking a look at various
different ways of creating code

886
00:43:30,140 --> 00:43:32,760
and asking why one is more
efficient than the other.

887
00:43:32,760 --> 00:43:34,940
So I think these are
really interesting ideas.

888
00:43:34,940 --> 00:43:37,430
And they've given us the
link here, so that we

889
00:43:37,430 --> 00:43:40,460
can incorporate these quizzes,
if we want to, or these ideas,

890
00:43:40,460 --> 00:43:42,710
into our own classes.

891
00:43:42,710 --> 00:43:45,800
Back in the past years,
the types of problems

892
00:43:45,800 --> 00:43:48,050
were a little bit more
standard, where it

893
00:43:48,050 --> 00:43:50,510
might be complete a
function to do something

894
00:43:50,510 --> 00:43:52,850
or something along those lines.

895
00:43:52,850 --> 00:43:56,190
And initially, when I started
out my class, as well,

896
00:43:56,190 --> 00:43:59,360
I used more traditional
kind of exams like that.

897
00:43:59,360 --> 00:44:03,650
And I have been experimenting
with different formats.

898
00:44:03,650 --> 00:44:11,768
So some of the link here basically goes
to a folder on my Google Drive, where

899
00:44:11,768 --> 00:44:13,310
I could show you the initial quizzes.

900
00:44:13,310 --> 00:44:15,560
And this idea with the light
bulbs, this was actually

901
00:44:15,560 --> 00:44:17,300
stolen from an old CS50 quiz.

902
00:44:17,300 --> 00:44:19,280
I steal as much as I can from them.

903
00:44:19,280 --> 00:44:21,867
I always have because they're so cool.

904
00:44:21,867 --> 00:44:23,450
But I thought that was a fun question.

905
00:44:23,450 --> 00:44:26,533
Students are trying to figure out how
to create a binary number by turning

906
00:44:26,533 --> 00:44:28,100
light bulbs on and off.

907
00:44:28,100 --> 00:44:31,090
And I would give these a
couple of times a semester

908
00:44:31,090 --> 00:44:34,610
or basically, at the end of
each unit, in the classroom,

909
00:44:34,610 --> 00:44:36,500
as a four period quiz.

910
00:44:36,500 --> 00:44:40,430
Now the thing about my class is
that my periods got 45 minutes.

911
00:44:40,430 --> 00:44:44,480
And in past years,
I've had more students

912
00:44:44,480 --> 00:44:48,680
with disabilities that really
require extra time, sometimes even

913
00:44:48,680 --> 00:44:52,790
double time when there's any
kind of a full period exam.

914
00:44:52,790 --> 00:44:58,310
So since my class is elective,
as this began to be an issue,

915
00:44:58,310 --> 00:45:02,810
I became concerned about having to pull
a student out of maybe their math class

916
00:45:02,810 --> 00:45:05,390
or out of their social studies class.

917
00:45:05,390 --> 00:45:07,850
And they need that class to
graduate from high school.

918
00:45:07,850 --> 00:45:09,975
And they have to pull that
student out of the class

919
00:45:09,975 --> 00:45:11,910
and have them go to
a different location.

920
00:45:11,910 --> 00:45:15,070
So instead, what I tried
to do in more recent years

921
00:45:15,070 --> 00:45:16,820
was to create a very
short multiple choice

922
00:45:16,820 --> 00:45:18,950
quiz that I offer a half a period for.

923
00:45:18,950 --> 00:45:20,630
It's a 20 minute quiz.

924
00:45:20,630 --> 00:45:25,250
And I did that by having
still 10 questions.

925
00:45:25,250 --> 00:45:27,440
But it takes a lot
less time for a student

926
00:45:27,440 --> 00:45:30,260
to bubble in something
on a multiple choice form

927
00:45:30,260 --> 00:45:32,270
than it does to actually
write in longhand.

928
00:45:32,270 --> 00:45:36,260
So this quiz, this was
actually for like unit two.

929
00:45:36,260 --> 00:45:39,260
A unit one quiz was actually
called quiz 0, unit 2 practice.

