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ANGELA YAKE: So, my name is Angela Yake.

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I welcome you all here this afternoon.

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Thank you for sticking
around to hear how

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I have adapted CS50 into my classroom.

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I say adapted, because I saw earlier,
a question that somebody asked about--

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does anybody do their own lectures or
do they just show David's lectures?

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And I tend to watch
David's lectures, and then

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adapt for my classroom versus
just showing the lectures.

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Occasionally, I will show
some of his lectures.

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But I know that, especially when we are
talking about incorporating students

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into the classroom like
holding numbers, there's

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not the same value of them watching
other students hold numbers

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as if I give them the numbers.

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And I try and have them do those
activities, like sorting, themselves.

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So just a little bit of
background about myself.

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I do teach at a rural school, for
seven years prior to the 2020,

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2021 school year I taught
at a very rural K-12 school.

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And then this past
year, I taught at what's

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called a Career Technology Center.

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But predominantly, it's
considered an urban school,

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however predominantly all the students
that fill that school are actually

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from the rural community.

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Coming in and filling the
spots in my classroom.

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And the grades I'm going to
focus on for this presentation

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are grades 10 through 12.

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My actual current class
population are grades 11 and 12.

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And generally, the students
that are taking my courses

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are students that do have
an interest in computers,

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or they have an interest
in AP courses in general.

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They're driven, for the most part, to--

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even if they're not interested in
necessarily computers, finding out what

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an AP course is all about.

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Because of, I have focused using
CS50 as the AP course for CSP.

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So the curriculum I am using is mostly
the CS50 AP, occasionally the CS50x.

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I do meet with my students five
days a week, last year aside.

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Last year was not a normal year.

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If you'd like specifics,
when we get a chance to talk

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about how last year was a little
bit different, I'll address that.

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However, generally my
class is 45 minute periods.

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This upcoming year with
my new school, I actually

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have students every day
for a three hour block.

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However, it's not my intention to teach
the CS50 curriculum for the 3 hours.

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It will still be down to a 45 to 60
minute period for the CS50 curriculum

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as I have other content I need
to cover within the block.

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But it is what's called a Cybersecurity
and Computer Networking block.

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Just so you have some idea
about what I do in my classroom.

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My personal background is, I
have been teaching for 16 years.

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I actually started teaching adults.

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I taught adults workforce
readiness skills as far

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as using computers for productivity.

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And then taught for six years, a
high school computer science course

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at that rural school I mentioned, before
moving on to the Career Technology

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Center that I'm at now.

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I did find CS50 on edX.

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I was actually preparing to take
my Computer Science licensing

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tests to be licensed to teach
computer science in the state of Ohio.

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And was searching for some of the key
terms that was supposedly on the test.

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I wanted to brush up
on some of my skills

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and found CS50 was able
to help me do that.

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Previously before CS50,
and learning from CS50,

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I did have some CS experience.

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I was a programmer in Visual Basic
for Applications, predominantly

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helping organizations customize their
databases for their small businesses.

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I had some HTML background, and
I was a software test analyst.

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So I wasn't actually a
programmer per se myself,

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I did a lot of technical
writing before being a teacher.

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And so, I went through programs
and told the programming team

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where there might be flaws
that they might need to fix.

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So what I'm going to highlight today
throughout my presentation is something

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that you've heard a lot
about already today,

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is, I'm going to highlight the CS fair.

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T-shirt designs.

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Waffle day, that's something new.

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The duck adoption, my
spin on the rubber ducky.

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A puzzle table, puzzle
day, and the hackathon.

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So I like to start my
conversation, we've

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heard already from
both David and Douglas

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about how the CS fair
at the end of the year

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is this culminating event where
students can share their project.

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And if you have not already
been using some Share fair or CS

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fair in your schools,
if after today you're

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not encouraged to look
into what that might look

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like in your school or
your community, then I

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think that today will
encourage you to do that.

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Because what I do is, I
actually start the year

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off talking about that CS fair.

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I talk about it to begin
the year with anticipation.

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So although this is the
culminating event at the end,

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I talk about it from the beginning.

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I highlight to students that they are
going to use this course to create.

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That this course isn't just
about learning all of the things

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that I can teach them
about computer science,

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but that they are going to be
empowered to create their own thing

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at the end of the course.

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And I feel like that's a really
important part of the community aspect.

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As you can see from this picture,
this is an image, actually,

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I think it was taken by one
of the CS50 staff members

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that came and visited our fair.

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And this is one of our first CS fairs,
and you can see that at the tables

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with balloons, that is where different
presentations are being shared.

