1 00:00:00,000 --> 00:00:02,940 2 00:00:02,940 --> 00:00:04,019 SPEAKER 1: All right. 3 00:00:04,019 --> 00:00:05,760 Hello, world. 4 00:00:05,760 --> 00:00:07,200 AUDIENCE: Hello! 5 00:00:07,200 --> 00:00:09,720 SPEAKER 1: So nice to see you again, and so nice 6 00:00:09,720 --> 00:00:11,940 to see, again, our next speaker. 7 00:00:11,940 --> 00:00:17,510 Live to you from New York City, this is CS50's own Margaret Tanzosh. 8 00:00:17,510 --> 00:00:20,772 [APPLAUSE] 9 00:00:20,772 --> 00:00:22,055 10 00:00:22,055 --> 00:00:23,430 MARGARET TANZOSH: Hey, everybody. 11 00:00:23,430 --> 00:00:24,440 Can you hear me OK? 12 00:00:24,440 --> 00:00:25,030 We're good? 13 00:00:25,030 --> 00:00:25,340 AUDIENCE: Yeah. 14 00:00:25,340 --> 00:00:26,507 MARGARET TANZOSH: All right. 15 00:00:26,507 --> 00:00:29,420 So I'm so excited to be able to share what I do in my classroom 16 00:00:29,420 --> 00:00:30,680 with all of you. 17 00:00:30,680 --> 00:00:32,960 Now before we start, I just want to say one thing, 18 00:00:32,960 --> 00:00:35,490 and that is that this is just what I do. 19 00:00:35,490 --> 00:00:37,700 This is not the way you have to run your classroom. 20 00:00:37,700 --> 00:00:39,980 I'm not prescribing any formulas. 21 00:00:39,980 --> 00:00:42,470 I'm not giving you any structure that you need to use. 22 00:00:42,470 --> 00:00:46,040 But I thought it could be helpful to hear how one CS50 high school 23 00:00:46,040 --> 00:00:50,880 teacher is able to really help engage students and differentiate as well. 24 00:00:50,880 --> 00:00:51,528 All right? 25 00:00:51,528 --> 00:00:54,320 So we're going to go through a little bit about what I do, and then 26 00:00:54,320 --> 00:00:56,210 we'll have some questions, and then hopefully 27 00:00:56,210 --> 00:00:58,210 have a little time for you all to kind of really 28 00:00:58,210 --> 00:01:01,390 visualize how you're going to run your classroom, all right? 29 00:01:01,390 --> 00:01:02,090 OK. 30 00:01:02,090 --> 00:01:05,000 So again, my name is Margaret Tanzosh, and I 31 00:01:05,000 --> 00:01:08,360 teach in New York City at a pretty large school called 32 00:01:08,360 --> 00:01:12,350 NEST, which stands for New Explorations into Science, Technology, and Math. 33 00:01:12,350 --> 00:01:13,430 It's a public school. 34 00:01:13,430 --> 00:01:15,380 It's a K to 12 public school. 35 00:01:15,380 --> 00:01:19,430 I have five classes of computer science, and I have a lot of students. 36 00:01:19,430 --> 00:01:23,420 In New York, the maximum class size is 34, and I often have-- 37 00:01:23,420 --> 00:01:26,360 I have three sections right now with 34 in my class, 38 00:01:26,360 --> 00:01:28,430 and the others are just a bit smaller. 39 00:01:28,430 --> 00:01:31,850 So keep in mind also that having a small class size, 40 00:01:31,850 --> 00:01:35,510 big class size can certainly impact on how you teach your class. 41 00:01:35,510 --> 00:01:39,240 All right, this is my eighth year using CS50 as a curriculum. 42 00:01:39,240 --> 00:01:43,880 And I also teach at the Harvard Extension School, CS50 on Zoom. 43 00:01:43,880 --> 00:01:45,860 So I'm familiar with the material, but I do it 44 00:01:45,860 --> 00:01:48,350 a little differently in my high school than I 45 00:01:48,350 --> 00:01:51,373 do on the Harvard Extension School. 46 00:01:51,373 --> 00:01:52,790 So this is a picture of my school. 47 00:01:52,790 --> 00:01:54,050 It's in Lower Manhattan. 48 00:01:54,050 --> 00:01:57,620 And yeah, and that's what I do during my day full time. 49 00:01:57,620 --> 00:01:58,130 All right. 50 00:01:58,130 --> 00:02:01,910 So my students come in a very diverse group, all right? 51 00:02:01,910 --> 00:02:05,750 So I have students who have very little experience, 52 00:02:05,750 --> 00:02:07,678 really know nothing about computer science, 53 00:02:07,678 --> 00:02:09,470 think they might like to check it out, they 54 00:02:09,470 --> 00:02:11,630 might like to learn a little more about what it is. 55 00:02:11,630 --> 00:02:14,120 I have students also that come into my class that 56 00:02:14,120 --> 00:02:15,650 have been programming for years. 57 00:02:15,650 --> 00:02:17,900 They may have parents who are programmers. 58 00:02:17,900 --> 00:02:20,180 They might have created a whole app on their own. 59 00:02:20,180 --> 00:02:22,400 It's a really diverse group, right? 60 00:02:22,400 --> 00:02:25,550 Some of them are already know they want to major in CS in college, 61 00:02:25,550 --> 00:02:27,080 and some just want to check it out. 62 00:02:27,080 --> 00:02:29,670 They think maybe it's something they might want to pursue. 63 00:02:29,670 --> 00:02:31,550 So I have a very diverse group. 64 00:02:31,550 --> 00:02:33,620 And mostly 11th and 12th graders. 65 00:02:33,620 --> 00:02:35,810 Some 10th graders as well, right? 66 00:02:35,810 --> 00:02:39,482 So that impacts as well how I run my class. 67 00:02:39,482 --> 00:02:41,690 These are some of my students from a couple years ago 68 00:02:41,690 --> 00:02:42,920 when we had a hackathon. 69 00:02:42,920 --> 00:02:45,710 And we also invited the middle school students. 70 00:02:45,710 --> 00:02:49,970 And we had a lot of fun on a Saturday, having an extended amount of time 71 00:02:49,970 --> 00:02:50,870 to program. 72 00:02:50,870 --> 00:02:54,480 So that gives you a little sense of who we are. 73 00:02:54,480 --> 00:02:57,825 So now, I'm definitely an adapter of the CS50 curriculum. 74 00:02:57,825 --> 00:03:00,950 Now, I'm going to share with you at the beginning, I was more of an adopter 75 00:03:00,950 --> 00:03:03,710 because I really didn't know what I was doing, right? 76 00:03:03,710 --> 00:03:06,110 I was trying to figure it out as I was going along. 77 00:03:06,110 --> 00:03:08,540 That may be the same at the beginning for some of you. 78 00:03:08,540 --> 00:03:13,640 And what I do now is that I actually do a lot of scaffolding 79 00:03:13,640 --> 00:03:15,480 for students that need extra support. 80 00:03:15,480 --> 00:03:18,950 So again, having such a wide variety of student experiences, 81 00:03:18,950 --> 00:03:21,720 I want to make sure that everybody can succeed. 82 00:03:21,720 --> 00:03:23,280 And so I'm able to do that. 83 00:03:23,280 --> 00:03:25,970 And we'll talk more about the scaffolding in the second section 84 00:03:25,970 --> 00:03:31,510 today where I share a little more of the details on how I make that work. 85 00:03:31,510 --> 00:03:33,910 So now, how did I come to teach CS50? 86 00:03:33,910 --> 00:03:37,900 So I was really fortunate to be hired at this school about eight years ago, 87 00:03:37,900 --> 00:03:40,670 and there was no computer science curriculum at all. 88 00:03:40,670 --> 00:03:41,920 There was no budget. 89 00:03:41,920 --> 00:03:43,330 There were no books. 90 00:03:43,330 --> 00:03:47,290 They just knew the kids wanted to learn something about computer science. 91 00:03:47,290 --> 00:03:51,010 And so I was searching and searching online. 92 00:03:51,010 --> 00:03:53,630 Found some curriculums, but they cost money. 93 00:03:53,630 --> 00:03:54,610 There was no budget. 94 00:03:54,610 --> 00:03:57,070 So I had to go back and search again, which 95 00:03:57,070 --> 00:03:59,650 was the best thing that could happen because I happened 96 00:03:59,650 --> 00:04:03,170 to find a video of Professor Malan saying, 97 00:04:03,170 --> 00:04:05,845 would you like to bring CS50 to your high school? 98 00:04:05,845 --> 00:04:08,196 [APPLAUSE] 99 00:04:08,196 --> 00:04:09,345 And that was-- 100 00:04:09,345 --> 00:04:10,220 AUDIENCE: [INAUDIBLE] 101 00:04:10,220 --> 00:04:11,330 MARGARET TANZOSH: It was so lucky, right? 102 00:04:11,330 --> 00:04:12,110 And it was so great. 103 00:04:12,110 --> 00:04:12,950 And I was like, yes! 104 00:04:12,950 --> 00:04:14,210 That's what I'm going to do. 105 00:04:14,210 --> 00:04:17,990 So I took the edX course online and immediately 106 00:04:17,990 --> 00:04:21,037 started learning it, learning it alongside as my teaching 107 00:04:21,037 --> 00:04:21,829 it to the students. 108 00:04:21,829 --> 00:04:23,330 I was just a little bit ahead. 109 00:04:23,330 --> 00:04:24,560 So-- yeah. 110 00:04:24,560 --> 00:04:26,912 So it really-- it just-- and eventually really kind 111 00:04:26,912 --> 00:04:28,370 of came to be a thing at my school. 112 00:04:28,370 --> 00:04:31,880 They're very proud of the curriculum and the students are just loving it, 113 00:04:31,880 --> 00:04:33,920 so it's been quite something. 114 00:04:33,920 --> 00:04:36,260 Now, one of the things I did, since when I 115 00:04:36,260 --> 00:04:38,480 started teaching with the CS50 curriculum, 116 00:04:38,480 --> 00:04:41,540 it was also the first time I started teaching computer science. 117 00:04:41,540 --> 00:04:43,920 I had been a math teacher before that. 118 00:04:43,920 --> 00:04:49,670 And so what I did was that I watched the lecture videos over and over and over. 119 00:04:49,670 --> 00:04:50,510 I just shared this. 120 00:04:50,510 --> 00:04:52,170 Might be something you want to do. 121 00:04:52,170 --> 00:04:56,750 And so I learned from watching Professor Malan how to speak the language, how 122 00:04:56,750 --> 00:05:00,110 to break down concepts, because one of the things I loved 123 00:05:00,110 --> 00:05:03,750 about his videos, the lecture videos, said it made it really approachable, 124 00:05:03,750 --> 00:05:04,250 right? 125 00:05:04,250 --> 00:05:06,490 It really kind of broke things down and explained it. 126 00:05:06,490 --> 00:05:07,490 I'll tell you the truth. 127 00:05:07,490 --> 00:05:10,770 I tried to get into programming a couple of years before, 128 00:05:10,770 --> 00:05:13,100 and I would try to find videos and tutorials. 129 00:05:13,100 --> 00:05:15,080 Mostly they put me to sleep. 130 00:05:15,080 --> 00:05:17,960 It was just really hard to kind of go with it 131 00:05:17,960 --> 00:05:19,620 and to really make any sense of it. 132 00:05:19,620 --> 00:05:22,560 So when I found CS50, I was just enthralled with it. 133 00:05:22,560 --> 00:05:23,810 I was very excited. 134 00:05:23,810 --> 00:05:25,670 So I use the same language. 135 00:05:25,670 --> 00:05:27,890 I try to use a lot of the same techniques. 136 00:05:27,890 --> 00:05:30,110 And I really tried hard to engage the students. 137 00:05:30,110 --> 00:05:34,190 So watching the videos over and over again was a way I was able to do that. 138 00:05:34,190 --> 00:05:38,040 And also, using some of the activities that I saw, for instance. 139 00:05:38,040 --> 00:05:42,445 So I had my students act out bubble sort like you did yesterday, right? 140 00:05:42,445 --> 00:05:43,340 [LAUGHTER] 141 00:05:43,340 --> 00:05:45,410 At the beginning of the year when I first 142 00:05:45,410 --> 00:05:48,170 introduced binary kind of like in lecture zero, 143 00:05:48,170 --> 00:05:52,190 I had several students-- six students come up with their phones, lights 144 00:05:52,190 --> 00:05:55,970 on, lights off on their phones, and act out binary numbers. 145 00:05:55,970 --> 00:05:59,540 So I tried to emulate a lot of that and keep the students involved 146 00:05:59,540 --> 00:06:01,280 and keep the students engaged. 147 00:06:01,280 --> 00:06:03,800 And so it's just a little something-- again, something you 148 00:06:03,800 --> 00:06:06,980 may choose to kind of look into, right? 149 00:06:06,980 --> 00:06:10,730 So basically, what I do-- what I did at the beginning and what I still do 150 00:06:10,730 --> 00:06:15,050 is that I break down the slides that you see in the CS50 lecture videos, 151 00:06:15,050 --> 00:06:17,040 and all that material is available to you. 152 00:06:17,040 --> 00:06:19,070 I use just a few slides a day. 153 00:06:19,070 --> 00:06:21,710 I certainly don't lecture for an hour at a time. 154 00:06:21,710 --> 00:06:25,070 My classes are 45 minutes long, so I might choose, like, 155 00:06:25,070 --> 00:06:29,150 10 minutes or so to talk about-- to reinforce some of the material 156 00:06:29,150 --> 00:06:30,690 from the lecture. 157 00:06:30,690 --> 00:06:34,350 And so I break them down, and I-- so it's a very short little mini lesson. 158 00:06:34,350 --> 00:06:37,790 And then I have my students practice coding in class. 159 00:06:37,790 --> 00:06:40,910 Now, when I started eight years ago, I didn't really 160 00:06:40,910 --> 00:06:42,680 know if my students had Wi-Fi at home. 161 00:06:42,680 --> 00:06:44,930 They didn't all have Wi-Fi. 162 00:06:44,930 --> 00:06:47,840 Also, maybe not even computers dedicated to them. 163 00:06:47,840 --> 00:06:51,020 Now it's changed because since COVID, they had to get computers 164 00:06:51,020 --> 00:06:53,630 and they had to have Wi-Fi, so it's a little bit different. 