930
00:45:39,260 --> 00:45:41,760
But I didn't quiz on scratch.

931
00:45:41,760 --> 00:45:46,520
So this was quiz 1, corresponding
to things like strings, command line

932
00:45:46,520 --> 00:45:47,480
arguments.

933
00:45:47,480 --> 00:45:50,840
And I would very carefully
Proctor around the classroom,

934
00:45:50,840 --> 00:45:53,010
so they were spaced
apart from each other.

935
00:45:53,010 --> 00:45:55,578
I'd have multiple versions of
the quizzes that I'd give out.

936
00:45:55,578 --> 00:45:57,370
This little zip grade
thing is really cool.

937
00:45:57,370 --> 00:46:00,950
It allows you to literally use your
phone to scan in the answer sheet.

938
00:46:00,950 --> 00:46:03,650
And it automatically saves
it and let you download it

939
00:46:03,650 --> 00:46:05,810
as a CSV file for everybody's grades.

940
00:46:05,810 --> 00:46:08,400
It allows me to give the students
an instant grade, as well.

941
00:46:08,400 --> 00:46:10,310
So the advantage was,
of the multiple choice,

942
00:46:10,310 --> 00:46:13,080
which I'm not 100% sure
I'm going to stick with it.

943
00:46:13,080 --> 00:46:15,920
But the advantage was I would
make it a 20 minute quiz,

944
00:46:15,920 --> 00:46:18,260
and then students that
need a double time

945
00:46:18,260 --> 00:46:20,910
could just finish it during
the period of a class.

946
00:46:20,910 --> 00:46:23,890
In other words, I didn't have to
pull them out of the second class.

947
00:46:23,890 --> 00:46:27,920
For my AP students, again,
I initially started out

948
00:46:27,920 --> 00:46:32,962
with kind of long form questions, things
combined with both some coding problems

949
00:46:32,962 --> 00:46:33,920
that they had to write.

950
00:46:33,920 --> 00:46:38,000
And these generally took, along
with some multiple choice questions

951
00:46:38,000 --> 00:46:42,650
that pretty much came up with
some of the practice AP exams.

952
00:46:42,650 --> 00:46:45,900
But again, it was sometimes hard for
students to finish in 45 minutes.

953
00:46:45,900 --> 00:46:49,070
So I also went to
multiple choice last year.

954
00:46:49,070 --> 00:46:52,520
These little diagrams
are the kind of format

955
00:46:52,520 --> 00:46:54,390
that they might see on their AP exam.

956
00:46:54,390 --> 00:46:58,260
So I combined CS50 type questions
with AP style questions.

957
00:46:58,260 --> 00:47:00,890
But I'm going to certainly
be rethinking what I'm going

958
00:47:00,890 --> 00:47:03,920
to do if we do indeed start out remote.

959
00:47:03,920 --> 00:47:10,760
Because it's just too easy for
students to just share with each other

960
00:47:10,760 --> 00:47:12,110
the multiple choice response.

961
00:47:12,110 --> 00:47:14,630
I mean, I could jumble up
the questions, I guess.

962
00:47:14,630 --> 00:47:16,130
But I'm going to be rethinking that.

963
00:47:16,130 --> 00:47:19,110
So if anybody would like to
share assessments they've done,

964
00:47:19,110 --> 00:47:22,310
I'm really looking to
get other ideas, as well.

965
00:47:22,310 --> 00:47:26,990
And then CS50 is going to be putting
together a number of their old quizzes

966
00:47:26,990 --> 00:47:29,330
and creating a quiz
bank, so that we have

967
00:47:29,330 --> 00:47:32,900
one repository to go to get some
old quiz questions that we might

968
00:47:32,900 --> 00:47:35,040
incorporate or our classes, as well.

969
00:47:35,040 --> 00:47:37,430
So I've always kind of
been snooping around

970
00:47:37,430 --> 00:47:42,805
through some old quizzes available,
at CS50.tv, going back before 2017,

971
00:47:42,805 --> 00:47:44,930
where I've stolen some of
those old quiz questions.

