1 00:00:00,000 --> 00:00:02,910 2 00:00:02,910 --> 00:00:04,260 SPEAKER: All right. 3 00:00:04,260 --> 00:00:05,480 Hello, world. 4 00:00:05,480 --> 00:00:07,470 [APPLAUSE] 5 00:00:07,470 --> 00:00:10,470 Normally, of course, we begin with, this is CS50. 6 00:00:10,470 --> 00:00:15,660 But this morning, I thought we'd begin with CS50, this is Guy White. 7 00:00:15,660 --> 00:00:16,260 [APPLAUSE] 8 00:00:16,260 --> 00:00:19,290 GUY WHITE: Good morning, Indonesia. 9 00:00:19,290 --> 00:00:20,890 Good morning, my friends. 10 00:00:20,890 --> 00:00:23,745 It's so good to see you, and I love the energy already this morning. 11 00:00:23,745 --> 00:00:26,370 As I was looking at some of you, as you were doing the puzzles, 12 00:00:26,370 --> 00:00:28,680 you were so concentrated but so awake. 13 00:00:28,680 --> 00:00:30,900 How many of you had your morning coffee or tea? 14 00:00:30,900 --> 00:00:31,800 Very good. 15 00:00:31,800 --> 00:00:33,750 And so what we're going to do this morning 16 00:00:33,750 --> 00:00:36,900 is we're going to be talking about pedagogy. 17 00:00:36,900 --> 00:00:39,355 But before we talk about pedagogy today, I just 18 00:00:39,355 --> 00:00:40,980 wanted to say, again, a hearty welcome. 19 00:00:40,980 --> 00:00:45,570 My greatest thanks for the opportunity to be with you here today. 20 00:00:45,570 --> 00:00:48,630 We are here for you this weekend. 21 00:00:48,630 --> 00:00:52,800 And my great hope is that you are going to get-- you're going to, this week, 22 00:00:52,800 --> 00:00:55,500 plant seeds that will lead to greater things. 23 00:00:55,500 --> 00:00:58,480 As I said yesterday, today is not the end. 24 00:00:58,480 --> 00:00:59,370 It's just the-- 25 00:00:59,370 --> 00:01:00,888 AUDIENCE: Beginning. 26 00:01:00,888 --> 00:01:02,180 GUY WHITE: Very good, everyone. 27 00:01:02,180 --> 00:01:05,650 So what we're going to be doing is we're going to be choosing and figuring out 28 00:01:05,650 --> 00:01:06,580 what row we're in. 29 00:01:06,580 --> 00:01:10,996 So everyone here in this first row, look at me and say A. 30 00:01:10,996 --> 00:01:11,770 AUDIENCE: A. 31 00:01:11,770 --> 00:01:15,370 GUY WHITE: OK, everyone here in this group, in this second row, say B. 32 00:01:15,370 --> 00:01:15,970 AUDIENCE: B. 33 00:01:15,970 --> 00:01:16,845 GUY WHITE: Very good. 34 00:01:16,845 --> 00:01:18,830 Everyone in this third row, say C. 35 00:01:18,830 --> 00:01:19,330 AUDIENCE: C. 36 00:01:19,330 --> 00:01:22,540 GUY WHITE: And everyone in this fourth row I think says D. 37 00:01:22,540 --> 00:01:23,350 AUDIENCE: D. 38 00:01:23,350 --> 00:01:25,797 GUY WHITE: And then we have groups E-- 39 00:01:25,797 --> 00:01:26,380 AUDIENCE: Yes. 40 00:01:26,380 --> 00:01:28,870 GUY WHITE: --and group F. OK, very good. 41 00:01:28,870 --> 00:01:29,800 Thank you so much. 42 00:01:29,800 --> 00:01:34,180 So what I'd like you to do, first of all, this is going to be very exciting. 43 00:01:34,180 --> 00:01:36,730 Group A, group A only, stand up. 44 00:01:36,730 --> 00:01:41,260 Group A. Group B, stand up. 45 00:01:41,260 --> 00:01:47,380 Now, group A, turn around and touch the finger of the person behind you. 46 00:01:47,380 --> 00:01:48,250 Yeah, touch the-- 47 00:01:48,250 --> 00:01:50,000 No no, no, no, no, no. 48 00:01:50,000 --> 00:01:50,500 It's OK. 49 00:01:50,500 --> 00:01:51,160 No, no. 50 00:01:51,160 --> 00:01:57,260 So what you can do, make sure you have one partner, one partner, one partner, 51 00:01:57,260 --> 00:01:57,910 one partner. 