165 00:06:53,630 --> 00:06:56,270 But I've always really believed in allowing 166 00:06:56,270 --> 00:06:58,940 them to do their coding in class as much as possible 167 00:06:58,940 --> 00:07:02,190 so they could be there to get the support to succeed. 168 00:07:02,190 --> 00:07:02,690 Right? 169 00:07:02,690 --> 00:07:04,550 So my students take a lot of classes. 170 00:07:04,550 --> 00:07:07,040 They generally have seven classes every day, 171 00:07:07,040 --> 00:07:09,900 and some very rigorous classes as well. 172 00:07:09,900 --> 00:07:12,713 So I didn't want them to be overloaded and feeling 173 00:07:12,713 --> 00:07:14,630 like they're resenting this class because they 174 00:07:14,630 --> 00:07:16,310 don't know how to debug a program. 175 00:07:16,310 --> 00:07:19,520 So I always believed I wanted them to have fun in my class. 176 00:07:19,520 --> 00:07:22,070 I wanted to inspire that spark of wanting 177 00:07:22,070 --> 00:07:25,890 to learn more about computer science and wanting to continue to go on. 178 00:07:25,890 --> 00:07:28,700 And so I didn't want them to be frustrated right off the bat. 179 00:07:28,700 --> 00:07:31,700 So I always allowed them to have time to code in their class, 180 00:07:31,700 --> 00:07:33,720 and I still do that today. 181 00:07:33,720 --> 00:07:34,280 All right? 182 00:07:34,280 --> 00:07:36,980 And again, what I did particularly at the beginning, 183 00:07:36,980 --> 00:07:40,910 I tried to really stay fresh by re-solving 184 00:07:40,910 --> 00:07:43,730 the problems they were about to solve, like just before they 185 00:07:43,730 --> 00:07:45,530 would begin to start it, because that would 186 00:07:45,530 --> 00:07:50,010 allow me to remember the struggles I had when I first went through that program. 187 00:07:50,010 --> 00:07:52,830 So when I would go around and try to check in with them, 188 00:07:52,830 --> 00:07:55,520 I could see the struggles and I could see the pitfalls, 189 00:07:55,520 --> 00:07:59,840 and so I was easier able to give them hints and give them ideas and help them 190 00:07:59,840 --> 00:08:01,223 with their debugging as well. 191 00:08:01,223 --> 00:08:03,140 I would see a problem and I would more quickly 192 00:08:03,140 --> 00:08:05,807 understand what was going on with it because I had just probably 193 00:08:05,807 --> 00:08:08,630 had that same problem myself, all right? 194 00:08:08,630 --> 00:08:10,850 And I also used a lot of additional problems, 195 00:08:10,850 --> 00:08:12,630 as you'll see in a few moments. 196 00:08:12,630 --> 00:08:16,670 So I don't just do the three pset problems for unit 1. 197 00:08:16,670 --> 00:08:21,080 I really do slow it down, because for my students to go from Hello 198 00:08:21,080 --> 00:08:23,900 to Mario in one step would be too sudden. 199 00:08:23,900 --> 00:08:28,550 So I use a whole number of programs, some older CS50 programs, 200 00:08:28,550 --> 00:08:31,460 some new practice labs that I made last summer. 201 00:08:31,460 --> 00:08:35,390 I use these to fill in some of the gaps, and again, to kind of build up 202 00:08:35,390 --> 00:08:36,799 the knowledge more gradually. 203 00:08:36,799 --> 00:08:39,424 And I'll share-- and all that material will be available to you 204 00:08:39,424 --> 00:08:40,370 as well, all right? 205 00:08:40,370 --> 00:08:43,450 So you can use those with your students if you choose to. 206 00:08:43,450 --> 00:08:46,090 OK? 207 00:08:46,090 --> 00:08:48,490 Now, what do we do while they're actually coding? 208 00:08:48,490 --> 00:08:50,620 So usually, I have them coding, and I'm just 209 00:08:50,620 --> 00:08:54,040 walking around, peering over their shoulder, checking in with them, right? 210 00:08:54,040 --> 00:08:55,570 Asking them how it's going. 211 00:08:55,570 --> 00:08:58,300 Maybe asking them to explain a little bit of their code. 212 00:08:58,300 --> 00:09:01,180 And often as I'm walking around, especially at the beginning, 213 00:09:01,180 --> 00:09:04,510 students are often embarrassed to raise their hand in front of the whole class 214 00:09:04,510 --> 00:09:05,920 and ask a question. 215 00:09:05,920 --> 00:09:08,120 They think, I should get it, but maybe I don't. 216 00:09:08,120 --> 00:09:12,100 So sometimes just one-on-one or one with little small groups allows them to open 217 00:09:12,100 --> 00:09:13,660 up more and allow me to share-- 218 00:09:13,660 --> 00:09:16,980 they share their struggles with me, and I'm able to give them some hints 219 00:09:16,980 --> 00:09:19,300 and help them out with that, right? 220 00:09:19,300 --> 00:09:22,810 The other thing I do is that when students finish their programs early, 221 00:09:22,810 --> 00:09:26,690 I actually don't make all the class work at the same pace. 222 00:09:26,690 --> 00:09:29,020 So if a student comes in with experience, 223 00:09:29,020 --> 00:09:31,330 and they finish Mario just like that, I'll 224 00:09:31,330 --> 00:09:33,340 let them move on to the next program. 225 00:09:33,340 --> 00:09:35,680 After a little while, I actually do have students 226 00:09:35,680 --> 00:09:38,260 that are working on different programs, and some 227 00:09:38,260 --> 00:09:40,880 that go through a lot more of the curriculum than others. 228 00:09:40,880 --> 00:09:44,320 But as far as everybody is learning and everybody is getting something out 229 00:09:44,320 --> 00:09:46,580 of it, for the most part I feel pretty good. 230 00:09:46,580 --> 00:09:47,500 But I do really work-- 231 00:09:47,500 --> 00:09:49,167 I do want to keep the material rigorous. 232 00:09:49,167 --> 00:09:52,810 I don't want to water it down so much that there's no rigor, because I think 233 00:09:52,810 --> 00:09:56,470 it's important for students to understand that it's OK to struggle, 234 00:09:56,470 --> 00:10:00,370 and it's through that hard work that really we feel that reward, right? 235 00:10:00,370 --> 00:10:03,160 How many people felt a real sense of satisfaction 236 00:10:03,160 --> 00:10:06,640 when you got all those green happy faces when you ran the check50? 237 00:10:06,640 --> 00:10:08,805 Anybody have a really good feeling about that? 238 00:10:08,805 --> 00:10:09,430 AUDIENCE: Yeah. 239 00:10:09,430 --> 00:10:10,000 MARGARET TANZOSH: Right? 240 00:10:10,000 --> 00:10:10,660 And I love it. 241 00:10:10,660 --> 00:10:12,790 My students will share that as well, right? 242 00:10:12,790 --> 00:10:13,570 I got it. 243 00:10:13,570 --> 00:10:14,620 It was really hard. 244 00:10:14,620 --> 00:10:18,520 And now I got all the green happy faces, and it's a really satisfying feeling, 245 00:10:18,520 --> 00:10:19,120 right? 246 00:10:19,120 --> 00:10:21,490 And that's the feeling I'm going for in my class. 247 00:10:21,490 --> 00:10:24,310 I want them to feel that sense of enjoyment, that satisfaction 248 00:10:24,310 --> 00:10:26,650 that I can do something hard, right? 249 00:10:26,650 --> 00:10:29,380 So I don't water it down, but I do scaffolds a lot. 250 00:10:29,380 --> 00:10:31,630 And we'll talk a little bit now and a little bit later 251 00:10:31,630 --> 00:10:34,000 about exactly what that means, all right? 252 00:10:34,000 --> 00:10:36,040 I also like to point them as I'm walking around 253 00:10:36,040 --> 00:10:37,940 toward the many different resources. 254 00:10:37,940 --> 00:10:40,990 I might see, maybe they don't quite understand strings, 255 00:10:40,990 --> 00:10:43,690 so I'll point them to one of the shorts that you'll 256 00:10:43,690 --> 00:10:47,095 see Doug Lloyd do, these fabulous shorts on strings, right? 257 00:10:47,095 --> 00:10:47,740 Or whatever. 258 00:10:47,740 --> 00:10:50,040 Maybe watch a little bit of the lecture video, 259 00:10:50,040 --> 00:10:51,790 rewatch that little section of the lecture 260 00:10:51,790 --> 00:10:54,970 video, a couple chapters where we see Professor Malan talking about strings. 261 00:10:54,970 --> 00:10:56,750 So you know, I'll do that. 262 00:10:56,750 --> 00:10:59,530 And then of course, I'll reteach if I need to. 263 00:10:59,530 --> 00:11:02,063 But I really want to make sure that they understand 264 00:11:02,063 --> 00:11:04,480 where to find all these resources, because there's so much 265 00:11:04,480 --> 00:11:07,147 stuff out there sometimes, they don't always know where to look. 266 00:11:07,147 --> 00:11:09,250 The other thing that's really important is 267 00:11:09,250 --> 00:11:11,590 that I do have to stress over and over again 268 00:11:11,590 --> 00:11:14,770 when they're Googling to find some resources that they're really 269 00:11:14,770 --> 00:11:16,990 careful not to find a solution. 270 00:11:16,990 --> 00:11:17,710 Right? 271 00:11:17,710 --> 00:11:22,210 So I mean, I had a student recently who, even after explaining it, 272 00:11:22,210 --> 00:11:23,710 it wasn't obvious. 273 00:11:23,710 --> 00:11:28,675 They thought they were searching with how to solve Mario, you know? 274 00:11:28,675 --> 00:11:31,295 And found some video. 275 00:11:31,295 --> 00:11:35,410 And I looked at their code, and I was like, I know this isn't your code. 276 00:11:35,410 --> 00:11:38,470 I could tell by looking at it that it was code from someplace else. 277 00:11:38,470 --> 00:11:40,180 And she was like, oh, but it was great. 278 00:11:40,180 --> 00:11:42,393 The video taught me how to solve Mario. 279 00:11:42,393 --> 00:11:43,810 And it's like, no, no, no, no, no. 280 00:11:43,810 --> 00:11:45,533 That's not the point. 281 00:11:45,533 --> 00:11:47,950 Like I think Professor Malan was mentioning the other day, 282 00:11:47,950 --> 00:11:51,250 it's OK to Google for how to do a for loop, right? 283 00:11:51,250 --> 00:11:53,770 How to define a new variable, how to create an array, 284 00:11:53,770 --> 00:11:56,240 but not how to solve one of the CS50 problems. 285 00:11:56,240 --> 00:12:00,100 So I really do have to emphasize even after I do at the beginning of the year 286 00:12:00,100 --> 00:12:02,185 over and over again the importance of, you 287 00:12:02,185 --> 00:12:04,190 need to complete the CS50 problems on your own. 288 00:12:04,190 --> 00:12:06,580 You don't Google for a solution to a CS50 problem. 289 00:12:06,580 --> 00:12:09,682 Those are the kind of resources we're looking for. 290 00:12:09,682 --> 00:12:11,390 OK? 291 00:12:11,390 --> 00:12:14,290 So now, I also found when I was getting started especially 292 00:12:14,290 --> 00:12:18,340 it was really helpful to get ideas from other CS50 teachers. 293 00:12:18,340 --> 00:12:20,355 So some of the things that I learned about 294 00:12:20,355 --> 00:12:22,480 that I hadn't thought about initially is that I now 295 00:12:22,480 --> 00:12:26,830 have students write a reflection after every program that they complete, 296 00:12:26,830 --> 00:12:28,600 because I think it's important to reflect 297 00:12:28,600 --> 00:12:32,230 on your own learning, your own aha moment, your own struggles. 298 00:12:32,230 --> 00:12:34,270 And also, just that whole metacognition. 299 00:12:34,270 --> 00:12:35,890 How am I growing as a learner? 300 00:12:35,890 --> 00:12:38,330 How am I growing as a computer scientist? 301 00:12:38,330 --> 00:12:42,130 So it also allows me to evaluate their struggles. 302 00:12:42,130 --> 00:12:44,200 It allows me to evaluate how good a teacher I 303 00:12:44,200 --> 00:12:48,760 am, because if many students say, I really got confused on this part, now 304 00:12:48,760 --> 00:12:51,280 I know maybe that's where I need to improve my instruction. 305 00:12:51,280 --> 00:12:55,510 So I find the reflections to be really helpful, both for students 306 00:12:55,510 --> 00:12:59,410 to reflect on their own learning, to recognize their own growth, 307 00:12:59,410 --> 00:13:02,720 and also for me to get an understanding of where things are going well 308 00:13:02,720 --> 00:13:04,550 and where there needs to be more support. 309 00:13:04,550 --> 00:13:07,420 So they're a really important part as well, right? 310 00:13:07,420 --> 00:13:09,820 The other thing I learned from some of the other teachers 311 00:13:09,820 --> 00:13:12,190 is that-- because I was so overwhelmed when I was starting. 312 00:13:12,190 --> 00:13:13,150 It was like, Puzzle Day. 313 00:13:13,150 --> 00:13:15,025 I don't know if I could deal with Puzzle Day. 314 00:13:15,025 --> 00:13:18,670 But I saw some of the other teachers having Puzzle Day and so much fun 315 00:13:18,670 --> 00:13:20,270 and having a CS fair. 316 00:13:20,270 --> 00:13:21,790 And so I actually did do those. 317 00:13:21,790 --> 00:13:23,560 They kind of pushed me to do it myself. 318 00:13:23,560 --> 00:13:26,270 And it really enhanced the quality of the course as well. 319 00:13:26,270 --> 00:13:30,332 So again, those are types of activities that you might want to consider. 