972
00:47:44,930 --> 00:47:48,780
But in any case, that should make
it much easier to find some things

973
00:47:48,780 --> 00:47:55,810
and to hopefully be able to have
some new ideas for the future.

974
00:47:55,810 --> 00:47:59,250
So I see Ramon has a question.

975
00:47:59,250 --> 00:48:02,400


976
00:48:02,400 --> 00:48:04,860
AUDIENCE: Yeah, so I
would like to ask you

977
00:48:04,860 --> 00:48:11,820
if you could share with us some any
success stories of past students,

978
00:48:11,820 --> 00:48:16,740
not in terms of pursuing a
career in computer science,

979
00:48:16,740 --> 00:48:21,120
but in terms of like a
shy and not very confident

980
00:48:21,120 --> 00:48:27,270
student that ended up becoming
very confident in the class

981
00:48:27,270 --> 00:48:29,950
at the end of the course.

982
00:48:29,950 --> 00:48:37,710
And I would like you to tell
us which of the customizations

983
00:48:37,710 --> 00:48:42,240
of the course that you
have done do you think

984
00:48:42,240 --> 00:48:47,013
has played a key role in
those students development?

985
00:48:47,013 --> 00:48:48,930
MARGARET TANZOSH: Yeah,
well I've had a number

986
00:48:48,930 --> 00:48:51,690
of students that have started
with feeling intimidated

987
00:48:51,690 --> 00:48:54,020
about getting started programming.

988
00:48:54,020 --> 00:48:56,167
As I think I mentioned
yesterday, I often

989
00:48:56,167 --> 00:48:58,500
have them do a big reflection
at the end of the semester

990
00:48:58,500 --> 00:49:02,400
one, where they write about their
development as a computer scientist.

991
00:49:02,400 --> 00:49:04,590
And it's very interesting
to me to kind of see

992
00:49:04,590 --> 00:49:07,110
how they see their own growth
and development from where

993
00:49:07,110 --> 00:49:10,740
they started on day 0 to where
they've come at that point in time.

994
00:49:10,740 --> 00:49:15,810
But I have had students that it's been
very exciting to see their growth.

995
00:49:15,810 --> 00:49:18,270
Last year, I had a
student, an IEP student,

996
00:49:18,270 --> 00:49:21,570
who was a bit of a struggling
student in my introductory class.

997
00:49:21,570 --> 00:49:25,700
He was very determined and went
on with my AP classes here.

998
00:49:25,700 --> 00:49:26,700
Actually, more than one.

999
00:49:26,700 --> 00:49:30,000
I had at least two or three students
like that that kind of struggled

1000
00:49:30,000 --> 00:49:33,030
at the beginning and were
able to get help from peers

1001
00:49:33,030 --> 00:49:34,590
and did fine in the class.

1002
00:49:34,590 --> 00:49:37,020
But it took a lot of
support to get them there.

1003
00:49:37,020 --> 00:49:40,710
But by the AP class, they were
really quite competent programmers

1004
00:49:40,710 --> 00:49:42,930
at working on the CS50 problems.

1005
00:49:42,930 --> 00:49:46,013
And they're planning on possibly--

1006
00:49:46,013 --> 00:49:46,680
they're seniors.

1007
00:49:46,680 --> 00:49:47,790
They graduated this year.

1008
00:49:47,790 --> 00:49:50,530
And are possibly looking at even
majoring in computer science.

1009
00:49:50,530 --> 00:49:52,110
So we'll see if they stay with it.

1010
00:49:52,110 --> 00:49:54,270
But I've had a number of students.

1011
00:49:54,270 --> 00:49:57,867
And I'm proud to say, also, a number
of girls, who came into the class

1012
00:49:57,867 --> 00:49:59,950
and weren't sure if this
was something they'd like

1013
00:49:59,950 --> 00:50:02,580
and actually ended up
moving on and deciding

1014
00:50:02,580 --> 00:50:04,980
to computer science in college.