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And then you see a lot of
students around those tables,

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and those are actually guests.

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You'll see different
adults in the pictures.

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And many of those are
teachers at our school.

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But some of them are also
guests from the community.

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And that's what we do at the CS
fair, we invite the community.

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Whether it be the community
of other students,

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but other stakeholders and
other classes to the fair.

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To really get people excited about what
we're doing in our computer science

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classrooms.

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And one of the things
that I found, and one

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of the reasons I actually started using
the CS50 classroom in my classroom,

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wasn't just that I loved the resources
and tools as far as the curriculum,

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but that I really gravitated
towards the sense of community.

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As an educator, I felt
I really had a community

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of other educators supporting me.

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And as my students, they really were
able to find a lot of different ways

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through both the activities
we did, and some of the things

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that we reached out to
others, in order to really

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be excited about computer science.

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Even if they were a little
like unsure or intimidated.

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So when I said that my students are
normally interested in computers,

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they don't really know what
computer science is necessarily

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when they join the course.

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They're interested in computers,
and a lot of the times

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their parents say, "You
need to take this class."

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But they're really unsure.

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Because they think, well,
their interest in computers

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is that they like to play a video game.

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But they don't really know
what goes on behind the scenes.

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So this is another image from
the computer science fair

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that I had at my school.

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And I wanted to highlight on this
table that one of the things that we do

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is, that each student makes a little
poster that just briefly describes

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their project to anybody
that might be walking by.

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They name the project,
there's their name, a graphic,

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and a description of their project.

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And as simple as that is, it gets them
to thinking before the presentation

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about-- what is your project about.

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But as we know, in 2020,
as I prepared students

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to be really excited about the fair,
we had to migrate to a virtual fair.

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And this is just an image of
my students on a Zoom call.

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This Zoom call had other teachers
from the school that actually

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joined our Zoom call,
parents joined the Zoom call,

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and the students were able
to present their projects.

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And I felt like it was really important
to keep the spirit of the CS fair,

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even when we were remote and we weren't
able to do it in the same format

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that we had done it in the past.

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One of the things that I bring
to my CS fair are these photos.

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And these photos are
once again something

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that was taken from CS50 events.

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If you've ever actually been live at
one of the CS50 events, I'm assuming,

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I don't know for sure
that they're continuing

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to do some of these photo booths.

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But it was one of my favorite
things to do as a participant, is

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to have this photo booth.

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And what makes the photo
booths for my students

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so much fun versus just somebody
going around and taking photos is they

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get to grab their
collection of individuals

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that they want to be in a photo with.

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They get to press the little
foot pedal, I set it up

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with a foot pedal and a DSLR camera.

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They could see their image
on a computer screen,

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and they got to make
their different poses.

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And then, they got that
keepsake to take with them.

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And the way I had it set up is that
two photos would always print out,

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and then a copy of these prints
were saved to my computer.

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And I use the program that actually
the CS50 team recommended to me,

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and that is called DSLR Remote Pro.

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And I can give you
guys more information.

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And this information
is in some of my stuff

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that will be shared with you later.

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So if you didn't get that name.

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But what's nice about having these
little prints saved to my computer is,

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then, I had a record of some of
the students that were there.

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I could share some of
that on social media.

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Oftentimes, I'll put up a little
sign like, "By entering the fair,

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you're agreeing", much like what we had
to agree to join this meeting today.

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You're agreeing that you
may be filmed or videotaped.

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Sharing things to the internet
with the students at the school,

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we did often have to
get parent permission.

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But that is something that we do at the
school at the beginning of the year.

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And we just make sure we don't
share any photos of students

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that we aren't supposed to.

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And so, anyway, there is
the photo booth option.

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And that is part of my computer
science fair every year,

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is just to give every student that
chooses to participate a keepsake.

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What I do also, in
conjunction with the CS fair,

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is I allow the students
to create t-shirts.

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This is one of our first
t-shirts that we created,

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this was the back of our t-shirt.

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You saw on this slide,
the front of the t-shirt.

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The students didn't
feel like "I took CS50"

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was sufficient for what they
went through to take the course.

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I saw somebody in the comments earlier
say that they didn't adopt CS50

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because it was hard.

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And it is hard.

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I mean I think it's a hard course.

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But when you think of hard,
another word you use for the word

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hard is challenging.

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And I feel that what I was able to
do is constantly challenge myself

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and my students with this content.

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And so, what I'd like to
point out in this t-shirt

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is the students generated this t-shirt.