320 00:13:30,332 --> 00:13:32,290 I would invite the whole school for Puzzle Day. 321 00:13:32,290 --> 00:13:34,540 We'd stay on a day after school. 322 00:13:34,540 --> 00:13:37,102 I wouldn't invite them on a weekend because they have jobs. 323 00:13:37,102 --> 00:13:38,560 They have family commitments often. 324 00:13:38,560 --> 00:13:40,930 But maybe Wednesday after school for two hours, 325 00:13:40,930 --> 00:13:43,490 we order some pizza, a little bit of candy, 326 00:13:43,490 --> 00:13:45,490 and then I'd have them come and do some puzzles. 327 00:13:45,490 --> 00:13:47,890 And not just my class, the whole school, just to kind of 328 00:13:47,890 --> 00:13:52,750 have that fun experience problem solving together and working in groups. 329 00:13:52,750 --> 00:13:56,050 The other thing is that the communication with teachers 330 00:13:56,050 --> 00:13:59,210 was really helpful just to support each other. 331 00:13:59,210 --> 00:14:01,420 I might run into some struggle like I'm not 332 00:14:01,420 --> 00:14:03,560 sure the best way to approach this or that. 333 00:14:03,560 --> 00:14:06,280 So I'm going to make sure and encourage you that you 334 00:14:06,280 --> 00:14:08,000 do stay in touch with each other. 335 00:14:08,000 --> 00:14:10,840 I know some of you have met already through the work 336 00:14:10,840 --> 00:14:12,430 that you were doing in the-- 337 00:14:12,430 --> 00:14:15,550 while you were taking the class yourself, in your sections, 338 00:14:15,550 --> 00:14:16,900 and hopefully today. 339 00:14:16,900 --> 00:14:20,830 And make sure that you do exchange information, emails or other contact 340 00:14:20,830 --> 00:14:21,670 information. 341 00:14:21,670 --> 00:14:24,760 Make some groups so that you can stay together and support 342 00:14:24,760 --> 00:14:27,940 each other, because surely you're going to have struggles probably 343 00:14:27,940 --> 00:14:29,710 unique to your own environment, right? 344 00:14:29,710 --> 00:14:31,760 And unique to your own student body. 345 00:14:31,760 --> 00:14:34,760 So it's a great way to be able to have that extra support. 346 00:14:34,760 --> 00:14:36,400 It makes a huge difference. 347 00:14:36,400 --> 00:14:39,390 348 00:14:39,390 --> 00:14:41,150 Here's the idea of Puzzle Day, right? 349 00:14:41,150 --> 00:14:42,530 They would have their laptops. 350 00:14:42,530 --> 00:14:43,850 They would have a little candy. 351 00:14:43,850 --> 00:14:46,430 And then at the end, we'd give out prizes. 352 00:14:46,430 --> 00:14:48,920 And students really enjoyed that. 353 00:14:48,920 --> 00:14:50,660 And then I usually have-- 354 00:14:50,660 --> 00:14:54,705 every group would be able to get usually at least one solution to Puzzle Day. 355 00:14:54,705 --> 00:14:57,830 Go around and give little hints to make sure everybody can solve something. 356 00:14:57,830 --> 00:15:00,365 And at the end of the day, they would present. 357 00:15:00,365 --> 00:15:02,880 The students would take turns presenting their solutions. 358 00:15:02,880 --> 00:15:05,210 So again, just another way of bonding, another way 359 00:15:05,210 --> 00:15:09,150 to really appreciate problem solving. 360 00:15:09,150 --> 00:15:13,040 So again, my first year, my trajectory as a teacher looked like this. 361 00:15:13,040 --> 00:15:17,322 At the very beginning, I didn't actually show the lecture videos in class 362 00:15:17,322 --> 00:15:19,530 because I was afraid my principal would come and say, 363 00:15:19,530 --> 00:15:20,870 aren't you doing the teaching yourself? 364 00:15:20,870 --> 00:15:21,995 Like, what's going on here? 365 00:15:21,995 --> 00:15:23,280 You're just pushing a button? 366 00:15:23,280 --> 00:15:26,450 So I would recreate the lectures a little bit at a time, 367 00:15:26,450 --> 00:15:29,000 and I would try to do that. 368 00:15:29,000 --> 00:15:32,590 I didn't really even know how to scaffold problems at that point. 369 00:15:32,590 --> 00:15:34,130 I did the CS50-- 370 00:15:34,130 --> 00:15:37,310 the edX course myself online, and I just gave them a problem 371 00:15:37,310 --> 00:15:41,030 and expected them to read it, and it didn't always work that well. 372 00:15:41,030 --> 00:15:44,660 So I found eventually that I needed to give more support that I'll talk about 373 00:15:44,660 --> 00:15:45,620 in a few moments. 374 00:15:45,620 --> 00:15:49,760 One thing I always did do was that I created little warm-up problems, kind 375 00:15:49,760 --> 00:15:53,375 of a little starter for the class that would get the students thinking 376 00:15:53,375 --> 00:15:55,250 or getting a little experience with something 377 00:15:55,250 --> 00:15:57,680 that they were going to be doing in the next problem set, 378 00:15:57,680 --> 00:16:00,500 maybe like recognizing a little bit of code. 379 00:16:00,500 --> 00:16:03,020 Maybe when they were getting ready to do Mario, 380 00:16:03,020 --> 00:16:07,910 having a rectangle printout or an upside down pyramid, and just say, predict. 381 00:16:07,910 --> 00:16:09,500 What is this code going to do? 382 00:16:09,500 --> 00:16:11,600 Because I think it's also important for students 383 00:16:11,600 --> 00:16:15,980 to get used to seeing code and reading code and making sense of it, right? 384 00:16:15,980 --> 00:16:20,060 So I might ask a little question like that, or maybe a conversation question 385 00:16:20,060 --> 00:16:21,920 to get a little bit of a class discussion. 386 00:16:21,920 --> 00:16:23,060 And I still do that today. 387 00:16:23,060 --> 00:16:26,210 I generally find that that's pretty helpful. 388 00:16:26,210 --> 00:16:29,150 As I gained experience, I really began to work more 389 00:16:29,150 --> 00:16:32,690 with the struggling students and learn different ways of supporting them. 390 00:16:32,690 --> 00:16:36,650 So I began to put together small groups of students 391 00:16:36,650 --> 00:16:38,482 that really needed extra help. 392 00:16:38,482 --> 00:16:40,190 You know, I still have students sometimes 393 00:16:40,190 --> 00:16:42,530 that come in that struggle with algebra, you know? 394 00:16:42,530 --> 00:16:45,560 So when a student has a difficult time with abstract thinking, 395 00:16:45,560 --> 00:16:48,350 they really are usually going to need more support 396 00:16:48,350 --> 00:16:50,370 to be able to solve these problems. 397 00:16:50,370 --> 00:16:53,630 So I would put together a small group, maybe put a table in the front, 398 00:16:53,630 --> 00:16:57,462 and we would work out-- kind of look at the problem specification, 399 00:16:57,462 --> 00:17:00,420 work out some pseudo-code together, which we'll do in the next section. 400 00:17:00,420 --> 00:17:02,300 We'll get some experience with that. 401 00:17:02,300 --> 00:17:04,490 I eventually created my own walkthroughs also, 402 00:17:04,490 --> 00:17:07,700 kind of like the walkthroughs you see that are done in the problems usually 403 00:17:07,700 --> 00:17:08,690 with Brian Yu, right? 404 00:17:08,690 --> 00:17:10,130 Does these fabulous walkthroughs. 405 00:17:10,130 --> 00:17:11,790 And I found-- because originally I thought, well, 406 00:17:11,790 --> 00:17:12,859 there's a walkthrough in the problem. 407 00:17:12,859 --> 00:17:13,069 All right. 408 00:17:13,069 --> 00:17:14,270 There's a walkthrough there. 409 00:17:14,270 --> 00:17:17,930 But I found my students really loved it when I did a walkthrough also. 410 00:17:17,930 --> 00:17:19,819 It was just more face-to-face. 411 00:17:19,819 --> 00:17:21,319 They could ask questions. 412 00:17:21,319 --> 00:17:23,540 And so that's something that I still do now. 413 00:17:23,540 --> 00:17:24,500 I'll do a walkthrough. 414 00:17:24,500 --> 00:17:25,680 And not for everybody. 415 00:17:25,680 --> 00:17:27,810 Some students really want to do it themselves. 416 00:17:27,810 --> 00:17:30,500 Some students don't even want to watch the walkthroughs in the problems spec. 417 00:17:30,500 --> 00:17:31,833 It's like, too much information. 418 00:17:31,833 --> 00:17:33,060 I want to figure it all out. 419 00:17:33,060 --> 00:17:36,860 So I just invite the students who are interested, 420 00:17:36,860 --> 00:17:41,150 and I kind of keep it-- it's a pretty differentiated classroom. 421 00:17:41,150 --> 00:17:43,495 I also kind of slowed things down a little bit, 422 00:17:43,495 --> 00:17:46,370 because my goal is that I really want everybody to feel they come out 423 00:17:46,370 --> 00:17:47,780 of this class successful. 424 00:17:47,780 --> 00:17:51,810 It might be successful at different levels, but some level of success, 425 00:17:51,810 --> 00:17:52,310 right? 426 00:17:52,310 --> 00:17:55,460 And so just another one of my values. 427 00:17:55,460 --> 00:18:00,570 And again, as I mentioned, I allow early finishers to move ahead. 428 00:18:00,570 --> 00:18:04,370 So today, I do usually assign a couple chapters of the lecture video 429 00:18:04,370 --> 00:18:05,300 for homework. 430 00:18:05,300 --> 00:18:07,527 I think that the video-- the first year, in fact, 431 00:18:07,527 --> 00:18:10,610 because I didn't assign the videos at all, it was halfway through the year 432 00:18:10,610 --> 00:18:12,935 before they even knew who Professor Malan was. 433 00:18:12,935 --> 00:18:14,060 And it was like, oh my god. 434 00:18:14,060 --> 00:18:16,440 They really have to know more than that. 435 00:18:16,440 --> 00:18:20,630 So I do assign a couple chapters, maybe 10, 15 minutes, for students 436 00:18:20,630 --> 00:18:25,022 to be able to get some experience understanding the concepts. 437 00:18:25,022 --> 00:18:26,480 And then I'll do it again in class. 438 00:18:26,480 --> 00:18:29,030 I don't leave it at that, but I'll explain it again in class 439 00:18:29,030 --> 00:18:32,055 because honestly, they'll often need to hear it more than once. 440 00:18:32,055 --> 00:18:33,930 And this way, they hear it in different ways. 441 00:18:33,930 --> 00:18:38,900 They hear it from the lecture where you have all these different materials 442 00:18:38,900 --> 00:18:41,150 that he can use or these very-- 443 00:18:41,150 --> 00:18:42,380 more elaborate setups. 444 00:18:42,380 --> 00:18:46,800 And then I'll maybe explain it myself in the class as well, right? 445 00:18:46,800 --> 00:18:50,420 I also use these practice problems that I'm going to show you in a few moments. 446 00:18:50,420 --> 00:18:53,190 You'll have an opportunity to use those as well. 447 00:18:53,190 --> 00:18:56,030 So because I feel like I needed to have more problems 448 00:18:56,030 --> 00:19:00,260 to build up the experience to go between Hello and Mario, 449 00:19:00,260 --> 00:19:02,450 to give them more opportunity to practice, 450 00:19:02,450 --> 00:19:03,812 I did create practice problems. 451 00:19:03,812 --> 00:19:04,520 They're optional. 452 00:19:04,520 --> 00:19:06,307 You can use them or not use them. 453 00:19:06,307 --> 00:19:07,890 And so I started using them this year. 454 00:19:07,890 --> 00:19:10,640 I created them last summer with Carter. 455 00:19:10,640 --> 00:19:12,030 We worked together on those. 456 00:19:12,030 --> 00:19:17,810 And so what I might now do is assign a little bit of a lecture video to watch, 457 00:19:17,810 --> 00:19:22,430 introduce the concepts that are being discussed in the particular problem. 458 00:19:22,430 --> 00:19:24,810 I would present the new practice problem. 459 00:19:24,810 --> 00:19:26,570 But before I give them any help with that, 460 00:19:26,570 --> 00:19:28,653 I want them to grapple with it for a little while. 461 00:19:28,653 --> 00:19:31,520 I want students to get comfortable with struggle, 462 00:19:31,520 --> 00:19:36,440 because it's really important to embrace that and to know it's OK to struggle. 463 00:19:36,440 --> 00:19:38,410 I like to tell them, if they're not struggling, 464 00:19:38,410 --> 00:19:40,118 they're not learning anything new, right? 465 00:19:40,118 --> 00:19:42,990 If there's no struggle, you already know it. 466 00:19:42,990 --> 00:19:44,040 You need to struggle. 467 00:19:44,040 --> 00:19:47,680 Your brain needs to grapple with it, think about it, try different ways. 468 00:19:47,680 --> 00:19:49,650 So particularly with the practice problems, 469 00:19:49,650 --> 00:19:52,770 I encourage them to work in groups, try to figure it out, 470 00:19:52,770 --> 00:19:54,030 see where they can go with it. 471 00:19:54,030 --> 00:19:56,220 They often get stuck, but that's OK. 472 00:19:56,220 --> 00:19:57,990 But they'll do that for a couple days. 473 00:19:57,990 --> 00:20:00,070 And then I might begin to scaffold it. 474 00:20:00,070 --> 00:20:03,430 And so I might begin to work with them and create some pseudo-code with it, 475 00:20:03,430 --> 00:20:03,930 right? 