52 00:01:57,910 --> 00:01:58,960 Very good. 53 00:01:58,960 --> 00:02:00,130 One partner. 54 00:02:00,130 --> 00:02:04,990 OK, now group C, go ahead and stand up. 55 00:02:04,990 --> 00:02:11,350 And group D, stand up and turn around, group C, and meet your partner. 56 00:02:11,350 --> 00:02:11,890 Good. 57 00:02:11,890 --> 00:02:12,970 OK. 58 00:02:12,970 --> 00:02:14,800 Very good. 59 00:02:14,800 --> 00:02:15,550 Good. 60 00:02:15,550 --> 00:02:16,660 That's fine. 61 00:02:16,660 --> 00:02:20,675 And-- all right. 62 00:02:20,675 --> 00:02:21,550 It's good, it's good. 63 00:02:21,550 --> 00:02:22,090 Oh, yeah. 64 00:02:22,090 --> 00:02:22,798 What you can do-- 65 00:02:22,798 --> 00:02:29,060 you can-- what you could do is you could touch pens, you know? 66 00:02:29,060 --> 00:02:30,220 Touch pens. 67 00:02:30,220 --> 00:02:30,910 That's good. 68 00:02:30,910 --> 00:02:31,510 Touch pens. 69 00:02:31,510 --> 00:02:33,310 This is good. 70 00:02:33,310 --> 00:02:34,630 All right. 71 00:02:34,630 --> 00:02:38,590 So looking at your partner, say hello. 72 00:02:38,590 --> 00:02:39,580 AUDIENCE: Hello! 73 00:02:39,580 --> 00:02:40,360 GUY WHITE: OK. 74 00:02:40,360 --> 00:02:42,550 So what I'd like you to do is I'd like you-- 75 00:02:42,550 --> 00:02:46,450 you're going to spend about 30 seconds, you're going to talk with your partner 76 00:02:46,450 --> 00:02:50,080 about who are you and where do you teach. 77 00:02:50,080 --> 00:02:51,820 Who are you, where do you teach? 78 00:02:51,820 --> 00:02:54,387 30 seconds, go, talk to them. 79 00:02:54,387 --> 00:02:57,369 [SIDE CONVERSATION] 80 00:02:57,369 --> 00:03:21,230 81 00:03:21,230 --> 00:03:21,950 It's good. 82 00:03:21,950 --> 00:03:23,930 Yeah, switch, back and forth, good. 83 00:03:23,930 --> 00:03:26,540 All right, and pause. 84 00:03:26,540 --> 00:03:27,480 And pause. 85 00:03:27,480 --> 00:03:30,800 86 00:03:30,800 --> 00:03:31,550 Very good. 87 00:03:31,550 --> 00:03:34,160 88 00:03:34,160 --> 00:03:36,710 And let us go like this. 89 00:03:36,710 --> 00:03:40,370 Can we go like this? 90 00:03:40,370 --> 00:03:44,720 In Indonesia-- in the United States, in the United States, 91 00:03:44,720 --> 00:03:46,650 when we want to be quiet, we go like this. 92 00:03:46,650 --> 00:03:48,860 What do we do in Indonesia when we want to be quiet? 93 00:03:48,860 --> 00:03:50,300 Oh, like that, oh, shh. 94 00:03:50,300 --> 00:03:52,580 Oh, oh. 95 00:03:52,580 --> 00:03:53,765 That's very direct. 96 00:03:53,765 --> 00:03:54,940 AUDIENCE: Snake. 97 00:03:54,940 --> 00:03:55,940 GUY WHITE: Like a snake. 98 00:03:55,940 --> 00:03:56,750 AUDIENCE: Yeah! 99 00:03:56,750 --> 00:03:58,610 GUY WHITE: Oh, OK. 100 00:03:58,610 --> 00:03:59,750 All right, very good. 101 00:03:59,750 --> 00:04:02,660 So that is the first-- 102 00:04:02,660 --> 00:04:06,600 that is the first round of many rounds where we're talking to each other, 103 00:04:06,600 --> 00:04:07,100 right? 