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This was back in 2016,
this particular t-shirt.

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Some of the p-sets have
changed since then.

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Some of them are similar or have
morphed over time, or maybe not even

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using necessarily some
of the same languages.

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But what I'd like to point out
is at the top of this shirt,

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it talks about the peanut butter jelly.

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And I'll talk about that more later.

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But we did the peanut
butter and jelly activity

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within the first couple of
days of school that year.

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But Skittles and Caesar were
some of the projects that we did,

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and the students really grabbed
on to this sense of community.

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As in, at the CS fair,
we had Caesar salad.

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We had Skittles and a bowl.

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And salad, we had salad.

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And there was somebody
that monitored the table,

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and there was this large
bowl of Caesar salad.

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And most students didn't really get
it, that were attending the fair.

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But that was something very important
to that particular group of students,

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was to connect as much as
they could in the fair,

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to share what they had
experienced throughout the year.

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And so, this was an example
of the t-shirt they made.

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I always let students either design
a t-shirt, or I design a t-shirt.

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And we try and get sponsors to
sponsor our t-shirts so that they also

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have that sense of community.

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And it's also a great opportunity to
promote my course for the next year.

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So I've talked a lot about the CS fair,
and that's at the end of the term.

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And you've heard Douglas
talk about the CS fair,

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and you've heard David and Brian
talk about the CS fair so far today.

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But what gets us to this
end of the year finale?

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00:15:12,240 --> 00:15:16,470
So unlike some of the other
teachers that have shared today,

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00:15:16,470 --> 00:15:22,680
I've adapted some of the ideas
in CS50, and I have Waffle Day.

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00:15:22,680 --> 00:15:29,483
Waffle Day has come to take
place of peanut butter and jelly.

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00:15:29,483 --> 00:15:31,650
It's come to take place
with peanut butter and jelly

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00:15:31,650 --> 00:15:34,000
for a couple of reasons.

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00:15:34,000 --> 00:15:37,980
One, some of the English teachers
are using peanut butter and jelly now

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00:15:37,980 --> 00:15:44,490
to teach different concepts in their
classes, and so it seemed redundant.

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00:15:44,490 --> 00:15:48,780
But also, I had several
students with peanut allergies

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00:15:48,780 --> 00:15:50,410
come through my classroom.

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00:15:50,410 --> 00:15:56,130
And some of the allergies related
to waffles have not been as serious,

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00:15:56,130 --> 00:16:01,000
or the aroma in the air hasn't
been as much of an issue.

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00:16:01,000 --> 00:16:07,320
And so I took the peanut butter out of
my beginning of the year activities.

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00:16:07,320 --> 00:16:11,550
Just because I didn't want to cause any
issues for those people with allergies.

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00:16:11,550 --> 00:16:15,900
So Waffle Day happens to
be in the United States.

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00:16:15,900 --> 00:16:20,250
It's not an official US holiday, but
if you look at the national holidays

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00:16:20,250 --> 00:16:23,430
calendar that's out there
for the US national holidays,

253
00:16:23,430 --> 00:16:25,530
Waffle Day is on August 24th.

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00:16:25,530 --> 00:16:29,370
And that happens to coincide normally
with our first couple of days

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00:16:29,370 --> 00:16:30,900
of school.

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00:16:30,900 --> 00:16:35,020
This year, it's going to be my
fourth day of school with students.

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00:16:35,020 --> 00:16:41,340
And so, on August 24th or as close
as possible, I do Waffle Day.

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00:16:41,340 --> 00:16:49,350
And Waffle Day is just an opportunity
for students to get the sticker.

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00:16:49,350 --> 00:16:52,950
This actually is an image of a
sticker, it's a circle sticker.

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00:16:52,950 --> 00:16:56,520
students normally put
them on their Chromebooks.

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00:16:56,520 --> 00:17:00,540
And they get a sticker and
they get to make waffles.

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00:17:00,540 --> 00:17:03,720
And all they have is a
two ounce cup, and there

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00:17:03,720 --> 00:17:08,130
is going to be a little packet
of how I run Waffle Day, that's

264
00:17:08,130 --> 00:17:09,510
going to be shared with you.

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00:17:09,510 --> 00:17:16,770
And they get a two ounce snack
cup, and a metal spoon, and a bowl,

266
00:17:16,770 --> 00:17:20,520
and the waffle mix, and some water.

267
00:17:20,520 --> 00:17:25,020
And they are asked to make
waffles, and a waffle iron,

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00:17:25,020 --> 00:17:29,550
using the instructions on the box but
not necessarily having the right tools.