476 00:20:03,930 --> 00:20:06,360 I might even begin to develop a little bit of code 477 00:20:06,360 --> 00:20:09,030 at the beginning of the problem for them, then let them go back 478 00:20:09,030 --> 00:20:09,960 and work again. 479 00:20:09,960 --> 00:20:12,990 And then at the end for the practice problems, I might do a code-a-long 480 00:20:12,990 --> 00:20:14,858 and we'll complete it together, right? 481 00:20:14,858 --> 00:20:16,650 So now they have a little bit of experience 482 00:20:16,650 --> 00:20:19,530 maybe using nested for loops, and now maybe they're 483 00:20:19,530 --> 00:20:22,290 a little more ready to move on to Mario, right? 484 00:20:22,290 --> 00:20:23,730 So that's kind of my philosophy. 485 00:20:23,730 --> 00:20:28,600 And I've been doing that this year, and I think it's been working pretty well. 486 00:20:28,600 --> 00:20:31,320 So why am I excited about CS50? 487 00:20:31,320 --> 00:20:33,460 I know there are other curriculums out there, 488 00:20:33,460 --> 00:20:37,440 but I love that CS50 really allows you to make it your own, right? 489 00:20:37,440 --> 00:20:38,238 You could adopt it. 490 00:20:38,238 --> 00:20:39,030 You could adapt it. 491 00:20:39,030 --> 00:20:40,180 You could pull this lesson. 492 00:20:40,180 --> 00:20:41,700 You could pull that problem. 493 00:20:41,700 --> 00:20:43,440 You could really make it your own. 494 00:20:43,440 --> 00:20:45,228 You can even make up your own programs. 495 00:20:45,228 --> 00:20:48,270 And eventually, if you're interested you could make up your own check50s. 496 00:20:48,270 --> 00:20:50,410 Like, all this is out there for you to do. 497 00:20:50,410 --> 00:20:53,100 And so at the beginning, I did not make any of my own programs. 498 00:20:53,100 --> 00:20:54,940 I didn't have any idea how to do that. 499 00:20:54,940 --> 00:20:57,570 But over time, I did begin to do that, and I 500 00:20:57,570 --> 00:21:00,120 was able to customize it a little bit more, right? 501 00:21:00,120 --> 00:21:03,030 I love that there are various versions of the programs, 502 00:21:03,030 --> 00:21:06,690 more comfy, less comfy, so students can now self-select. 503 00:21:06,690 --> 00:21:09,900 Because I think it's important for students to have some agency over, 504 00:21:09,900 --> 00:21:12,570 which problems are they choosing to do, right? 505 00:21:12,570 --> 00:21:15,540 So I really find that to be really valuable to have 506 00:21:15,540 --> 00:21:16,960 that type of student choice. 507 00:21:16,960 --> 00:21:20,070 And again, my philosophy is that there's no reason for anybody 508 00:21:20,070 --> 00:21:21,667 to get bored in my class. 509 00:21:21,667 --> 00:21:24,750 If you're really ahead of the class, if you're moving through the problems 510 00:21:24,750 --> 00:21:28,320 quickly, there's always more and more and more that you can do. 511 00:21:28,320 --> 00:21:32,280 I've had a couple of students go through the entire class in the first semester. 512 00:21:32,280 --> 00:21:34,152 That's not typical, but that does happen. 513 00:21:34,152 --> 00:21:36,360 And I want everybody to kind of bubble up and kind of 514 00:21:36,360 --> 00:21:38,940 get to the highest level they can get, right? 515 00:21:38,940 --> 00:21:42,180 And there always are some students who just fall in love with it up front, 516 00:21:42,180 --> 00:21:43,980 and instead of doing their other homework, 517 00:21:43,980 --> 00:21:46,140 they're doing coding problems at night. 518 00:21:46,140 --> 00:21:49,470 I hear about that sometimes from the other teachers. 519 00:21:49,470 --> 00:21:51,778 And again, there's such a large selection of problems. 520 00:21:51,778 --> 00:21:53,820 And as you'll see, there's the practice problems. 521 00:21:53,820 --> 00:21:54,960 There's older problems. 522 00:21:54,960 --> 00:21:58,560 I've even created many years ago, which are still available, 523 00:21:58,560 --> 00:22:03,990 some little specific topic problems that you're welcome to use. 524 00:22:03,990 --> 00:22:09,680 So the practice problems are basically created in a limited kind of a-- 525 00:22:09,680 --> 00:22:12,020 very, very one or two little topics, right? 526 00:22:12,020 --> 00:22:14,150 There's about three of them for every unit. 527 00:22:14,150 --> 00:22:16,550 And again, you're free to use them or not use them. 528 00:22:16,550 --> 00:22:18,080 There are check50s. 529 00:22:18,080 --> 00:22:21,890 We don't have the submit50 built in, but you can create a submit50 easily 530 00:22:21,890 --> 00:22:22,830 if you want. 531 00:22:22,830 --> 00:22:26,450 And again, I like to use them with-- 532 00:22:26,450 --> 00:22:30,650 before I use the pset problems, just as additional help for the students 533 00:22:30,650 --> 00:22:34,700 to get used to the whole idea of how to approach nested for loops 534 00:22:34,700 --> 00:22:38,120 or how to approach strings before they get to Caesar, for instance. 535 00:22:38,120 --> 00:22:41,030 They'll have some other programs to do. 536 00:22:41,030 --> 00:22:43,435 And then each one also has a thought question. 537 00:22:43,435 --> 00:22:46,310 So one of the things I used to like to do is have a thought question. 538 00:22:46,310 --> 00:22:50,480 Again, sometimes the warm-up, or at the end of the class use a thought 539 00:22:50,480 --> 00:22:52,633 question to encourage a class discussion. 540 00:22:52,633 --> 00:22:54,800 So again, you're welcome to use any of this material 541 00:22:54,800 --> 00:22:58,230 in whatever way works for you. 542 00:22:58,230 --> 00:23:01,370 So my workflow now, again, is so I'll have the students watch 543 00:23:01,370 --> 00:23:03,230 a chapter or two for homework, right? 544 00:23:03,230 --> 00:23:05,240 I'll teach a little lesson on the program. 545 00:23:05,240 --> 00:23:07,460 I might actually take one of the practice programs 546 00:23:07,460 --> 00:23:10,140 now and do a code-a-long at the beginning 547 00:23:10,140 --> 00:23:12,650 before I assign it for the students to do on their own. 548 00:23:12,650 --> 00:23:16,520 I feel that the code-a-longs are valuable especially at the beginning 549 00:23:16,520 --> 00:23:19,430 because students will see, how do I use the terminal? 550 00:23:19,430 --> 00:23:21,410 How do I compile code? 551 00:23:21,410 --> 00:23:24,140 How do I move from one directory into another? 552 00:23:24,140 --> 00:23:27,590 I can't tell you how many times before I started doing this students would say, 553 00:23:27,590 --> 00:23:29,180 my program won't submit. 554 00:23:29,180 --> 00:23:30,680 I can't run check50. 555 00:23:30,680 --> 00:23:33,800 Well, you're weren't in the right folder, right? 556 00:23:33,800 --> 00:23:37,250 So just to get students-- or students starting to type in code 557 00:23:37,250 --> 00:23:40,370 before I started doing this, hit the first open curly brace. 558 00:23:40,370 --> 00:23:41,510 It automatically closes. 559 00:23:41,510 --> 00:23:44,420 Then delete the closing curly brace, right? 560 00:23:44,420 --> 00:23:47,490 And then the code doesn't indent, and it's just all over the place. 561 00:23:47,490 --> 00:23:51,110 So I find it really useful sometimes just to kind of demonstrate to them, 562 00:23:51,110 --> 00:23:56,090 have them code with me, get that muscle memory on, how do I type in the code? 563 00:23:56,090 --> 00:23:58,250 How do I use this code space? 564 00:23:58,250 --> 00:23:59,720 And to do it efficiently, right? 565 00:23:59,720 --> 00:24:03,170 So you're not having to delete the closing curly brace and then space 566 00:24:03,170 --> 00:24:05,990 in four spaces to intent for the next line, right? 567 00:24:05,990 --> 00:24:08,420 To have the code be formatted as you code. 568 00:24:08,420 --> 00:24:11,870 Which, as we all know, it makes it so much easier to debug your own code when 569 00:24:11,870 --> 00:24:13,310 you could read the code, right? 570 00:24:13,310 --> 00:24:17,990 So just a little something that I've been doing more recently. 571 00:24:17,990 --> 00:24:21,347 And particularly with the practice problems-- so I'll do the code-a-long. 572 00:24:21,347 --> 00:24:23,930 Then I'll have them collaborate on a different problem, right? 573 00:24:23,930 --> 00:24:26,235 Then I may scaffold it, struggle with it. 574 00:24:26,235 --> 00:24:28,610 They struggle with it, do a little pseudo-code with them. 575 00:24:28,610 --> 00:24:30,410 Then I'll review the solution with them. 576 00:24:30,410 --> 00:24:32,720 And then they'll do the pset problem, and that 577 00:24:32,720 --> 00:24:35,185 will be their graded assessment for the unit, right? 578 00:24:35,185 --> 00:24:36,560 So that's how I've been doing it. 579 00:24:36,560 --> 00:24:38,900 The practice problems, I've been kind of using just 580 00:24:38,900 --> 00:24:40,760 as a completion grade for practice. 581 00:24:40,760 --> 00:24:44,030 And then the pset problems, that's like their actual assessment, 582 00:24:44,030 --> 00:24:46,520 and they get a grade based on that. 583 00:24:46,520 --> 00:24:48,980 So again, you can do it this way or not. 584 00:24:48,980 --> 00:24:52,340 I just want to offer up some of the things that I've done. 585 00:24:52,340 --> 00:24:54,060 It may or may not be helpful for you. 586 00:24:54,060 --> 00:24:56,550 Hopefully, you get a little something to take away from it. 587 00:24:56,550 --> 00:25:03,230 So I pace out, as you can see, the units way slower than the standard CS50 588 00:25:03,230 --> 00:25:03,920 curriculum. 589 00:25:03,920 --> 00:25:06,830 So of course, the bold ones are the standard problems 590 00:25:06,830 --> 00:25:08,450 that you'll see, right? 591 00:25:08,450 --> 00:25:10,550 But debug is one of the practice problems 592 00:25:10,550 --> 00:25:15,560 I created that has jumbled up code that you have to learn how to debug, right? 593 00:25:15,560 --> 00:25:18,170 Fahrenheit just turns-- it's three lines of code, 594 00:25:18,170 --> 00:25:21,260 but it's the first time they're doing a calculation, a little calculation 595 00:25:21,260 --> 00:25:24,270 from Celsius to Fahrenheit degrees, right? 596 00:25:24,270 --> 00:25:27,350 Then half in prime or a couple of practice problems. 597 00:25:27,350 --> 00:25:30,950 ISBN does a lot of-- you could create a loop in modulo. 598 00:25:30,950 --> 00:25:32,750 So again, a little bit of practice. 599 00:25:32,750 --> 00:25:36,230 And then one of the versions of Mario and Cash or Credit, right? 600 00:25:36,230 --> 00:25:38,565 So that's kind of the sense of how I do it. 601 00:25:38,565 --> 00:25:40,440 And I haven't done it like this all the time. 602 00:25:40,440 --> 00:25:41,870 This is how I did it this year. 603 00:25:41,870 --> 00:25:44,187 Other times, I've done-- 604 00:25:44,187 --> 00:25:45,770 do it a little differently every year. 605 00:25:45,770 --> 00:25:49,670 I'm always experimenting to find the best way to make this work, right? 606 00:25:49,670 --> 00:25:53,150 For Unit 2, I would use, again, some older programs. 607 00:25:53,150 --> 00:25:54,920 Like, there's the program Initials. 608 00:25:54,920 --> 00:25:58,280 Password is a practice problem that you're going to see a little bit later. 609 00:25:58,280 --> 00:26:00,502 Of course, Readability is a fabulous program. 610 00:26:00,502 --> 00:26:01,460 The kids love that one. 611 00:26:01,460 --> 00:26:02,600 Very real world. 612 00:26:02,600 --> 00:26:05,390 And again, that would be one of my graded problems. 613 00:26:05,390 --> 00:26:08,270 And then Old Friends, No Vowels, Calc, some more practice. 614 00:26:08,270 --> 00:26:11,240 Then either Caesar or Vigenere, which is an older 615 00:26:11,240 --> 00:26:14,480 problem, which you'll have access to, or Substitution, Bulbs, or Wordle. 616 00:26:14,480 --> 00:26:18,260 So those, again, they're some of the choices that they have, right? 617 00:26:18,260 --> 00:26:20,540 And so it's worked fairly well. 618 00:26:20,540 --> 00:26:25,310 When I get to unit 3 and 4, in unit 3 I don't always do everything, 619 00:26:25,310 --> 00:26:28,580 but I make sure I will do plurality, right? 620 00:26:28,580 --> 00:26:30,710 I want them to experience a linear search. 621 00:26:30,710 --> 00:26:33,890 I'll also spend a lot of time on the searching and sorting algorithms. 622 00:26:33,890 --> 00:26:37,550 And I've created my own programs or my own little problem spec 623 00:26:37,550 --> 00:26:41,600 to get them to practice building those for themselves, right? 624 00:26:41,600 --> 00:26:44,300 And then in unit 4, we might do filter. 625 00:26:44,300 --> 00:26:45,650 Maybe I don't always do recover. 626 00:26:45,650 --> 00:26:46,760 Some students will. 627 00:26:46,760 --> 00:26:47,900 I'll make it available. 628 00:26:47,900 --> 00:26:51,230 But if students are struggling, maybe they don't quite get to that. 629 00:26:51,230 --> 00:26:53,975 During COVID, I had to slow it down a bit. 630 00:26:53,975 --> 00:26:56,180 Students would be out sick or-- 631 00:26:56,180 --> 00:26:57,320 it was crazy, right? 