104 00:04:07,100 --> 00:04:09,810 Now, we have different groups here. 105 00:04:09,810 --> 00:04:11,600 So a group A, say hello. 106 00:04:11,600 --> 00:04:13,630 AUDIENCE: Hello! 107 00:04:13,630 --> 00:04:15,753 GUY WHITE: Group B, say hello. 108 00:04:15,753 --> 00:04:16,420 AUDIENCE: Hello! 109 00:04:16,420 --> 00:04:19,089 GUY WHITE: K, so group B, do not move. 110 00:04:19,089 --> 00:04:20,800 Group B, do not move. 111 00:04:20,800 --> 00:04:25,330 K. Group D, say hello. 112 00:04:25,330 --> 00:04:26,560 AUDIENCE: Hello. 113 00:04:26,560 --> 00:04:27,610 GUY WHITE: Do not move. 114 00:04:27,610 --> 00:04:28,130 OK? 115 00:04:28,130 --> 00:04:28,720 Do not move. 116 00:04:28,720 --> 00:04:29,890 Stay right there. 117 00:04:29,890 --> 00:04:32,680 Group-- what happened to my group B? 118 00:04:32,680 --> 00:04:34,340 They're gone. 119 00:04:34,340 --> 00:04:34,840 OK. 120 00:04:34,840 --> 00:04:36,160 So group B, don't move either. 121 00:04:36,160 --> 00:04:36,760 All right. 122 00:04:36,760 --> 00:04:45,730 So if you are group A or group C or group E, what I'd like you to do 123 00:04:45,730 --> 00:04:50,690 is move one person to your right. 124 00:04:50,690 --> 00:04:52,570 Go ahead and move this way, this way. 125 00:04:52,570 --> 00:04:53,615 You can leave your stuff. 126 00:04:53,615 --> 00:04:54,490 Just move one person. 127 00:04:54,490 --> 00:04:57,750 If you're at the end, come on around. 128 00:04:57,750 --> 00:05:02,260 [INAUDIBLE],, you're going to go all the way to the end over there. 129 00:05:02,260 --> 00:05:05,570 Other way, other way, other way-- this way, this way, this way. 130 00:05:05,570 --> 00:05:06,412 This way, good. 131 00:05:06,412 --> 00:05:07,120 Yeah, yeah, yeah. 132 00:05:07,120 --> 00:05:08,710 Yeah, yes, exactly. 133 00:05:08,710 --> 00:05:09,520 Very good. 134 00:05:09,520 --> 00:05:10,390 All right. 135 00:05:10,390 --> 00:05:14,080 OK, now good, and now group C, move one across. 136 00:05:14,080 --> 00:05:15,490 Very good, and one down. 137 00:05:15,490 --> 00:05:19,240 And you, sir, can come all the way around, over to the other side. 138 00:05:19,240 --> 00:05:23,367 And then group C or group E, same thing. 139 00:05:23,367 --> 00:05:23,950 You'll rotate. 140 00:05:23,950 --> 00:05:26,180 So you can go all the way around. 141 00:05:26,180 --> 00:05:28,120 And you can all move one, OK? 142 00:05:28,120 --> 00:05:31,660 So if you would, turn and meet your new partner. 143 00:05:31,660 --> 00:05:33,870 Turn, meet your new partner behind you. 144 00:05:33,870 --> 00:05:36,310 Group A, turn around. 145 00:05:36,310 --> 00:05:37,660 Group C, turn around. 146 00:05:37,660 --> 00:05:41,980 Look, a new partner. 147 00:05:41,980 --> 00:05:44,643 Go ahead and say hello to this new partner. 148 00:05:44,643 --> 00:05:45,310 AUDIENCE: Hello! 149 00:05:45,310 --> 00:05:48,360 150 00:05:48,360 --> 00:05:51,390 GUY WHITE: Again, who are you, and where do you teach? 151 00:05:51,390 --> 00:05:54,870 Who are you, and where do you teach? 152 00:05:54,870 --> 00:05:56,760 All right, and now, so silent snake. 153 00:05:56,760 --> 00:05:57,818 What's a snake say? 154 00:05:57,818 --> 00:05:58,318 Sss. 155 00:05:58,318 --> 00:05:58,901 AUDIENCE: Sss. 156 00:05:58,901 --> 00:06:01,670 157 00:06:01,670 --> 00:06:02,810 GUY WHITE: Very good. 158 00:06:02,810 --> 00:06:03,780 The silent snake. 