269
00:17:29,550 --> 00:17:38,670
Like the two ounce snack cup isn't
the two cups that the box says to use,

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00:17:38,670 --> 00:17:39,450
of waffles.

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00:17:39,450 --> 00:17:43,560
Now I realize that when I talk about 2
cups, that's very specific to the US.

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00:17:43,560 --> 00:17:47,280
But whatever your waffle box or
whatever mix that you might have,

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00:17:47,280 --> 00:17:50,850
wherever you are, it's going to
have their set of instructions.

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00:17:50,850 --> 00:17:55,330
And I don't give them necessarily
all the tools they need.

275
00:17:55,330 --> 00:18:01,590
They've got to problem solve how they're
going to change two ounces into two

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00:18:01,590 --> 00:18:05,080
cups, for example, in my case.

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00:18:05,080 --> 00:18:08,250
And so, it's just the problem
solving day in which they can really

278
00:18:08,250 --> 00:18:10,380
start to talk and work together.

279
00:18:10,380 --> 00:18:14,040
And it's our puzzle day at
the beginning of the year.

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00:18:14,040 --> 00:18:16,890
And it gets a lot of
students talking that's not

281
00:18:16,890 --> 00:18:19,980
in my classroom about--
what's that smell?

282
00:18:19,980 --> 00:18:21,990
What are you guys doing in there?

283
00:18:21,990 --> 00:18:24,090
What do you mean you got waffles?

284
00:18:24,090 --> 00:18:25,620
Where did you get that sticker?

285
00:18:25,620 --> 00:18:27,480
How do I get a sticker?

286
00:18:27,480 --> 00:18:31,530
And I've actually had
students sign up for my course

287
00:18:31,530 --> 00:18:36,240
before, like sophomores
sign up their junior year,

288
00:18:36,240 --> 00:18:39,480
because of Waffle Day that was at
the beginning of the year before.

289
00:18:39,480 --> 00:18:41,580
Because they want that
sticker that they've seen

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00:18:41,580 --> 00:18:43,710
on their friends'
Chromebook all year long.

291
00:18:43,710 --> 00:18:46,960
And so, it's just part
of that community thing.

292
00:18:46,960 --> 00:18:50,880
So we've also heard today about
the rubber ducky debugging.

293
00:18:50,880 --> 00:18:54,460
And I also use rubber
ducks in my classroom.

294
00:18:54,460 --> 00:18:58,830
I have opted to step away
from the yellow duck,

295
00:18:58,830 --> 00:19:03,450
because I use the rubber ducky
as an opportunity for students

296
00:19:03,450 --> 00:19:08,050
to share a little bit
about their personality.

297
00:19:08,050 --> 00:19:11,700
It's also a beginning of the
year, like icebreaker opportunity,

298
00:19:11,700 --> 00:19:15,580
where they get to adopt their duck.

299
00:19:15,580 --> 00:19:19,600
And so, this is an example where
I've shared with them that when

300
00:19:19,600 --> 00:19:21,760
they're stuck, they talk to their duck.

301
00:19:21,760 --> 00:19:24,940
One of the things that was really
important for us this year,

302
00:19:24,940 --> 00:19:29,950
is that students really weren't--
we were in class two days a week.

303
00:19:29,950 --> 00:19:35,230
But even when we were in class,
they were more than 6 feet apart,

304
00:19:35,230 --> 00:19:40,070
and they were not really
allowed to conjugate together.

305
00:19:40,070 --> 00:19:44,560
They weren't able to loiter, they
weren't able to work in groups,

306
00:19:44,560 --> 00:19:48,580
we had to stay at our individual
workstations when they were in school.

307
00:19:48,580 --> 00:19:50,980
And so, it just was a
little bit different

308
00:19:50,980 --> 00:19:53,840
than what I have done in the past.

309
00:19:53,840 --> 00:19:57,190
And so, where I really
highlighted the duck

310
00:19:57,190 --> 00:20:02,340
this year was as an
opportunity for students.

311
00:20:02,340 --> 00:20:05,470
To be able to have a conversation,
not just about their code,

312
00:20:05,470 --> 00:20:08,430
but when they were feeling
a little bit lonely

313
00:20:08,430 --> 00:20:11,700
or when they had to go at home
the other three days of the week.

314
00:20:11,700 --> 00:20:15,510
And they were wanting to
feel that sense of community,

315
00:20:15,510 --> 00:20:17,520
they were able to take
that duck with them.