632 00:26:57,320 --> 00:26:58,500 For everybody. 633 00:26:58,500 --> 00:27:01,010 And so we didn't get quite as far. 634 00:27:01,010 --> 00:27:04,570 But we got enough that I think students still came away 635 00:27:04,570 --> 00:27:08,612 with some really good experiences and the experience of having some rigor, 636 00:27:08,612 --> 00:27:10,070 because that's the important thing. 637 00:27:10,070 --> 00:27:11,695 Even if you don't complete everything-- 638 00:27:11,695 --> 00:27:16,750 I don't usually do pointers or memory allocation, because with 150 students 639 00:27:16,750 --> 00:27:19,630 it's just too much support that they would require to do. 640 00:27:19,630 --> 00:27:23,043 They could do it, but with me and 34 kids in the room 641 00:27:23,043 --> 00:27:25,210 it would take me too long to go around and help them 642 00:27:25,210 --> 00:27:28,150 all kind of on a small group basis or one-on-one. 643 00:27:28,150 --> 00:27:30,730 So I don't usually do those, but some students do do them. 644 00:27:30,730 --> 00:27:33,130 I do have students that just kind of are addicted to it. 645 00:27:33,130 --> 00:27:33,820 They move ahead. 646 00:27:33,820 --> 00:27:35,083 And I'm there to support them. 647 00:27:35,083 --> 00:27:37,000 I know how to help them with them, but I don't 648 00:27:37,000 --> 00:27:39,610 make it a class requirement, generally. 649 00:27:39,610 --> 00:27:43,420 They always do HTML, CSS, and JavaScript. 650 00:27:43,420 --> 00:27:46,930 They love doing Homepage, one of their favorite programs. 651 00:27:46,930 --> 00:27:49,810 I actually have them use an essay they do in their ELA class. 652 00:27:49,810 --> 00:27:52,090 I love doing interdisciplinary stuff. 653 00:27:52,090 --> 00:27:55,780 So in ELA, they do an essay called Write My New 654 00:27:55,780 --> 00:28:00,460 York where they have to write about a little portion of New York that's 655 00:28:00,460 --> 00:28:01,720 very special to them. 656 00:28:01,720 --> 00:28:04,540 It could be a subway station that they start every day, 657 00:28:04,540 --> 00:28:06,490 the day going into that subway station. 658 00:28:06,490 --> 00:28:08,860 It could be a deli on the corner that they always 659 00:28:08,860 --> 00:28:10,780 get a soda and a bag of chips from. 660 00:28:10,780 --> 00:28:13,420 Could be a park or a playground where they play basketball. 661 00:28:13,420 --> 00:28:16,370 So it's some very special place that's near and dear to them 662 00:28:16,370 --> 00:28:18,220 that's their little part of the city. 663 00:28:18,220 --> 00:28:21,040 And then they use that essay and they make a four-page website 664 00:28:21,040 --> 00:28:25,090 from it, which is really very personal and a lot of students really enjoy it. 665 00:28:25,090 --> 00:28:29,410 In fact, my students are finishing that up this week, so they'll work on that. 666 00:28:29,410 --> 00:28:32,650 So that's kind of a little bit of an idea of how I pace, right? 667 00:28:32,650 --> 00:28:35,200 And again, so you don't have to use the whole curriculum. 668 00:28:35,200 --> 00:28:36,760 You can pick and choose. 669 00:28:36,760 --> 00:28:39,760 But you do want to make sure to have enough in there that there's rigor, 670 00:28:39,760 --> 00:28:40,360 right? 671 00:28:40,360 --> 00:28:43,153 You want to make sure that they understand all of the basics, 672 00:28:43,153 --> 00:28:45,070 and you want to make sure that they understand 673 00:28:45,070 --> 00:28:47,350 it's OK if something is hard, right? 674 00:28:47,350 --> 00:28:48,970 It's supposed to be hard. 675 00:28:48,970 --> 00:28:51,280 And I pull away as we move along. 676 00:28:51,280 --> 00:28:52,810 I don't do as much pseudo-coding. 677 00:28:52,810 --> 00:28:57,530 But for units 1 and units 2, I do like to give them that support. 678 00:28:57,530 --> 00:29:00,440 So what are my goals for my computer science class? 679 00:29:00,440 --> 00:29:03,400 So one of the goals up front is to help them feel 680 00:29:03,400 --> 00:29:06,430 comfortable with these strange symbols. 681 00:29:06,430 --> 00:29:10,300 I always let them know up front, the first few weeks 682 00:29:10,300 --> 00:29:14,230 is going to probably feel-- it's very common for it to feel overwhelming. 683 00:29:14,230 --> 00:29:17,620 These symbols, these curly braces, these parentheses. 684 00:29:17,620 --> 00:29:18,430 Where do they go? 685 00:29:18,430 --> 00:29:19,330 The semicolons. 686 00:29:19,330 --> 00:29:22,720 So I let them know it's OK to feel a little overwhelmed. 687 00:29:22,720 --> 00:29:25,180 That's everybody's experience for the most part. 688 00:29:25,180 --> 00:29:27,867 But keep in mind, as you become comfortable with it, 689 00:29:27,867 --> 00:29:29,200 it will become more comfortable. 690 00:29:29,200 --> 00:29:30,670 Your eyes will get used to it. 691 00:29:30,670 --> 00:29:32,732 Was that true for you guys? 692 00:29:32,732 --> 00:29:33,940 Did you have that experience? 693 00:29:33,940 --> 00:29:34,720 AUDIENCE: Yes. 694 00:29:34,720 --> 00:29:35,678 MARGARET TANZOSH: Yeah? 695 00:29:35,678 --> 00:29:37,820 So I would share that with them, right? 696 00:29:37,820 --> 00:29:40,070 That at the beginning, it's a little bit overwhelming. 697 00:29:40,070 --> 00:29:40,903 It's a little crazy. 698 00:29:40,903 --> 00:29:42,140 But it takes time. 699 00:29:42,140 --> 00:29:43,990 And I really encourage patience. 700 00:29:43,990 --> 00:29:46,690 I'm very patient with my students, all right? 701 00:29:46,690 --> 00:29:48,590 So I think that's important. 702 00:29:48,590 --> 00:29:51,970 And again, I want them to come out really loving this class, 703 00:29:51,970 --> 00:29:53,260 not to feel like, ch! 704 00:29:53,260 --> 00:29:56,860 I was really trying to force them to do something 705 00:29:56,860 --> 00:30:00,860 just too quickly for them to absorb. 706 00:30:00,860 --> 00:30:05,140 I also want them to feel confident that they can do this, 707 00:30:05,140 --> 00:30:08,080 because some students come in, like, oh, this is not for me. 708 00:30:08,080 --> 00:30:09,430 I can't do this, right? 709 00:30:09,430 --> 00:30:11,920 But then the best thing is by the end of the year 710 00:30:11,920 --> 00:30:14,560 when I have them sometimes write a reflection about the class, 711 00:30:14,560 --> 00:30:17,020 and it's like their favorite class, you know? 712 00:30:17,020 --> 00:30:19,770 And I have that experience too, so that's a lot of fun. 713 00:30:19,770 --> 00:30:20,270 [APPLAUSE] 714 00:30:20,270 --> 00:30:22,580 Thank you. 715 00:30:22,580 --> 00:30:24,724 All right. 716 00:30:24,724 --> 00:30:27,230 I want to keep everybody, as I said, engaged, right? 717 00:30:27,230 --> 00:30:29,980 So that's why I let them work at their own pace for the most part. 718 00:30:29,980 --> 00:30:31,570 Obviously, by the end of a marking period, 719 00:30:31,570 --> 00:30:33,760 they have to have a certain number of programs done. 720 00:30:33,760 --> 00:30:36,328 But I try to give them extra time if they need extra time. 721 00:30:36,328 --> 00:30:39,370 I don't want them to feel the stress of having to debug a program at 3:00 722 00:30:39,370 --> 00:30:42,100 in the morning because it's due on Friday, right? 723 00:30:42,100 --> 00:30:44,140 So I'm pretty flexible with that, right? 724 00:30:44,140 --> 00:30:46,960 And my goal overall is that by the end of the year, 725 00:30:46,960 --> 00:30:50,080 I want them to be comfortable using online resource to figure out 726 00:30:50,080 --> 00:30:53,298 on their own now what to do, to draw away the support for me 727 00:30:53,298 --> 00:30:55,840 so that I don't have to be standing next to them telling them 728 00:30:55,840 --> 00:30:56,830 how to do something. 729 00:30:56,830 --> 00:30:58,960 But now they have the confidence and they 730 00:30:58,960 --> 00:31:02,420 have the skill to be able to look things up and figure it out on their own, 731 00:31:02,420 --> 00:31:02,920 right? 732 00:31:02,920 --> 00:31:06,180 So that's really kind of the goal for me by the end of the year 733 00:31:06,180 --> 00:31:08,680 that they can now write a program to solve some problem they 734 00:31:08,680 --> 00:31:11,650 have without any other supports. 735 00:31:11,650 --> 00:31:15,110 And I really want to make sure everybody can succeed. 736 00:31:15,110 --> 00:31:18,950 So I want to take a few moments and see if you have any questions. 737 00:31:18,950 --> 00:31:19,450 All right. 738 00:31:19,450 --> 00:31:20,740 We have a lot of questions. 739 00:31:20,740 --> 00:31:22,420 OK. 740 00:31:22,420 --> 00:31:23,050 All right. 741 00:31:23,050 --> 00:31:25,395 Go ahead. 742 00:31:25,395 --> 00:31:30,880 AUDIENCE: I still-- my question is this one. 743 00:31:30,880 --> 00:31:34,390 [INAUDIBLE] problem sets. 744 00:31:34,390 --> 00:31:38,350 Did you make your own problem sets and then your own check50? 745 00:31:38,350 --> 00:31:43,170 Or when some [INAUDIBLE] question like just [INAUDIBLE] the website. 746 00:31:43,170 --> 00:31:46,420 MARGARET TANZOSH: No, I've made my own problem sets also with my own check50s. 747 00:31:46,420 --> 00:31:50,830 AUDIENCE: So the next question is, how can you make your own CS50? 748 00:31:50,830 --> 00:31:52,690 I mean, technically because-- 749 00:31:52,690 --> 00:31:54,100 I mean the website itself. 750 00:31:54,100 --> 00:31:56,393 I didn't find it [INAUDIBLE]. 751 00:31:56,393 --> 00:31:58,810 MARGARET TANZOSH: There'll be some follow-on Zoom sessions 752 00:31:58,810 --> 00:32:00,268 that will teach you how to do that. 753 00:32:00,268 --> 00:32:02,650 It's too much to do it today, but there is the capability 754 00:32:02,650 --> 00:32:04,980 to write your own check50s, right? 755 00:32:04,980 --> 00:32:08,190 It has to be a program that has inputs and outputs that are very clear. 756 00:32:08,190 --> 00:32:11,780 So you can't really do a check50 for a website, right? 757 00:32:11,780 --> 00:32:13,530 Because you don't have inputs and outputs. 758 00:32:13,530 --> 00:32:17,160 But if you have inputs and outputs like in the terminal in C or in Python, 759 00:32:17,160 --> 00:32:19,680 you can create your own check50s, right? 760 00:32:19,680 --> 00:32:21,872 And that will be available for you over time. 761 00:32:21,872 --> 00:32:23,580 We're not going to do it today, but we'll 762 00:32:23,580 --> 00:32:26,730 do that in the near future, all right? 763 00:32:26,730 --> 00:32:29,454 Yes? 764 00:32:29,454 --> 00:32:30,912 AUDIENCE: [INAUDIBLE]. 765 00:32:30,912 --> 00:32:35,700 766 00:32:35,700 --> 00:32:40,850 As you know, some of us are [INAUDIBLE]. 767 00:32:40,850 --> 00:32:47,690 Some of us are sure of math, science, [INAUDIBLE].. 768 00:32:47,690 --> 00:32:52,970 My question is if you don't mind, can you 769 00:32:52,970 --> 00:32:59,300 share in your country [INAUDIBLE] that can innovate and implement 770 00:32:59,300 --> 00:33:09,440 this [INAUDIBLE] into other major [INAUDIBLE] other study like in math, 771 00:33:09,440 --> 00:33:11,660 in art, something like that. 772 00:33:11,660 --> 00:33:15,020 MARGARET TANZOSH: How to incorporate-- how to merge it with math or art 773 00:33:15,020 --> 00:33:16,980 or something like that? 774 00:33:16,980 --> 00:33:20,720 Well, again, since you can create your own programs, 775 00:33:20,720 --> 00:33:23,090 your own problems over time, once you become 776 00:33:23,090 --> 00:33:25,820 more familiar with how to do that, if you want 777 00:33:25,820 --> 00:33:27,590 to have them create a problem to do-- 778 00:33:27,590 --> 00:33:29,990 I don't know-- solve a quadratic equation, 779 00:33:29,990 --> 00:33:33,470 you could have them write a program to do that, something like that, 780 00:33:33,470 --> 00:33:35,630 if you know what I'm saying. 781 00:33:35,630 --> 00:33:38,250 It's just-- it's not built into the curriculum. 782 00:33:38,250 --> 00:33:41,000 But certainly, it would be something-- it would take some thought. 783 00:33:41,000 --> 00:33:43,208 Maybe that would be something you would want to start 784 00:33:43,208 --> 00:33:45,170 a little group of teachers here to do. 785 00:33:45,170 --> 00:33:48,470 Maybe there's other math teachers that would want to incorporate it with math 786 00:33:48,470 --> 00:33:52,340 and come up ways of solving math problems, right? 787 00:33:52,340 --> 00:33:54,560 In the Python unit, you'll notice that you 788 00:33:54,560 --> 00:33:57,480 can very easily deal with CSV files. 789 00:33:57,480 --> 00:34:01,040 So I find the CSV file's become very engaging for students 790 00:34:01,040 --> 00:34:04,550 because there are some real-world data sets out there now that you could use 791 00:34:04,550 --> 00:34:09,199 for science, or you could use for any type of research for other disciplines, 792 00:34:09,199 --> 00:34:09,949 right? 