159 00:06:03,780 --> 00:06:04,280 I like that. 160 00:06:04,280 --> 00:06:06,960 I'm going to use that at home. 161 00:06:06,960 --> 00:06:08,300 I'm going to say to my-- 162 00:06:08,300 --> 00:06:11,840 I have three children, you know, I have 10, 8, 7 years old. 163 00:06:11,840 --> 00:06:15,890 And so I've been sending them many pictures of Indonesia. 164 00:06:15,890 --> 00:06:18,200 And they're like, Daddy, that's very nice, very nice. 165 00:06:18,200 --> 00:06:21,530 But then I showed them a picture of the cats here on campus. 166 00:06:21,530 --> 00:06:23,360 And they want all the cat pictures. 167 00:06:23,360 --> 00:06:24,410 It's so exciting. 168 00:06:24,410 --> 00:06:26,280 So that was our first two rounds. 169 00:06:26,280 --> 00:06:28,340 So let's see if we can do that again-- 170 00:06:28,340 --> 00:06:29,570 again, same groups. 171 00:06:29,570 --> 00:06:30,070 Rotate. 172 00:06:30,070 --> 00:06:31,695 Go ahead and rotate to the next person. 173 00:06:31,695 --> 00:06:32,390 Rotate. 174 00:06:32,390 --> 00:06:33,110 Oh, very good. 175 00:06:33,110 --> 00:06:34,470 Rotate, rotate, rotate. 176 00:06:34,470 --> 00:06:34,970 Good. 177 00:06:34,970 --> 00:06:36,650 See-- look, you all have it now. 178 00:06:36,650 --> 00:06:37,850 So you understand. 179 00:06:37,850 --> 00:06:42,350 All right, now, turn around and meet your new partner. 180 00:06:42,350 --> 00:06:47,690 Now, this time, this time add some spice to your introduction. 181 00:06:47,690 --> 00:06:51,210 Give them some new information. 182 00:06:51,210 --> 00:06:53,420 So turn around and meet your new partner. 183 00:06:53,420 --> 00:06:56,480 [SIDE CONVERSATION] 184 00:06:56,480 --> 00:06:57,050 OK. 185 00:06:57,050 --> 00:06:59,781 And silent snake-- a snake says what? 186 00:06:59,781 --> 00:07:00,364 AUDIENCE: Sss. 187 00:07:00,364 --> 00:07:05,310 188 00:07:05,310 --> 00:07:07,200 GUY WHITE: New question. 189 00:07:07,200 --> 00:07:10,500 New question is, where did you grow up? 190 00:07:10,500 --> 00:07:12,150 Where did you grow up? 191 00:07:12,150 --> 00:07:13,470 And did you like it? 192 00:07:13,470 --> 00:07:15,730 Where did you grow up, and did you like it? 193 00:07:15,730 --> 00:07:16,230 Go ahead. 194 00:07:16,230 --> 00:07:18,660 Talk to your partner. 195 00:07:18,660 --> 00:07:20,400 And silent snake. 196 00:07:20,400 --> 00:07:22,080 A silent snake says what? 197 00:07:22,080 --> 00:07:27,220 198 00:07:27,220 --> 00:07:28,240 You taught me. 199 00:07:28,240 --> 00:07:31,120 Like this? 200 00:07:31,120 --> 00:07:33,182 Is this like a silent snake, like this? 201 00:07:33,182 --> 00:07:35,834 202 00:07:35,834 --> 00:07:38,590 This is like a duck. 203 00:07:38,590 --> 00:07:39,370 Very good. 204 00:07:39,370 --> 00:07:40,270 OK. 205 00:07:40,270 --> 00:07:41,740 So, excellent. 206 00:07:41,740 --> 00:07:42,810 So you've met each other. 207 00:07:42,810 --> 00:07:43,810 You now know each other. 208 00:07:43,810 --> 00:07:45,520 You have many friends now. 209 00:07:45,520 --> 00:07:47,090 So why, of course-- 210 00:07:47,090 --> 00:07:48,820 and so now we have one more question. 