316
00:20:17,520 --> 00:20:20,610
And they were able to feel
that sense of community,

317
00:20:20,610 --> 00:20:24,180
and oftentimes they would share
or take pictures of their duck

318
00:20:24,180 --> 00:20:25,530
in different environments.

319
00:20:25,530 --> 00:20:28,650
This is actually in the classroom,
but I would get pictures sometimes

320
00:20:28,650 --> 00:20:33,600
of ducks sitting on their
desk at home, or they

321
00:20:33,600 --> 00:20:39,520
would share with me how they
had used their duck to solve

322
00:20:39,520 --> 00:20:42,340
other problems in other classes.

323
00:20:42,340 --> 00:20:44,810
Not just their computer
science classroom.

324
00:20:44,810 --> 00:20:49,690
And so, the adopted duck
idea is where they really

325
00:20:49,690 --> 00:20:52,060
take responsibility for their duck.

326
00:20:52,060 --> 00:20:55,330
It is an employability thing in my
classroom, where they get points.

327
00:20:55,330 --> 00:20:59,710
I'm required at my school to
give students, 10% of their grade

328
00:20:59,710 --> 00:21:01,120
is employability.

329
00:21:01,120 --> 00:21:04,690
Whether they're there, whether they're
there on time in their uniform--

330
00:21:04,690 --> 00:21:06,710
because we have uniforms at our school.

331
00:21:06,710 --> 00:21:10,810
And so, I added to their employability
if they had their duck with them.

332
00:21:10,810 --> 00:21:11,980
Are you prepared for class?

333
00:21:11,980 --> 00:21:15,160
You're not prepared for class if
you don't have your rubber ducky.

334
00:21:15,160 --> 00:21:21,790
And so, anyway, by adopting the
duck at the beginning of the year,

335
00:21:21,790 --> 00:21:28,210
naming the duck, and really making that
duck part of their learning process

336
00:21:28,210 --> 00:21:34,210
really gave students an
opportunity to really see it

337
00:21:34,210 --> 00:21:38,410
as a tool, and not just a toy.

338
00:21:38,410 --> 00:21:44,560
So, in the spirit of the idea of what
we have heard so far today about Puzzle

339
00:21:44,560 --> 00:21:47,290
Day is, I also have a puzzle table.

340
00:21:47,290 --> 00:21:50,770
And sometimes that puzzle table
will morph throughout the year

341
00:21:50,770 --> 00:21:52,360
with different kinds of puzzles.

342
00:21:52,360 --> 00:21:54,700
Sometimes it's just the
jigsaw puzzle, maybe

343
00:21:54,700 --> 00:21:58,600
it's one of those Game of 15 puzzles,
several of those sitting on the desk.

344
00:21:58,600 --> 00:22:03,070
Sometimes there's just a
variety of different puzzles,

345
00:22:03,070 --> 00:22:04,870
maybe it's a Rubik's Cube.

346
00:22:04,870 --> 00:22:09,790
And I have on the puzzle table,
this opportunity for students

347
00:22:09,790 --> 00:22:11,260
to solve puzzles.

348
00:22:11,260 --> 00:22:14,470
And it's not necessarily,
it's always there.

349
00:22:14,470 --> 00:22:16,100
The puzzle table is always there.

350
00:22:16,100 --> 00:22:21,580
And it's an opportunity for students to
get up from their computer workstation,

351
00:22:21,580 --> 00:22:23,290
go to the puzzle table.

352
00:22:23,290 --> 00:22:27,110
And on the years in which they are
allowed to be closer than 6 feet apart,

353
00:22:27,110 --> 00:22:31,415
as you can see in this image,
they're able to maybe talk, solve

354
00:22:31,415 --> 00:22:33,790
some problems, maybe they'll
even talk about the problems

355
00:22:33,790 --> 00:22:35,080
that they're trying to solve.

356
00:22:35,080 --> 00:22:37,930
But maybe it's when they get frustrated.

357
00:22:37,930 --> 00:22:43,390
And I've used this as an opportunity to
really create that startup atmosphere

358
00:22:43,390 --> 00:22:46,150
that I feel like comes along with CS50.

359
00:22:46,150 --> 00:22:49,870
That idea where you get
up, you can play a game,

360
00:22:49,870 --> 00:22:53,170
but it keeps you engaged
in your work experience.

361
00:22:53,170 --> 00:22:56,080
But you're not feeling like you
have to sit at your computer,

362
00:22:56,080 --> 00:22:58,660
you get like that little
bit of a brain break.