793 00:34:09,949 --> 00:34:12,857 So I have another group of my students now working on the CSV files. 794 00:34:12,857 --> 00:34:14,690 There are some of them working on CSV files. 795 00:34:14,690 --> 00:34:17,389 They found out they were with air pollution, right? 796 00:34:17,389 --> 00:34:20,967 Or just researching, oh, I don't know. 797 00:34:20,967 --> 00:34:21,800 What are they doing? 798 00:34:21,800 --> 00:34:25,790 Movies or computer games and sales of this, 799 00:34:25,790 --> 00:34:28,280 and all different kind of disciplines. 800 00:34:28,280 --> 00:34:31,909 Finance also, looking at different finance CSV files 801 00:34:31,909 --> 00:34:36,230 and doing different analysis of that, doing standard deviation for something 802 00:34:36,230 --> 00:34:39,389 based on information the numbers they get from some CSV files. 803 00:34:39,389 --> 00:34:41,697 So I think once they get certainly to that level, 804 00:34:41,697 --> 00:34:44,780 there's a tremendous amount that you can incorporate different disciplines 805 00:34:44,780 --> 00:34:47,300 in using real-world data, right? 806 00:34:47,300 --> 00:34:48,710 So anyway, that's just-- 807 00:34:48,710 --> 00:34:52,219 but I would encourage you guys to try to group up yourselves. 808 00:34:52,219 --> 00:34:55,370 Like, if you teach science and computer science, 809 00:34:55,370 --> 00:34:57,780 perhaps you'll find some other people who do the same, 810 00:34:57,780 --> 00:35:00,290 and you can create some things together. 811 00:35:00,290 --> 00:35:01,860 Create a community. 812 00:35:01,860 --> 00:35:05,090 And I think that'd be fabulous, and we'd love to hear about that. 813 00:35:05,090 --> 00:35:06,170 I think that'd be great. 814 00:35:06,170 --> 00:35:07,670 Other questions? 815 00:35:07,670 --> 00:35:08,288 Yes? 816 00:35:08,288 --> 00:35:08,830 AUDIENCE: OK. 817 00:35:08,830 --> 00:35:13,760 Doing eight years is to love teaching experience I know, 818 00:35:13,760 --> 00:35:15,950 so that's very amazing. 819 00:35:15,950 --> 00:35:20,240 One thing that I want to know, the way you handle the struggle students 820 00:35:20,240 --> 00:35:23,162 with no prior experience in coding. 821 00:35:23,162 --> 00:35:26,120 MARGARET TANZOSH: Majority of my students have no experience in coding. 822 00:35:26,120 --> 00:35:27,828 AUDIENCE: And how to handle that, and how 823 00:35:27,828 --> 00:35:33,475 do you combine [INAUDIBLE] with no prior experience with the [INAUDIBLE]?? 824 00:35:33,475 --> 00:35:36,350 MARGARET TANZOSH: We're going to talk about that in the next section. 825 00:35:36,350 --> 00:35:39,308 The next thing is going to be about differentiation and scaffolding. 826 00:35:39,308 --> 00:35:41,600 And we'll actually do an exercise where you'll practice 827 00:35:41,600 --> 00:35:43,845 doing some scaffolding yourselves. 828 00:35:43,845 --> 00:35:44,345 Sorry? 829 00:35:44,345 --> 00:35:47,360 AUDIENCE: [INAUDIBLE] 830 00:35:47,360 --> 00:35:51,735 MARGARET TANZOSH: I use the CS50, but I add to it a little bit as well. 831 00:35:51,735 --> 00:35:53,360 Yes, all the way at the back with the-- 832 00:35:53,360 --> 00:35:54,230 [LAUGHTER] 833 00:35:54,230 --> 00:35:54,920 Yes? 834 00:35:54,920 --> 00:35:55,760 AUDIENCE: Thank you. 835 00:35:55,760 --> 00:35:56,390 836 00:35:56,390 --> 00:35:57,680 MARGARET TANZOSH: Oh. 837 00:35:57,680 --> 00:35:59,865 And then-- and first and then-- yes. 838 00:35:59,865 --> 00:36:01,490 Yeah, the pink and then with the black. 839 00:36:01,490 --> 00:36:02,180 Yes. 840 00:36:02,180 --> 00:36:03,404 Go ahead. 841 00:36:03,404 --> 00:36:12,454 AUDIENCE: [INAUDIBLE] one thing that I want to know. 842 00:36:12,454 --> 00:36:14,382 How can you [INAUDIBLE]? 843 00:36:14,382 --> 00:36:21,322 844 00:36:21,322 --> 00:36:23,780 MARGARET TANZOSH: How do I-- let me make sure I understand. 845 00:36:23,780 --> 00:36:28,160 My biggest challenge, and how do I bring the students up to-- 846 00:36:28,160 --> 00:36:29,790 in a big class environment? 847 00:36:29,790 --> 00:36:33,350 So I'm going to talk about the differentiation and the supports 848 00:36:33,350 --> 00:36:36,710 in the second section I'm going to do in a little while. 849 00:36:36,710 --> 00:36:43,308 In terms of my biggest challenge, you know, I think that just-- 850 00:36:43,308 --> 00:36:43,850 I don't know. 851 00:36:43,850 --> 00:36:44,975 I have to think about that. 852 00:36:44,975 --> 00:36:48,620 But I think there always are a couple of students that really, really, really 853 00:36:48,620 --> 00:36:52,490 struggle, and they may struggle across all subjects, right? 854 00:36:52,490 --> 00:36:57,080 So I sometimes have to come up with alternate assignments for them 855 00:36:57,080 --> 00:37:00,980 because my administration wants me to help everybody succeed and pass 856 00:37:00,980 --> 00:37:01,530 as well. 857 00:37:01,530 --> 00:37:04,730 And so sometimes I need to come up with an alternate assignment that may not 858 00:37:04,730 --> 00:37:08,390 be-- maybe it's a research essay in technology that substitutes 859 00:37:08,390 --> 00:37:11,030 for a programming problem, but only for one-- 860 00:37:11,030 --> 00:37:13,190 a couple of students that really, really struggle. 861 00:37:13,190 --> 00:37:16,820 So sometimes it's kind of difficult. It's challenging to figure out-- 862 00:37:16,820 --> 00:37:18,470 but I'm talking two or three students. 863 00:37:18,470 --> 00:37:20,450 The majority of students, I'll do scaffolding. 864 00:37:20,450 --> 00:37:22,850 We'll do pseudo-coding together, and we'll 865 00:37:22,850 --> 00:37:27,200 do a little bit of coding together and bring them up that way. 866 00:37:27,200 --> 00:37:27,973 All right? 867 00:37:27,973 --> 00:37:28,640 Other questions? 868 00:37:28,640 --> 00:37:29,970 Oh, there was some-- yes? 869 00:37:29,970 --> 00:37:30,642 AUDIENCE: OK. 870 00:37:30,642 --> 00:37:42,540 [INAUDIBLE] how do you feel [INAUDIBLE] and this again 871 00:37:42,540 --> 00:37:45,150 how do we have-- how to be like you? 872 00:37:45,150 --> 00:37:46,400 [LAUGHTER] 873 00:37:46,400 --> 00:37:49,640 [INAUDIBLE] 874 00:37:49,640 --> 00:37:50,620 875 00:37:50,620 --> 00:37:54,440 MARGARET TANZOSH: I guess for me, I just really enjoyed. 876 00:37:54,440 --> 00:37:57,710 I just thought the class was such an amazing introduction. 877 00:37:57,710 --> 00:38:00,620 And I think probably many of you as well do, right? 878 00:38:00,620 --> 00:38:04,190 So I just went back, I think, and I-- especially at the beginning, 879 00:38:04,190 --> 00:38:08,420 we watched Professor Malan's energy on the stage in the lecture 880 00:38:08,420 --> 00:38:10,200 over and over and over again. 881 00:38:10,200 --> 00:38:11,150 Thank you for that. 882 00:38:11,150 --> 00:38:14,377 [APPLAUSE] 883 00:38:14,377 --> 00:38:15,500 884 00:38:15,500 --> 00:38:19,830 And that just actually energized me to feel excited myself. 885 00:38:19,830 --> 00:38:23,270 So again, if I wasn't sure how to present something or I wasn't sure, 886 00:38:23,270 --> 00:38:27,690 I would get some ideas usually from the excitement, from the lecture video, 887 00:38:27,690 --> 00:38:29,630 and I would try to emulate that in my class. 888 00:38:29,630 --> 00:38:31,980 So yeah. 889 00:38:31,980 --> 00:38:32,480 Yes? 890 00:38:32,480 --> 00:38:33,118 891 00:38:33,118 --> 00:38:36,342 [INTERPOSING VOICES] 892 00:38:36,342 --> 00:38:37,340 893 00:38:37,340 --> 00:38:41,030 AUDIENCE: --in your first [INAUDIBLE],, what do you do in your-- 894 00:38:41,030 --> 00:38:44,120 before you're doing your class, what do you do? 895 00:38:44,120 --> 00:38:47,130 Are you have-- are you-- 896 00:38:47,130 --> 00:38:51,113 do you [INAUDIBLE] or you make a formal assessment first? 897 00:38:51,113 --> 00:38:52,280 MARGARET TANZOSH: I'm sorry. 898 00:38:52,280 --> 00:38:52,780 Say again. 899 00:38:52,780 --> 00:38:54,740 So what did I do before I was teaching CS? 900 00:38:54,740 --> 00:38:56,360 AUDIENCE: No, in your class. 901 00:38:56,360 --> 00:38:57,777 MARGARET TANZOSH: Oh, in my class. 902 00:38:57,777 --> 00:39:01,230 AUDIENCE: [INAUDIBLE] material. 903 00:39:01,230 --> 00:39:09,080 What do you do [INAUDIBLE] find your goal or how do you target? 904 00:39:09,080 --> 00:39:12,000 Or do you make a formative assessment first? 905 00:39:12,000 --> 00:39:13,997 For the student. 906 00:39:13,997 --> 00:39:15,330 MARGARET TANZOSH: What do I do-- 907 00:39:15,330 --> 00:39:15,997 well, I always-- 908 00:39:15,997 --> 00:39:20,310 AUDIENCE: [INAUDIBLE] assessment course, or do you tell the goals 909 00:39:20,310 --> 00:39:22,357 to the students before you teach it? 910 00:39:22,357 --> 00:39:24,440 MARGARET TANZOSH: Before I teach it, what do I do? 911 00:39:24,440 --> 00:39:26,310 AUDIENCE: Yes. 912 00:39:26,310 --> 00:39:29,180 MARGARET TANZOSH: Well, I'll create a lesson plan, 913 00:39:29,180 --> 00:39:31,640 and I'll have in my lesson plan certain goals 914 00:39:31,640 --> 00:39:34,160 for that lesson and certain topics. 915 00:39:34,160 --> 00:39:38,550 And I try to anticipate the struggles students are going to have in advance. 916 00:39:38,550 --> 00:39:41,870 And if I do a code-a-long, I'll always have a printout with me. 917 00:39:41,870 --> 00:39:45,810 So I have a cheat sheet, because I don't want to forget something up front. 918 00:39:45,810 --> 00:39:49,080 Especially in the environment, I'll often use that. 919 00:39:49,080 --> 00:39:50,630 And I make errors. 920 00:39:50,630 --> 00:39:54,320 And sometimes I make errors on purpose so that students 921 00:39:54,320 --> 00:39:55,870 see that we all make errors. 922 00:39:55,870 --> 00:40:00,440 I like to let them know that coding is all about making errors. 923 00:40:00,440 --> 00:40:04,760 They have a special word for it called debugging, right? 924 00:40:04,760 --> 00:40:08,700 So if you're not making errors, you're probably not learning something new. 925 00:40:08,700 --> 00:40:10,781 So yes? 926 00:40:10,781 --> 00:40:19,580 AUDIENCE: [INAUDIBLE] when you teach this unit [INAUDIBLE]?? 927 00:40:19,580 --> 00:40:20,830 MARGARET TANZOSH: High school. 928 00:40:20,830 --> 00:40:21,600 AUDIENCE: High school? 929 00:40:21,600 --> 00:40:22,060 MARGARET TANZOSH: High school. 930 00:40:22,060 --> 00:40:22,600 Yeah. 931 00:40:22,600 --> 00:40:23,180 Yeah. 932 00:40:23,180 --> 00:40:24,870 Yes? 933 00:40:24,870 --> 00:40:28,210 AUDIENCE: I wonder how you deal with students that just don't want to learn. 934 00:40:28,210 --> 00:40:32,744 Like, [INAUDIBLE] going to class, or even [INAUDIBLE].. 935 00:40:32,744 --> 00:40:33,244 How do you-- 936 00:40:33,244 --> 00:40:35,244 MARGARET TANZOSH: Well, that's a bigger problem. 937 00:40:35,244 --> 00:40:37,600 Our guidance counselors usually get in touch with them, 938 00:40:37,600 --> 00:40:41,530 or I reach out to their parents, have conversations with the parents. 939 00:40:41,530 --> 00:40:46,630 And there's usually not a lot-- there's usually a couple, maybe one 940 00:40:46,630 --> 00:40:48,460 or two students in that position. 941 00:40:48,460 --> 00:40:52,870 And offer to have them come to my office hours, give them extra support, 942 00:40:52,870 --> 00:40:55,165 and usually by getting the parents involved. 943 00:40:55,165 --> 00:40:56,540 AUDIENCE: [INAUDIBLE] punishment? 944 00:40:56,540 --> 00:40:57,910 MARGARET TANZOSH: Punishment? 945 00:40:57,910 --> 00:40:58,720 No. 946 00:40:58,720 --> 00:41:00,940 It's not like a punitive punishment, but it's more 947 00:41:00,940 --> 00:41:03,523 reaching out to parents, which maybe is a punishment for them. 948 00:41:03,523 --> 00:41:04,120 I don't know. 949 00:41:04,120 --> 00:41:05,830 So-- OK. 950 00:41:05,830 --> 00:41:06,410 Over here. 951 00:41:06,410 --> 00:41:08,452 Let's take-- how are we doing on time, everybody? 952 00:41:08,452 --> 00:41:08,980 We doing OK? 953 00:41:08,980 --> 00:41:10,550 We have a little more time? 954 00:41:10,550 --> 00:41:12,020 OK, good. 955 00:41:12,020 --> 00:41:14,320 AUDIENCE: What is the hard thing-- 956 00:41:14,320 --> 00:41:20,525 what is the [INAUDIBLE] after you teach them anything for the first time? 957 00:41:20,525 --> 00:41:27,462 You teach the student with the [INAUDIBLE] the hardest things. 958 00:41:27,462 --> 00:41:30,170 MARGARET TANZOSH: The hardest thing what I was starting to teach? 959 00:41:30,170 --> 00:41:31,220 AUDIENCE: Yes. 960 00:41:31,220 --> 00:41:34,370 MARGARET TANZOSH: I think was just knowing how to pace the class, 961 00:41:34,370 --> 00:41:38,420 knowing how to introduce the problems, you know? 962 00:41:38,420 --> 00:41:40,910 Knowing how to give students enough support. 