211 00:07:48,820 --> 00:07:54,250 A very important question for me is, I want you to look at this partner. 212 00:07:54,250 --> 00:07:55,810 Now, is there a game-- 213 00:07:55,810 --> 00:07:56,980 is there a game-- 214 00:07:56,980 --> 00:07:58,660 where is it? 215 00:07:58,660 --> 00:08:01,210 I only know it by its English name. 216 00:08:01,210 --> 00:08:04,305 But do you know a game called [NON-ENGLISH SPEECH]?? 217 00:08:04,305 --> 00:08:04,930 AUDIENCE: Yeah! 218 00:08:04,930 --> 00:08:06,600 GUY WHITE: Yeah, OK. 219 00:08:06,600 --> 00:08:08,560 OK, so rock, paper, scissors, OK? 220 00:08:08,560 --> 00:08:13,480 So what I'd like you to do is I'd like you to best two out of three, right? 221 00:08:13,480 --> 00:08:15,050 And I want to see who wins. 222 00:08:15,050 --> 00:08:17,320 Here's the question I want you to answer. 223 00:08:17,320 --> 00:08:22,868 The question is, what is your favorite part about being a teacher? 224 00:08:22,868 --> 00:08:24,160 Go ahead, look at your partner. 225 00:08:24,160 --> 00:08:27,880 226 00:08:27,880 --> 00:08:29,410 Go ahead and play. 227 00:08:29,410 --> 00:08:31,332 Go ahead and play [NON-ENGLISH SPEECH]. 228 00:08:31,332 --> 00:08:32,665 Just figure out who talks first. 229 00:08:32,665 --> 00:08:35,530 230 00:08:35,530 --> 00:08:36,580 All right. 231 00:08:36,580 --> 00:08:40,390 And if you will, go ahead and turn and face me. 232 00:08:40,390 --> 00:08:43,299 Silent snake. 233 00:08:43,299 --> 00:08:45,880 Very-- very good. 234 00:08:45,880 --> 00:08:47,020 You've taught me something. 235 00:08:47,020 --> 00:08:48,880 Thank you. 236 00:08:48,880 --> 00:08:51,580 I want to say, you've been teaching me for six months. 237 00:08:51,580 --> 00:08:52,720 My heart is so full. 238 00:08:52,720 --> 00:08:53,480 Thank you. 239 00:08:53,480 --> 00:08:54,740 And so-- thank you. 240 00:08:54,740 --> 00:08:57,790 And so this is a very special partner with you 241 00:08:57,790 --> 00:09:01,330 because what you are going to do with this partner, 242 00:09:01,330 --> 00:09:06,130 later today, you're going to have a special mission with this partner. 243 00:09:06,130 --> 00:09:09,640 Later on today, you're going to be walking down the hall. 244 00:09:09,640 --> 00:09:11,440 You're going to be going to a meal. 245 00:09:11,440 --> 00:09:12,880 You'll be going to lunch. 246 00:09:12,880 --> 00:09:17,800 And you two, you and your partner, will see each other. 247 00:09:17,800 --> 00:09:20,680 And this is a very important moment because what 248 00:09:20,680 --> 00:09:23,770 I'd like you and your partner to do, if you touch, you could-- 249 00:09:23,770 --> 00:09:26,770 if you can touch, I want you to make a secret handshake, OK? 250 00:09:26,770 --> 00:09:28,180 Secret handshake. 251 00:09:28,180 --> 00:09:31,630 OK, if you can't touch, maybe a secret dance. 252 00:09:31,630 --> 00:09:32,480 OK. 253 00:09:32,480 --> 00:09:35,442 All right, go ahead, make up your secret handshake with your partner. 254 00:09:35,442 --> 00:09:37,150 Turn back to a partner, secret handshake. 255 00:09:37,150 --> 00:09:40,680 256 00:09:40,680 --> 00:09:41,535 Go home. 257 00:09:41,535 --> 00:09:49,010 258 00:09:49,010 --> 00:09:50,220 Go home, birds. 