363
00:22:58,660 --> 00:23:03,220
Or you get to relieve your eyes
from looking at the computer screen.

364
00:23:03,220 --> 00:23:07,300
And oftentimes what will happen
is, students will go over,

365
00:23:07,300 --> 00:23:09,430
they may talk to another
student, or they'll

366
00:23:09,430 --> 00:23:11,920
work on the puzzle-- they'll
put some pieces together.

367
00:23:11,920 --> 00:23:15,790
And then, all of a sudden, I'll watch
a student jump up and say, "Oh my gosh,

368
00:23:15,790 --> 00:23:17,205
I figured it out!"

369
00:23:17,205 --> 00:23:18,830
And they'll run back to their computer.

370
00:23:18,830 --> 00:23:21,730
And they'll continue
working on their P-set.

371
00:23:21,730 --> 00:23:24,700
And so, I've really found
that the puzzle table

372
00:23:24,700 --> 00:23:29,290
has been an opportunity for students
to just build more of that community,

373
00:23:29,290 --> 00:23:31,270
and have a community in my classroom.

374
00:23:31,270 --> 00:23:35,410
Where I have an expectation that
you're not just taking a break,

375
00:23:35,410 --> 00:23:38,920
but you are taking a break.

376
00:23:38,920 --> 00:23:42,880
I hope that makes sense, and I can
answer more questions about that later.

377
00:23:42,880 --> 00:23:45,730
But that doesn't mean
we don't do Puzzle Day.

378
00:23:45,730 --> 00:23:50,470
So, Puzzle Day, I don't generally
start the year off with Puzzle Day

379
00:23:50,470 --> 00:23:56,320
as they have talked about throughout
the other CS50 individuals.

380
00:23:56,320 --> 00:24:00,715
I normally do Puzzle Day the first
week, second week in December.

381
00:24:00,715 --> 00:24:07,210
It normally coordinates
with the CS ED week.

382
00:24:07,210 --> 00:24:10,030
Now this is, once again,
I think, a US initiative.

383
00:24:10,030 --> 00:24:19,930
But, we do Puzzle Day that week, but
I share with students in my classes

384
00:24:19,930 --> 00:24:26,560
some of the previous CS50
puzzles leading up to Puzzle Day.

385
00:24:26,560 --> 00:24:30,550
And then their task is to
create their own puzzle.

386
00:24:30,550 --> 00:24:35,350
So Puzzle Day is like a
week long thing for us,

387
00:24:35,350 --> 00:24:38,980
where the students in my classroom
create their own puzzles based off

388
00:24:38,980 --> 00:24:41,300
of some of the models that
I've shared with them.

389
00:24:41,300 --> 00:24:45,190
And then, on the Friday of that
week, they shared their own puzzles

390
00:24:45,190 --> 00:24:47,110
that they created with other students.

391
00:24:47,110 --> 00:24:49,870
They make copies and
share those other puzzles

392
00:24:49,870 --> 00:24:54,040
with other students in the school,
seeing if other students in the school

393
00:24:54,040 --> 00:24:57,130
can solve their puzzles.

394
00:24:57,130 --> 00:25:03,320
And what I will do is, I will tell
students throughout the school,

395
00:25:03,320 --> 00:25:06,500
we'll make an announcement--
the first 10 students

396
00:25:06,500 --> 00:25:10,400
that can solve the puzzle
packet that was passed out

397
00:25:10,400 --> 00:25:14,390
from all the students puzzles
will get a prize from Mrs. Yake

398
00:25:14,390 --> 00:25:16,820
if they come and check
their puzzle answers.

399
00:25:16,820 --> 00:25:20,420
And I've had really,
fortunately, I've had

400
00:25:20,420 --> 00:25:23,990
really good support from other
teachers and other classrooms

401
00:25:23,990 --> 00:25:26,850
where students have been allowed
to work on their puzzles.

402
00:25:26,850 --> 00:25:30,470
Or oftentimes, you'll look down at lunch
and students are working on puzzles.

403
00:25:30,470 --> 00:25:34,610
And that's creating this
camaraderie amongst my students that

404
00:25:34,610 --> 00:25:38,930
got to create the
puzzles, and it's engaging

405
00:25:38,930 --> 00:25:42,710
students that aren't in my
classroom-- on what's this all about?

406
00:25:42,710 --> 00:25:45,440
And they're going to Mrs. Yake's
classroom, they're stepping in,

407
00:25:45,440 --> 00:25:49,130
they're seeing some of the things in
my room if they've not been in my room

408
00:25:49,130 --> 00:25:50,210
ever before.