963 00:41:40,910 --> 00:41:42,980 I wasn't so good at giving hints. 964 00:41:42,980 --> 00:41:45,560 I was afraid I would give the solution away. 965 00:41:45,560 --> 00:41:47,210 I didn't want to give it all the way. 966 00:41:47,210 --> 00:41:49,580 But I didn't maybe give enough support either. 967 00:41:49,580 --> 00:41:56,310 So I would over time learn that it's OK to give a few hints, right? 968 00:41:56,310 --> 00:42:00,380 And it's OK to help get some things from them, working-- 969 00:42:00,380 --> 00:42:02,930 over time, start to work with just a small group of students 970 00:42:02,930 --> 00:42:04,100 that need the support. 971 00:42:04,100 --> 00:42:07,670 And then people who are happy to work independently or with their own groups 972 00:42:07,670 --> 00:42:09,650 can work while I'm working with a small group. 973 00:42:09,650 --> 00:42:12,230 But it took a couple years till I got to that place. 974 00:42:12,230 --> 00:42:15,080 That didn't happen immediately, right? 975 00:42:15,080 --> 00:42:16,490 OK. 976 00:42:16,490 --> 00:42:19,573 Let's take another question over here. 977 00:42:19,573 --> 00:42:20,990 OK, and then we'll come over here. 978 00:42:20,990 --> 00:42:23,323 AUDIENCE: If I'm not wrong, you said in your [? point ?] 979 00:42:23,323 --> 00:42:31,700 that you were explaining about you re-engage again your notes about CD50. 980 00:42:31,700 --> 00:42:37,877 Is it right, you repeat again your notes about CS50 every year? 981 00:42:37,877 --> 00:42:40,460 MARGARET TANZOSH: Do I repeat the notes about CS50 every year? 982 00:42:40,460 --> 00:42:41,085 AUDIENCE: Yeah. 983 00:42:41,085 --> 00:42:43,790 MARGARET TANZOSH: I like to rewatch the lectures every year. 984 00:42:43,790 --> 00:42:45,980 AUDIENCE: We rewatch. 985 00:42:45,980 --> 00:42:49,130 Not following one more special-- 986 00:42:49,130 --> 00:42:53,683 special courses, courses about CS50 every year in the United States. 987 00:42:53,683 --> 00:42:56,600 MARGARET TANZOSH: Well, I'll always watch the new lectures every year, 988 00:42:56,600 --> 00:42:59,330 because every year there's a new set of lectures, right? 989 00:42:59,330 --> 00:43:02,120 Because Professor Malan re-does the course every fall, 990 00:43:02,120 --> 00:43:03,860 and so every year there are new lectures. 991 00:43:03,860 --> 00:43:04,880 AUDIENCE: How about the materials? 992 00:43:04,880 --> 00:43:06,110 Is it the same or not? 993 00:43:06,110 --> 00:43:07,440 MARGARET TANZOSH: It makes-- sometimes it's the same 994 00:43:07,440 --> 00:43:08,648 and sometimes it's different. 995 00:43:08,648 --> 00:43:09,980 So I draw on stuff, though. 996 00:43:09,980 --> 00:43:13,610 I have a whole bunch of lessons sometimes I use, and then sometimes I 997 00:43:13,610 --> 00:43:14,898 create new ones. 998 00:43:14,898 --> 00:43:15,815 So it's a combination. 999 00:43:15,815 --> 00:43:18,332 AUDIENCE: How about the students in your classroom? 1000 00:43:18,332 --> 00:43:19,040 Are you engaged-- 1001 00:43:19,040 --> 00:43:21,960 [INTERPOSING VOICES] 1002 00:43:21,960 --> 00:43:25,440 AUDIENCE: Are you engaged in the knowledge of your students 1003 00:43:25,440 --> 00:43:26,340 reconnecting-- 1004 00:43:26,340 --> 00:43:26,820 MARGARET TANZOSH: I'm sorry. 1005 00:43:26,820 --> 00:43:27,510 I can't hear. 1006 00:43:27,510 --> 00:43:27,750 Yeah. 1007 00:43:27,750 --> 00:43:28,700 AUDIENCE: Oh my gosh. 1008 00:43:28,700 --> 00:43:29,200 OK. 1009 00:43:29,200 --> 00:43:29,880 I am finished. 1010 00:43:29,880 --> 00:43:30,135 MARGARET TANZOSH: OK. 1011 00:43:30,135 --> 00:43:31,154 [LAUGHTER] 1012 00:43:31,154 --> 00:43:31,920 1013 00:43:31,920 --> 00:43:33,480 All right. 1014 00:43:33,480 --> 00:43:34,780 Who else had a question? 1015 00:43:34,780 --> 00:43:35,280 Up here. 1016 00:43:35,280 --> 00:43:37,973 Yeah? 1017 00:43:37,973 --> 00:43:38,640 AUDIENCE: Hello. 1018 00:43:38,640 --> 00:43:44,950 [INAUDIBLE] how we can manage your CS50 class. 1019 00:43:44,950 --> 00:43:54,210 So let's go on the [INAUDIBLE],, and my reality is full. 1020 00:43:54,210 --> 00:43:56,550 It's my school, of course. 1021 00:43:56,550 --> 00:44:00,160 It's one of the newest in my [INAUDIBLE],, 1022 00:44:00,160 --> 00:44:05,670 so there's not too much computers in our [INAUDIBLE].. 1023 00:44:05,670 --> 00:44:08,380 So [INAUDIBLE] new school. 1024 00:44:08,380 --> 00:44:15,760 [INAUDIBLE] one computer in two students [INAUDIBLE].. 1025 00:44:15,760 --> 00:44:21,940 And I think more about student [INAUDIBLE],, and when I get-- 1026 00:44:21,940 --> 00:44:25,680 I will give this pset from the set. 1027 00:44:25,680 --> 00:44:33,360 I think it's more difficult to give them in class. 1028 00:44:33,360 --> 00:44:35,650 I know that-- as you know that there are students 1029 00:44:35,650 --> 00:44:46,430 [INAUDIBLE] how do you get minutes-- or CS50 class in the little computer 1030 00:44:46,430 --> 00:44:46,930 class? 1031 00:44:46,930 --> 00:44:49,480 MARGARET TANZOSH: So you have two students on every computer, 1032 00:44:49,480 --> 00:44:49,915 you're saying? 1033 00:44:49,915 --> 00:44:51,520 AUDIENCE: Computers-- one computer-- 1034 00:44:51,520 --> 00:44:52,375 MARGARET TANZOSH: And two students. 1035 00:44:52,375 --> 00:44:52,840 AUDIENCE: --two students. 1036 00:44:52,840 --> 00:44:53,798 MARGARET TANZOSH: Yeah. 1037 00:44:53,798 --> 00:44:56,530 So there's also a technique called pair programming, which 1038 00:44:56,530 --> 00:44:58,447 you might-- if you don't, you could look it up 1039 00:44:58,447 --> 00:45:02,050 very easily where one student actually tells the other student what 1040 00:45:02,050 --> 00:45:04,150 to type in, and then they switch. 1041 00:45:04,150 --> 00:45:06,940 Because the thing is that if two people are using one computer, 1042 00:45:06,940 --> 00:45:09,678 you want to make sure there's not one person doing all the work 1043 00:45:09,678 --> 00:45:12,220 and the other person's sitting back and doing nothing, right? 1044 00:45:12,220 --> 00:45:13,420 So pair programming. 1045 00:45:13,420 --> 00:45:16,932 And I have done that also just to get students to talk 1046 00:45:16,932 --> 00:45:17,890 and to help each other. 1047 00:45:17,890 --> 00:45:19,300 It's a really great technique. 1048 00:45:19,300 --> 00:45:22,120 So you had one as the driver, one as the navigator. 1049 00:45:22,120 --> 00:45:23,530 And again, you could look it up. 1050 00:45:23,530 --> 00:45:25,040 There are models online. 1051 00:45:25,040 --> 00:45:27,460 So one would give the direction-- the person 1052 00:45:27,460 --> 00:45:32,930 that's typing just listens to the person who's telling them what to type in, 1053 00:45:32,930 --> 00:45:33,430 right? 1054 00:45:33,430 --> 00:45:37,330 And then after maybe 15 minutes, they switch roles, right? 1055 00:45:37,330 --> 00:45:39,940 And then if they see a bug, they both kind of help out, 1056 00:45:39,940 --> 00:45:43,360 or they might notice-- do you notice something funny in that for loop? 1057 00:45:43,360 --> 00:45:45,505 Is there a better way we could do this? 1058 00:45:45,505 --> 00:45:48,170 To kind of help ask each other good questions. 1059 00:45:48,170 --> 00:45:51,880 But I would say pair programming could be a very useful technique for that. 1060 00:45:51,880 --> 00:45:52,510 OK? 1061 00:45:52,510 --> 00:45:54,600 AUDIENCE: [INAUDIBLE] collaboration? 1062 00:45:54,600 --> 00:45:55,600 MARGARET TANZOSH: Sorry? 1063 00:45:55,600 --> 00:45:59,432 AUDIENCE: [INAUDIBLE] to collaboration? 1064 00:45:59,432 --> 00:46:01,350 AUDIENCE: Collaboration [INAUDIBLE]. 1065 00:46:01,350 --> 00:46:02,308 MARGARET TANZOSH: Yeah. 1066 00:46:02,308 --> 00:46:05,070 So-- yeah, so they collaborate together. 1067 00:46:05,070 --> 00:46:08,708 And you can-- yeah, so you can decide how you want to grade it, right? 1068 00:46:08,708 --> 00:46:11,250 You can give them both-- they submit one program for the two. 1069 00:46:11,250 --> 00:46:14,083 Maybe they both get the same grade, and then you have a little quiz, 1070 00:46:14,083 --> 00:46:16,510 and that kind of tests their individual knowledge. 1071 00:46:16,510 --> 00:46:18,960 So it's really up to you, but that definitely can work. 1072 00:46:18,960 --> 00:46:20,320 OK? 1073 00:46:20,320 --> 00:46:22,050 So how are we doing over here? 1074 00:46:22,050 --> 00:46:24,930 Any other-- I guess we could take one or two questions, 1075 00:46:24,930 --> 00:46:28,360 and then I think we need to take a bit of a break. 1076 00:46:28,360 --> 00:46:28,860 OK. 1077 00:46:28,860 --> 00:46:30,000 I know you've raised your hand before. 1078 00:46:30,000 --> 00:46:30,500 Quick. 1079 00:46:30,500 --> 00:46:32,280 AUDIENCE: I see-- so a question. 1080 00:46:32,280 --> 00:46:36,932 I see in your country, in the US, you teach only 45 minutes. 1081 00:46:36,932 --> 00:46:37,890 MARGARET TANZOSH: Yeah. 1082 00:46:37,890 --> 00:46:39,390 AUDIENCE: It's very short for-- 1083 00:46:39,390 --> 00:46:39,930 MARGARET TANZOSH: It is. 1084 00:46:39,930 --> 00:46:40,980 AUDIENCE: [INAUDIBLE]. 1085 00:46:40,980 --> 00:46:43,303 Did you do class every day? 1086 00:46:43,303 --> 00:46:44,220 MARGARET TANZOSH: Yes. 1087 00:46:44,220 --> 00:46:44,520 AUDIENCE: Five days? 1088 00:46:44,520 --> 00:46:46,020 MARGARET TANZOSH: Five days. 1089 00:46:46,020 --> 00:46:47,070 AUDIENCE: So 45-- 1090 00:46:47,070 --> 00:46:48,958 45 minutes every day in five days? 1091 00:46:48,958 --> 00:46:49,875 MARGARET TANZOSH: Yes. 1092 00:46:49,875 --> 00:46:50,400 AUDIENCE: OK. 1093 00:46:50,400 --> 00:46:51,317 MARGARET TANZOSH: Yes. 1094 00:46:51,317 --> 00:46:56,995 AUDIENCE: And [INAUDIBLE] in your class, people bring their own device? 1095 00:46:56,995 --> 00:46:57,870 MARGARET TANZOSH: No. 1096 00:46:57,870 --> 00:46:58,380 AUDIENCE: Or they use-- 1097 00:46:58,380 --> 00:46:59,010 MARGARET TANZOSH: Some do. 1098 00:46:59,010 --> 00:47:00,330 Some do have their own laptops. 1099 00:47:00,330 --> 00:47:03,292 But we have laptops now that the class uses. 1100 00:47:03,292 --> 00:47:06,000 AUDIENCE: [INAUDIBLE] 45 minutes a day not finish they're coding, 1101 00:47:06,000 --> 00:47:08,160 they will continue tomorrow? 1102 00:47:08,160 --> 00:47:11,370 MARGARET TANZOSH: Yeah, they'll often take maybe a week to finish a program. 1103 00:47:11,370 --> 00:47:13,890 They don't finish a program in a period, generally. 1104 00:47:13,890 --> 00:47:17,290 They'll often have-- we'll give them maybe a week to finish a program. 1105 00:47:17,290 --> 00:47:17,790 All right? 1106 00:47:17,790 --> 00:47:20,043 AUDIENCE: Do they not have homework [INAUDIBLE]?? 1107 00:47:20,043 --> 00:47:21,210 AUDIENCE: There is homework. 1108 00:47:21,210 --> 00:47:23,960 MARGARET TANZOSH: Yeah, sometimes they might write the reflections 1109 00:47:23,960 --> 00:47:25,702 for homework, things along those lines. 1110 00:47:25,702 --> 00:47:27,660 AUDIENCE: So they don't make code at home also? 1111 00:47:27,660 --> 00:47:31,980 MARGARET TANZOSH: They can code at home, but I don't require it most times. 1112 00:47:31,980 --> 00:47:32,668 Sometimes I do. 1113 00:47:32,668 --> 00:47:34,710 If they're going too slow, then it's like, you've 1114 00:47:34,710 --> 00:47:36,793 got to finish this program by this week, you know? 1115 00:47:36,793 --> 00:47:39,810 But generally, I try to allow them to do their coding in class 1116 00:47:39,810 --> 00:47:42,450 and do other writing assignments or other things for homework. 1117 00:47:42,450 --> 00:47:43,950 AUDIENCE: And last question. 1118 00:47:43,950 --> 00:47:48,180 In your class, how many students at the one session? 1119 00:47:48,180 --> 00:47:53,145 MARGARET TANZOSH: I have three classes of 34 and two classes 1120 00:47:53,145 --> 00:47:55,540 sort of in the mid 20s. 1121 00:47:55,540 --> 00:47:59,460 AUDIENCE: 34 students at one time. 1122 00:47:59,460 --> 00:48:01,140 MARGARET TANZOSH: They're big classes. 1123 00:48:01,140 --> 00:48:01,980 They're very big classes. 1124 00:48:01,980 --> 00:48:02,790 AUDIENCE: [INAUDIBLE] 1125 00:48:02,790 --> 00:48:03,690 MARGARET TANZOSH: Yeah. 1126 00:48:03,690 --> 00:48:04,190 Yeah. 1127 00:48:04,190 --> 00:48:06,750 AUDIENCE: So you don't combine a class into one, 1128 00:48:06,750 --> 00:48:08,700 just like Professor Malan, or-- 1129 00:48:08,700 --> 00:48:08,840 MARGARET TANZOSH: No. 1130 00:48:08,840 --> 00:48:09,510 AUDIENCE: [? 100? ?] 1131 00:48:09,510 --> 00:48:09,870 MARGARET TANZOSH: No. 1132 00:48:09,870 --> 00:48:10,370 No. 1133 00:48:10,370 --> 00:48:11,540 [LAUGHTER] 1134 00:48:11,540 --> 00:48:14,848 No, we have-- that's kind of how it works, all right? 1135 00:48:14,848 --> 00:48:16,640 I think there was another question up here. 1136 00:48:16,640 --> 00:48:17,150 Yes? 1137 00:48:17,150 --> 00:48:20,090 AUDIENCE: Thank you for your [INAUDIBLE].. 