259 00:09:50,220 --> 00:09:56,500 260 00:09:56,500 --> 00:09:59,320 If your friend is just standing there, say go home, friend. 261 00:09:59,320 --> 00:09:59,965 Go home. 262 00:09:59,965 --> 00:10:04,190 263 00:10:04,190 --> 00:10:07,460 Thank you, thank you, thank you. 264 00:10:07,460 --> 00:10:10,410 Good job. 265 00:10:10,410 --> 00:10:14,330 And at the end of this row, there are papers. 266 00:10:14,330 --> 00:10:16,160 Take one and pass it down. 267 00:10:16,160 --> 00:10:18,380 At the end of this row, there are papers. 268 00:10:18,380 --> 00:10:20,278 Go ahead and take one and pass it down. 269 00:10:20,278 --> 00:10:21,320 Same thing with you, sir. 270 00:10:21,320 --> 00:10:22,790 Take one paper-- pass it down. 271 00:10:22,790 --> 00:10:23,510 Yes, this paper. 272 00:10:23,510 --> 00:10:25,020 Yeah, one paper, pass it down. 273 00:10:25,020 --> 00:10:25,520 Very good. 274 00:10:25,520 --> 00:10:26,353 Same thing with you. 275 00:10:26,353 --> 00:10:26,895 Yes, exactly. 276 00:10:26,895 --> 00:10:28,353 Everyone will get a piece of paper. 277 00:10:28,353 --> 00:10:29,360 Papers coming your way. 278 00:10:29,360 --> 00:10:30,230 Wonderful, team. 279 00:10:30,230 --> 00:10:31,740 I am so happy again. 280 00:10:31,740 --> 00:10:38,150 So you are here today for you. 281 00:10:38,150 --> 00:10:42,480 You are here today for your family. 282 00:10:42,480 --> 00:10:45,710 You are also here for your students. 283 00:10:45,710 --> 00:10:48,500 And something that I believe as a teacher 284 00:10:48,500 --> 00:10:51,170 is that every student can learn. 285 00:10:51,170 --> 00:10:53,270 Every student can learn. 286 00:10:53,270 --> 00:10:54,770 Every student can learn. 287 00:10:54,770 --> 00:10:56,660 Do you believe that every student can learn? 288 00:10:56,660 --> 00:10:57,350 AUDIENCE: Yeah. 289 00:10:57,350 --> 00:10:58,058 GUY WHITE: Right. 290 00:10:58,058 --> 00:11:00,260 You and I have that in common. 291 00:11:00,260 --> 00:11:06,110 However, every student has their own challenges, right? 292 00:11:06,110 --> 00:11:08,240 They have their life at home. 293 00:11:08,240 --> 00:11:12,020 They have the legacy of their family. 294 00:11:12,020 --> 00:11:18,170 And it takes a lot of effort to help them rise up even when 295 00:11:18,170 --> 00:11:20,450 they're in a lot of difficulty. 296 00:11:20,450 --> 00:11:24,110 And that is what pedagogy is. 297 00:11:24,110 --> 00:11:30,770 Pedagogy is the chance for you to raise a student, 298 00:11:30,770 --> 00:11:35,900 to bring a student from where they are when they found you to where 299 00:11:35,900 --> 00:11:39,530 they can be through your assistance. 300 00:11:39,530 --> 00:11:41,960 The student needs to work, right? 301 00:11:41,960 --> 00:11:45,900 But of course, we as teachers, we work so hard for our students. 302 00:11:45,900 --> 00:11:49,190 We're willing to do almost anything for our students. 303 00:11:49,190 --> 00:11:51,980 I've known teachers that get to the school 304 00:11:51,980 --> 00:11:56,570 before the sun comes up and leaves when the sun goes down. 305 00:11:56,570 --> 00:12:00,680 I have known teachers that have taken students into their home, given them 306 00:12:00,680 --> 00:12:03,560 food, given them clothing because they just 307 00:12:03,560 --> 00:12:06,230 know that if they invest into that student, 308 00:12:06,230 --> 00:12:09,110 they are going to get something far greater 309 00:12:09,110 --> 00:12:11,870 than if that student never encountered you as a teacher. 