409
00:25:50,210 --> 00:25:55,820
And they're maybe earning themselves
a little candy bar, or maybe

410
00:25:55,820 --> 00:26:00,620
a stress ball, or their own rubber
ducky, or a different variety of prizes

411
00:26:00,620 --> 00:26:06,000
that I might pass out on that week
associated with our puzzle day.

412
00:26:06,000 --> 00:26:12,170
So, once again, another way
I've adapted the course.

413
00:26:12,170 --> 00:26:13,550
Now, the hackathon.

414
00:26:13,550 --> 00:26:17,690
I think the hackathon is very, very
important to our end of the year

415
00:26:17,690 --> 00:26:18,710
computer science fair.

416
00:26:18,710 --> 00:26:22,550
We started talking about the end
of the year computer science fair,

417
00:26:22,550 --> 00:26:25,290
but how do we get there?

418
00:26:25,290 --> 00:26:29,000
And so, much like
Douglas said, I do have

419
00:26:29,000 --> 00:26:32,700
a connection with a local
university that's not too far.

420
00:26:32,700 --> 00:26:38,390
And their students, their club
members, for that university

421
00:26:38,390 --> 00:26:45,680
will help attend our hackathon
and help students get started

422
00:26:45,680 --> 00:26:48,210
or launch their final project.

423
00:26:48,210 --> 00:26:51,350
So that's normally the kick
off of their final project.

424
00:26:51,350 --> 00:26:57,720
We actually do this about a month
before the Create task is due.

425
00:26:57,720 --> 00:27:01,820
So when I've done this CS fair,
I actually started the CS fair

426
00:27:01,820 --> 00:27:06,830
the pilot year of AP CSP, and
so there was no Create task

427
00:27:06,830 --> 00:27:08,460
that students had to do.

428
00:27:08,460 --> 00:27:11,690
But since then, I've just
connected it with the Create tasks

429
00:27:11,690 --> 00:27:14,180
that they have to do for CSP.

430
00:27:14,180 --> 00:27:19,340
What this does for students by
having the CS fair and hackathon is,

431
00:27:19,340 --> 00:27:22,850
the students not taking the AP
test, because not all of my students

432
00:27:22,850 --> 00:27:26,300
are required to take the test,
is it gives them a reason

433
00:27:26,300 --> 00:27:28,890
to care about that final project.

434
00:27:28,890 --> 00:27:31,470
Because they're going to
be sharing it with others.

435
00:27:31,470 --> 00:27:32,630
So it's amazing.

436
00:27:32,630 --> 00:27:36,150
We have generally done
this hackathon on a Sunday.

437
00:27:36,150 --> 00:27:40,310
So, as we're talking, as David
talked earlier, about the 7 to 7

438
00:27:40,310 --> 00:27:45,710
at the college level, or at a high
school where they did the 10 AM to two,

439
00:27:45,710 --> 00:27:51,710
we normally do it on a Sunday from
about 3 to 7 with the college students.

440
00:27:51,710 --> 00:27:57,350
And they just, how do I get
them to come in on a Sunday?

441
00:27:57,350 --> 00:28:02,180
Probably because they want to, but
I entice them with all this food.

442
00:28:02,180 --> 00:28:04,490
I bring in a lot of
snacks, and they know

443
00:28:04,490 --> 00:28:07,220
that they're going to get
some junk food and some pizza,

444
00:28:07,220 --> 00:28:10,100
and some time to connect
with some of their friends

445
00:28:10,100 --> 00:28:11,930
outside of the regular school day.

446
00:28:11,930 --> 00:28:15,720
And it's actually been
very well attended.

447
00:28:15,720 --> 00:28:18,470
So that brings me back to--

448
00:28:18,470 --> 00:28:21,810
that actually brings me towards
the end of my presentation.

449
00:28:21,810 --> 00:28:24,230
Which I knew was not going
to be an entire hour,

450
00:28:24,230 --> 00:28:27,230
because I was hoping that we would
be able to have some time to share.

451
00:28:27,230 --> 00:28:30,090
I know that's built in
later in the afternoon.

452
00:28:30,090 --> 00:28:33,345
But this is a group of
students, and I would

453
00:28:33,345 --> 00:28:35,720
like to talk to you just a
little bit about this picture.

454
00:28:35,720 --> 00:28:39,140
Once again, you see that
students are wearing t-shirts.