1138 00:48:20,090 --> 00:48:25,820 Have you ever stuck [INAUDIBLE] when you got in front [INAUDIBLE]---- 1139 00:48:25,820 --> 00:48:29,090 have you ever stuck or-- 1140 00:48:29,090 --> 00:48:30,810 when you code in front of your students? 1141 00:48:30,810 --> 00:48:32,602 MARGARET TANZOSH: Have I ever gotten stuck? 1142 00:48:32,602 --> 00:48:33,253 Yes. 1143 00:48:33,253 --> 00:48:36,170 AUDIENCE: What do you do when you get stuck in front of your students? 1144 00:48:36,170 --> 00:48:40,190 Because sometimes when I code in front of my students, I elaborate. 1145 00:48:40,190 --> 00:48:44,040 I already remember code, but sometimes I try to elaborate my code. 1146 00:48:44,040 --> 00:48:49,130 And I'll get stuck and I'm confused how to finish it. 1147 00:48:49,130 --> 00:48:52,350 And the class is-- 1148 00:48:52,350 --> 00:48:53,460 [INTERPOSING VOICES] 1149 00:48:53,460 --> 00:48:54,585 MARGARET TANZOSH: I think-- 1150 00:48:54,585 --> 00:48:56,362 [INTERPOSING VOICES] 1151 00:48:56,362 --> 00:48:56,752 1152 00:48:56,752 --> 00:48:58,460 AUDIENCE: --stuck in front of your class? 1153 00:48:58,460 --> 00:48:59,627 MARGARET TANZOSH: All right. 1154 00:48:59,627 --> 00:49:03,050 So what do I do if I get stuck as I'm doing coding in front of my class? 1155 00:49:03,050 --> 00:49:04,370 Yes, it happens. 1156 00:49:04,370 --> 00:49:05,360 It happens, right? 1157 00:49:05,360 --> 00:49:06,620 Well, again, I do use-- 1158 00:49:06,620 --> 00:49:09,435 I always have the code next to me, so that helps. 1159 00:49:09,435 --> 00:49:11,060 But sometimes you still make a mistake. 1160 00:49:11,060 --> 00:49:14,540 You might not see a syntax error, right? 1161 00:49:14,540 --> 00:49:17,060 And so sometimes the students will catch it. 1162 00:49:17,060 --> 00:49:19,610 They'll say, oh, you typed that in wrong, right? 1163 00:49:19,610 --> 00:49:21,620 A typo or something. 1164 00:49:21,620 --> 00:49:24,320 Sometimes I'll try to debug it in front of them, which 1165 00:49:24,320 --> 00:49:27,290 I think is actually a good thing, because they see that even 1166 00:49:27,290 --> 00:49:28,800 the teacher makes mistakes. 1167 00:49:28,800 --> 00:49:29,960 That's how coding works. 1168 00:49:29,960 --> 00:49:31,423 It's OK, right? 1169 00:49:31,423 --> 00:49:32,090 AUDIENCE: Right. 1170 00:49:32,090 --> 00:49:35,570 MARGARET TANZOSH: And so sometimes I'll plan mistakes on purpose 1171 00:49:35,570 --> 00:49:39,390 so they can see what it looks like to figure out and debug your code. 1172 00:49:39,390 --> 00:49:41,630 So I try to use it as an opportunity. 1173 00:49:41,630 --> 00:49:45,410 If I can't-- there have been times where I couldn't figure it out during 1174 00:49:45,410 --> 00:49:48,413 the class and I'll say, well, you know what? 1175 00:49:48,413 --> 00:49:50,330 We'll leave this and come back to it tomorrow. 1176 00:49:50,330 --> 00:49:51,380 AUDIENCE: Yeah. 1177 00:49:51,380 --> 00:49:54,260 MARGARET TANZOSH: And it's fine, you know, that they realize that. 1178 00:49:54,260 --> 00:49:55,190 We all make mistakes. 1179 00:49:55,190 --> 00:49:55,970 [APPLAUSE] 1180 00:49:55,970 --> 00:49:56,470 All right? 1181 00:49:56,470 --> 00:49:58,180 AUDIENCE: [INAUDIBLE] be shy, though. 1182 00:49:58,180 --> 00:49:58,870 MARGARET TANZOSH: Sorry? 1183 00:49:58,870 --> 00:49:59,200 We're good. 1184 00:49:59,200 --> 00:50:00,575 AUDIENCE: You have to be shy to-- 1185 00:50:00,575 --> 00:50:01,930 MARGARET TANZOSH: No, it's fine. 1186 00:50:01,930 --> 00:50:02,950 It's fine to make-- 1187 00:50:02,950 --> 00:50:04,000 AUDIENCE: [INAUDIBLE] 1188 00:50:04,000 --> 00:50:04,660 MARGARET TANZOSH: Yeah, exactly. 1189 00:50:04,660 --> 00:50:06,520 To come back and we'll fix it tomorrow. 1190 00:50:06,520 --> 00:50:07,460 It's all fine. 1191 00:50:07,460 --> 00:50:08,390 It's all fine. 1192 00:50:08,390 --> 00:50:11,440 So I think we probably need to start-- 1193 00:50:11,440 --> 00:50:12,380 five minutes? 1194 00:50:12,380 --> 00:50:12,880 OK. 1195 00:50:12,880 --> 00:50:13,930 So five minutes. 1196 00:50:13,930 --> 00:50:16,660 What I wanted to do is that I wanted to actually 1197 00:50:16,660 --> 00:50:21,440 have you take a few minutes and just work in the groups around you. 1198 00:50:21,440 --> 00:50:25,510 I wanted to start to have you discuss with others how you 1199 00:50:25,510 --> 00:50:28,340 could visualize running your own class. 1200 00:50:28,340 --> 00:50:30,520 I want you to just start to have a vision of what 1201 00:50:30,520 --> 00:50:32,650 that could look like, all right? 1202 00:50:32,650 --> 00:50:35,290 So what do you think? 1203 00:50:35,290 --> 00:50:37,160 What do you think you might like to do? 1204 00:50:37,160 --> 00:50:39,910 Is there something you may want to take away from my presentation? 1205 00:50:39,910 --> 00:50:40,540 Maybe not. 1206 00:50:40,540 --> 00:50:41,380 It's fine. 1207 00:50:41,380 --> 00:50:42,640 So I want you to-- 1208 00:50:42,640 --> 00:50:44,140 because we don't have too much time. 1209 00:50:44,140 --> 00:50:46,240 Rather than go into other groups, let's just 1210 00:50:46,240 --> 00:50:50,200 do groups, like maybe two in front and two and back, like groups of four. 1211 00:50:50,200 --> 00:50:53,590 And just have a little bit of a discussion with four people around you, 1212 00:50:53,590 --> 00:50:56,778 just to talk and share, what is your vision, right? 1213 00:50:56,778 --> 00:50:58,570 And what if anything you think you're going 1214 00:50:58,570 --> 00:51:01,360 to need to be successful, all right? 1215 00:51:01,360 --> 00:51:02,980 And then we have a minute or two. 1216 00:51:02,980 --> 00:51:04,750 So we just want to take about maybe three 1217 00:51:04,750 --> 00:51:08,860 minutes, a little quick discussion, and then maybe one or two share-outs, 1218 00:51:08,860 --> 00:51:09,730 all right? 1219 00:51:09,730 --> 00:51:13,278 So talk to each other for just a couple of moments, all right? 1220 00:51:13,278 --> 00:51:16,484 [INTERPOSING VOICES] 1221 00:51:16,484 --> 00:51:17,860 1222 00:51:17,860 --> 00:51:20,665 So I know that wasn't a lot of time to really think 1223 00:51:20,665 --> 00:51:22,790 about your whole year of teaching computer science. 1224 00:51:22,790 --> 00:51:26,960 I hope you had a little time to begin to visualize how you're going to do this. 1225 00:51:26,960 --> 00:51:29,680 What I'd love to do is have just a couple share-outs 1226 00:51:29,680 --> 00:51:34,570 if anybody's willing to share maybe something your group talked about, 1227 00:51:34,570 --> 00:51:36,700 something you thought might be interesting, 1228 00:51:36,700 --> 00:51:41,297 and something that you might feel you need in order to succeed. 1229 00:51:41,297 --> 00:51:43,630 Can we have a couple volunteers share a little something 1230 00:51:43,630 --> 00:51:46,460 your group talked about? 1231 00:51:46,460 --> 00:51:47,670 All right. 1232 00:51:47,670 --> 00:51:48,690 So let's just go. 1233 00:51:48,690 --> 00:51:50,330 Let's make sure we hear each other. 1234 00:51:50,330 --> 00:51:52,217 OK, we'll come to you later, OK? 1235 00:51:52,217 --> 00:51:53,300 We're going to start here. 1236 00:51:53,300 --> 00:51:55,170 Then we'll go up here, all right? 1237 00:51:55,170 --> 00:51:56,460 Shh, shh, shh. 1238 00:51:56,460 --> 00:51:57,320 AUDIENCE: Shh. 1239 00:51:57,320 --> 00:51:58,237 MARGARET TANZOSH: Yes? 1240 00:51:58,237 --> 00:51:59,060 AUDIENCE: OK. 1241 00:51:59,060 --> 00:52:06,330 So we discussed about the things that we need 1242 00:52:06,330 --> 00:52:11,510 to implement this curriculum into our school [INAUDIBLE].. 1243 00:52:11,510 --> 00:52:15,140 The main point that we want to reach is the completion 1244 00:52:15,140 --> 00:52:18,140 of computational thinking in the student, 1245 00:52:18,140 --> 00:52:23,120 because we came from different level of teaching. 1246 00:52:23,120 --> 00:52:28,610 Me and my team is different level teaching. 1247 00:52:28,610 --> 00:52:34,730 So the main goals we think need to be [INAUDIBLE] in today's curriculum 1248 00:52:34,730 --> 00:52:36,750 is the computational thinking. 1249 00:52:36,750 --> 00:52:42,290 So this thing-- the next thing that we need to support this 1250 00:52:42,290 --> 00:52:49,820 is how to elaborate this computational thinking into another subject. 1251 00:52:49,820 --> 00:52:54,555 So the school support is needed for this one. 1252 00:52:54,555 --> 00:52:55,430 MARGARET TANZOSH: OK. 1253 00:52:55,430 --> 00:52:55,790 All right. 1254 00:52:55,790 --> 00:52:56,290 Fabulous. 1255 00:52:56,290 --> 00:52:57,180 Thank you so much. 1256 00:52:57,180 --> 00:52:57,830 That was great. 1257 00:52:57,830 --> 00:53:00,560 [APPLAUSE] 1258 00:53:00,560 --> 00:53:01,520 Let's hear up here. 1259 00:53:01,520 --> 00:53:02,915 AUDIENCE: [INAUDIBLE]. 1260 00:53:02,915 --> 00:53:08,920 Our group decided to make the [INAUDIBLE] [? pass. ?] 1261 00:53:08,920 --> 00:53:09,640 AUDIENCE: Louder. 1262 00:53:09,640 --> 00:53:10,350 MARGARET TANZOSH: Louder, louder. 1263 00:53:10,350 --> 00:53:11,392 AUDIENCE: Louder, please. 1264 00:53:11,392 --> 00:53:17,350 AUDIENCE: Our group decided to make [INAUDIBLE].. 1265 00:53:17,350 --> 00:53:22,120 Number two, we want to encourage [INAUDIBLE],, 1266 00:53:22,120 --> 00:53:30,420 and then let them to teach [INAUDIBLE] they like, 1267 00:53:30,420 --> 00:53:35,210 or [INAUDIBLE] they can make program across better subject, 1268 00:53:35,210 --> 00:53:39,647 maybe [? skiing ?] or [? hiking. ?] 1269 00:53:39,647 --> 00:53:40,075 1270 00:53:40,075 --> 00:53:40,950 MARGARET TANZOSH: OK. 1271 00:53:40,950 --> 00:53:41,470 Fabulous. 1272 00:53:41,470 --> 00:53:41,970 Thank you. 1273 00:53:41,970 --> 00:53:42,512 That's great. 1274 00:53:42,512 --> 00:53:43,760 [APPLAUSE] 1275 00:53:43,760 --> 00:53:44,670 That's-- all right. 1276 00:53:44,670 --> 00:53:45,277 Go ahead. 1277 00:53:45,277 --> 00:53:45,860 AUDIENCE: Yes. 1278 00:53:45,860 --> 00:53:47,320 [INAUDIBLE] yeah, finally. 1279 00:53:47,320 --> 00:53:48,870 [LAUGHTER] 1280 00:53:48,870 --> 00:53:50,550 AUDIENCE: [INAUDIBLE] 1281 00:53:50,550 --> 00:53:51,365 1282 00:53:51,365 --> 00:53:51,990 AUDIENCE: Yeah. 1283 00:53:51,990 --> 00:53:56,460 Actually, we discussed about the vision. 1284 00:53:56,460 --> 00:54:03,250 Actually, we discussed about the vision, our CS50 for our class. 1285 00:54:03,250 --> 00:54:09,650 So the first one is make the student feel comfortable [INAUDIBLE] CS-- 1286 00:54:09,650 --> 00:54:17,340 not CS50, but computer science class is interesting and exciting. 1287 00:54:17,340 --> 00:54:22,820 And then number two, we are going to try to shift the mindset, 1288 00:54:22,820 --> 00:54:26,990 because some people think that CS50 is something tough, something difficult. 1289 00:54:26,990 --> 00:54:30,620 But we are going to try to shift their mindset that this is something 1290 00:54:30,620 --> 00:54:32,032 that you can do. 1291 00:54:32,032 --> 00:54:32,990 SPEAKER 1: I love that. 1292 00:54:32,990 --> 00:54:33,615 AUDIENCE: Yeah! 1293 00:54:33,615 --> 00:54:34,884 [APPLAUSE] 1294 00:54:34,884 --> 00:54:37,220 AUDIENCE: And for the last one, for the last one, 1295 00:54:37,220 --> 00:54:41,860 we are going to make some activities, but it is fun for the students. 1296 00:54:41,860 --> 00:54:44,450 Like, some fun activities. 1297 00:54:44,450 --> 00:54:44,950 Thank you. 1298 00:54:44,950 --> 00:54:45,950 SPEAKER 1: Sounds great. 1299 00:54:45,950 --> 00:54:46,730 Thank you so much. 1300 00:54:46,730 --> 00:54:47,230 All right. 1301 00:54:47,230 --> 00:54:47,770 [APPLAUSE] 1302 00:54:47,770 --> 00:54:49,530 All right. 1303 00:54:49,530 --> 00:54:50,824 Go ahead. 1304 00:54:50,824 --> 00:54:53,010 AUDIENCE: OK. 1305 00:54:53,010 --> 00:54:55,380 AUDIENCE: [INAUDIBLE] 1306 00:54:55,380 --> 00:54:58,350 AUDIENCE: So we discussed how [INAUDIBLE] our students 1307 00:54:58,350 --> 00:55:05,730 to use to synthesize what they already learned in school to create something 1308 00:55:05,730 --> 00:55:08,040 that can [INAUDIBLE]. 1309 00:55:08,040 --> 00:55:13,770 1310 00:55:13,770 --> 00:55:16,135 What we need is teamwork. 1311 00:55:16,135 --> 00:55:17,760 MARGARET TANZOSH: I love that teamwork. 1312 00:55:17,760 --> 00:55:18,300 Fabulous. 1313 00:55:18,300 --> 00:55:19,050 Very good. 1314 00:55:19,050 --> 00:55:19,750 All right. 1315 00:55:19,750 --> 00:55:23,370 So let's take a five-minute break, and then we're going to come back 1316 00:55:23,370 --> 00:55:26,490 and we're going to talk more specifically about differentiation 1317 00:55:26,490 --> 00:55:28,270 and scaffolding, all right? 1318 00:55:28,270 --> 00:55:30,690 So let's take five minutes, OK? 1319 00:55:30,690 --> 00:55:31,230 Thank you. 1320 00:55:31,230 --> 00:55:33,980 [APPLAUSE] 1321 00:55:33,980 --> 00:55:35,000