310 00:12:11,870 --> 00:12:17,690 So number one, I believe that every student has a future. 311 00:12:17,690 --> 00:12:23,960 But no student, no student gets anywhere without a teacher, right? 312 00:12:23,960 --> 00:12:25,310 Do you agree with that? 313 00:12:25,310 --> 00:12:27,590 No one gets anywhere without a teacher. 314 00:12:27,590 --> 00:12:30,470 And that's what pedagogy is all about pedagogy. 315 00:12:30,470 --> 00:12:36,200 Pedagogy is the act of you facilitating their learning. 316 00:12:36,200 --> 00:12:38,180 You're not doing the job for them. 317 00:12:38,180 --> 00:12:41,480 But the student isn't carrying everything on their back. 318 00:12:41,480 --> 00:12:45,240 Some teachers-- you know many teachers where the teachers will say, 319 00:12:45,240 --> 00:12:49,880 well, it's the job of the student to learn, which is true. 320 00:12:49,880 --> 00:12:52,790 It's part of the job of the student to learn. 321 00:12:52,790 --> 00:12:57,570 But schools were not built for teachers. 322 00:12:57,570 --> 00:12:59,820 Schools were not built for teachers. 323 00:12:59,820 --> 00:13:03,830 Schools were not built for principals or administrators. 324 00:13:03,830 --> 00:13:06,570 Schools were built for students. 325 00:13:06,570 --> 00:13:08,330 And I want you to think back in your mind 326 00:13:08,330 --> 00:13:11,930 right now about a teacher, a teacher that invested 327 00:13:11,930 --> 00:13:15,570 their time and their heart into you. 328 00:13:15,570 --> 00:13:18,270 I want you to think about, without that teacher, 329 00:13:18,270 --> 00:13:20,800 you probably would not be where you are today. 330 00:13:20,800 --> 00:13:22,270 So that's what we're going to be talking about today. 331 00:13:22,270 --> 00:13:23,820 We're going to be talking about pedagogy. 332 00:13:23,820 --> 00:13:26,320 We're going to be talking about the instructional strategies 333 00:13:26,320 --> 00:13:31,650 that you can use to help students learn, to facilitate their learning 334 00:13:31,650 --> 00:13:32,940 and reach a higher level. 335 00:13:32,940 --> 00:13:34,860 And of course, I'll send you all these slides. 336 00:13:34,860 --> 00:13:38,670 And I'm also going to be talking about some of the CS50 teaching values 337 00:13:38,670 --> 00:13:41,340 that you've been exposed to that you might 338 00:13:41,340 --> 00:13:45,000 decide to take on into your classroom from this point forward. 339 00:13:45,000 --> 00:13:47,730 Does that sound like a good plan for today? 340 00:13:47,730 --> 00:13:48,290 Thank you. 341 00:13:48,290 --> 00:13:48,790 OK. 342 00:13:48,790 --> 00:13:52,290 So what I'd like to do is, I'd like to introduce you to your piece of paper. 343 00:13:52,290 --> 00:13:54,373 Everyone, take your piece of paper and hold it up. 344 00:13:54,373 --> 00:13:55,710 Let me see your piece of paper. 345 00:13:55,710 --> 00:13:56,423 All right, good. 346 00:13:56,423 --> 00:13:58,590 So what we're going to be doing is we're going to be 347 00:13:58,590 --> 00:14:01,140 creating what's called a KWL chart. 