455
00:28:39,140 --> 00:28:43,310
These t-shirts were actually, most
of these t-shirts were actually--

456
00:28:43,310 --> 00:28:47,630
this particular year, I think
this was the 2017 school year,

457
00:28:47,630 --> 00:28:50,920
was actually funded by
Microsoft that year.

458
00:28:50,920 --> 00:28:56,840
They sent us some t-shirts, yeah, you
can see Microsoft on the t-shirts.

459
00:28:56,840 --> 00:28:59,552
And so, the students that
have various t-shirts,

460
00:28:59,552 --> 00:29:02,510
and it may be a little bit hard to
see because some of them are hiding.

461
00:29:02,510 --> 00:29:05,840
The ones that say "Code like
a Boss" were the students

462
00:29:05,840 --> 00:29:09,260
that were actually in the CS50 course.

463
00:29:09,260 --> 00:29:12,290
And then the ones that
were in the "For the Win"

464
00:29:12,290 --> 00:29:18,590
are junior high students that were in
the middle school computer fundamentals

465
00:29:18,590 --> 00:29:19,400
course.

466
00:29:19,400 --> 00:29:21,800
And then, you see a
couple of students that

467
00:29:21,800 --> 00:29:24,060
say "I Code, What's Your Superpower?"

468
00:29:24,060 --> 00:29:28,190
And they were actually students that
were in a Computer Science club.

469
00:29:28,190 --> 00:29:34,400
And so they all had their own community
t-shirt, where everybody had t-shirts,

470
00:29:34,400 --> 00:29:38,000
but then students were
able to really feel

471
00:29:38,000 --> 00:29:41,330
part of their own individual
community within the large computing

472
00:29:41,330 --> 00:29:45,570
community of the computer science fair.

473
00:29:45,570 --> 00:29:51,960
So, one other thing, I don't think
it made it into this slideshow

474
00:29:51,960 --> 00:29:58,110
because I had manipulated a little bit
of the PowerPoint but not this PDF.

475
00:29:58,110 --> 00:30:05,430
One other thing that I do is, at the
computer science fair, I do play music.

476
00:30:05,430 --> 00:30:10,560
I have the balloons, we have tablecloths
on the tables, and I play music.

477
00:30:10,560 --> 00:30:15,150
Really creating that
atmosphere of a party.

478
00:30:15,150 --> 00:30:18,600
But what I've done also
in the classroom is,

479
00:30:18,600 --> 00:30:21,420
I happen to have a
Spotify premium account,

480
00:30:21,420 --> 00:30:25,500
and so I have shared that link--
you can do this other ways,

481
00:30:25,500 --> 00:30:27,190
this is how I do it.

482
00:30:27,190 --> 00:30:29,680
I have shared that
link with my students.

483
00:30:29,680 --> 00:30:33,820
And then, they can click on that
link and add to the playlist.

484
00:30:33,820 --> 00:30:36,450
And so, we play that
playlist in the classroom

485
00:30:36,450 --> 00:30:38,440
when we're working individually.

486
00:30:38,440 --> 00:30:42,070
So instead of everybody putting in their
headphones and working on their own.

487
00:30:42,070 --> 00:30:43,780
And sometimes they do that.

488
00:30:43,780 --> 00:30:45,633
But if we want to listen
to music, and we're

489
00:30:45,633 --> 00:30:47,550
at a point where they're
not getting lectured,

490
00:30:47,550 --> 00:30:50,910
and they're working on assignments,
we play the class playlist.

491
00:30:50,910 --> 00:30:54,570
And that's another way that
I have brought some community

492
00:30:54,570 --> 00:30:57,540
into my classroom.

493
00:30:57,540 --> 00:31:03,510
Because students have
been able to feel that

494
00:31:03,510 --> 00:31:05,370
they are part of some of that music.

495
00:31:05,370 --> 00:31:08,490
So even though it's not their own
playlist, it's not my playlist.

496
00:31:08,490 --> 00:31:11,400
It's their playlist as a class.

497
00:31:11,400 --> 00:31:14,623
And that's worked very
well for my class.

498
00:31:14,623 --> 00:31:17,040
Of course, I tell them that
it's school appropriate music,

499
00:31:17,040 --> 00:31:18,150
I put some guidelines.

500
00:31:18,150 --> 00:31:22,230
Sometimes some songs might slip
through that maybe shouldn't, and I

501
00:31:22,230 --> 00:31:24,750
have to remove them from the playlist.

502
00:31:24,750 --> 00:31:31,290
But it's just all about really
creating this positive community

503
00:31:31,290 --> 00:31:33,170
for the students.

504
00:31:33,170 --> 00:31:35,000