1015
00:50:04,980 --> 00:50:08,350
So there's quite a number of
interesting stories that way.

1016
00:50:08,350 --> 00:50:11,130
And one of the things
that help, I think,

1017
00:50:11,130 --> 00:50:15,750
well, I guess my own philosophy
is that I try to just really be

1018
00:50:15,750 --> 00:50:17,370
there to support the students.

1019
00:50:17,370 --> 00:50:21,720
So I try to give them every
chance they can to succeed.

1020
00:50:21,720 --> 00:50:27,030
I really stress that it's really about
just sticking with it, persistence,

1021
00:50:27,030 --> 00:50:31,170
that everybody gets the stuff at
a different time in their life.

1022
00:50:31,170 --> 00:50:33,600
You could take a few
months and then you catch

1023
00:50:33,600 --> 00:50:35,710
it and you got it and
now all makes sense.

1024
00:50:35,710 --> 00:50:40,170
So I'm just trying to stay really
positive, being there for the students,

1025
00:50:40,170 --> 00:50:42,330
being there to support
them if they need it.

1026
00:50:42,330 --> 00:50:44,372
If they want to come in
for lunch for extra help,

1027
00:50:44,372 --> 00:50:48,470
I'll make that available to them,
whatever I can do to help them succeed.

1028
00:50:48,470 --> 00:50:50,220
So I don't know.

1029
00:50:50,220 --> 00:50:53,490
I mean, you know, I think
certainly the scaffolding

1030
00:50:53,490 --> 00:50:57,975
has helped in the past few years that
I've had more special Ed students.

1031
00:50:57,975 --> 00:51:01,560
It allows me to spend more
time working with them

1032
00:51:01,560 --> 00:51:07,055
and allowing students to be more
independent, so that I don't have

1033
00:51:07,055 --> 00:51:09,180
to be kind of running around
the classroom quite so

1034
00:51:09,180 --> 00:51:10,860
much with the little questions.

1035
00:51:10,860 --> 00:51:13,570
I could focus on some
of the bigger issues,

1036
00:51:13,570 --> 00:51:15,953
kind of thinking through
algorithms, instead of just,

1037
00:51:15,953 --> 00:51:18,870
why can't I compile my code because
I'm in the wrong directory, things

1038
00:51:18,870 --> 00:51:19,810
like that.

1039
00:51:19,810 --> 00:51:21,240
So I don't know.

1040
00:51:21,240 --> 00:51:22,800
I mean, I'm still learning myself.

1041
00:51:22,800 --> 00:51:26,220
I'm always trying to come up with new
ideas and always trying to improve.

1042
00:51:26,220 --> 00:51:28,377
But it's been fun.

1043
00:51:28,377 --> 00:51:30,960
It's just been a lot of fun to
see all the students developing

1044
00:51:30,960 --> 00:51:35,730
and see how many of them actually want
to go on afterwards with the subject.

1045
00:51:35,730 --> 00:51:38,017
So anyway.

1046
00:51:38,017 --> 00:51:40,350
So I don't know if I've
answered your question, exactly.

1047
00:51:40,350 --> 00:51:44,640
But that's been kind of my
experience with the students.

1048
00:51:44,640 --> 00:51:47,710
All right, so I think
we're going to wrap it up,

1049
00:51:47,710 --> 00:51:50,190
if nobody has any other questions.

1050
00:51:50,190 --> 00:51:51,880
It was really fun meeting you.

1051
00:51:51,880 --> 00:51:54,190
You guys had some great questions.

1052
00:51:54,190 --> 00:51:56,190
Thank you so much for
hearing what I had to say.

1053
00:51:56,190 --> 00:51:57,550
It was a lot of fun.

1054
00:51:57,550 --> 00:51:59,850
So good luck to you all.

1055
00:51:59,850 --> 00:52:04,110
And let me know if you
have any other questions.

1056
00:52:04,110 --> 00:52:05,500
Stay in touch.

1057
00:52:05,500 --> 00:52:06,000