348 00:14:01,140 --> 00:14:03,900 Has anyone ever created a KWL chart before? 349 00:14:03,900 --> 00:14:04,938 Oh, this is brand new. 350 00:14:04,938 --> 00:14:05,730 This is good stuff. 351 00:14:05,730 --> 00:14:06,300 OK. 352 00:14:06,300 --> 00:14:11,250 So what you're going to do is you're going to fold your paper. 353 00:14:11,250 --> 00:14:13,380 In the United States, we call this a burrito. 354 00:14:13,380 --> 00:14:15,320 What do you call it? 355 00:14:15,320 --> 00:14:16,630 A what? 356 00:14:16,630 --> 00:14:17,880 AUDIENCE: [NON-ENGLISH SPEECH] 357 00:14:17,880 --> 00:14:19,005 GUY WHITE: No, no. 358 00:14:19,005 --> 00:14:19,710 Like a food. 359 00:14:19,710 --> 00:14:21,840 What food is this like when you fold it three ways? 360 00:14:21,840 --> 00:14:27,510 AUDIENCE: [INAUDIBLE] lapis. 361 00:14:27,510 --> 00:14:28,380 GUY WHITE: Lapis? 362 00:14:28,380 --> 00:14:29,140 Lapis? 363 00:14:29,140 --> 00:14:31,430 OK. 364 00:14:31,430 --> 00:14:33,050 OK. 365 00:14:33,050 --> 00:14:36,800 So you fold it in three columns like this, right? 366 00:14:36,800 --> 00:14:38,030 All right, three columns. 367 00:14:38,030 --> 00:14:40,370 This is called a KWL chart. 368 00:14:40,370 --> 00:14:42,470 Very good. 369 00:14:42,470 --> 00:14:46,700 I get to learn a lot about you as a teacher as you fold this paper. 370 00:14:46,700 --> 00:14:49,130 Some of you are like, what paper? 371 00:14:49,130 --> 00:14:50,060 This is good. 372 00:14:50,060 --> 00:14:50,960 Very good. 373 00:14:50,960 --> 00:14:55,080 And if you would, at the top of your KWL chart, at the top, 374 00:14:55,080 --> 00:14:58,310 go ahead and in the columns at the top, let's write down these things. 375 00:14:58,310 --> 00:15:00,560 On the first column, let's write down the word "know." 376 00:15:00,560 --> 00:15:08,800 That's the K. No, K-N-O-W, K-N-O-W. I want you to write down what are 377 00:15:08,800 --> 00:15:11,770 the-- and so this is a place where you're going to write down-- 378 00:15:11,770 --> 00:15:15,020 in a few minutes, not yet-- you're going to write down some of the things that 379 00:15:15,020 --> 00:15:18,880 you know already about computer science and teaching computer science. 380 00:15:18,880 --> 00:15:20,470 These are your specialties. 381 00:15:20,470 --> 00:15:23,200 These are the things that you know really well. 382 00:15:23,200 --> 00:15:28,540 The second part of the KWL chart is the W, which is the "want to know," 383 00:15:28,540 --> 00:15:31,210 the "want to know." 384 00:15:31,210 --> 00:15:34,090 That is, the things you want to find out today 385 00:15:34,090 --> 00:15:37,250 or maybe the things you want to find out in the future because like I said, 386 00:15:37,250 --> 00:15:38,720 this is not the end of the journey. 387 00:15:38,720 --> 00:15:41,920 This is the beginning because in the coming weeks and months, 388 00:15:41,920 --> 00:15:43,870 you are a community now. 389 00:15:43,870 --> 00:15:45,460 You're a community of teachers. 390 00:15:45,460 --> 00:15:48,940 Your contact with each other is going to be beyond today. 391 00:15:48,940 --> 00:15:52,210 You're going to speak-- you're like a graduating class, right? 392 00:15:52,210 --> 00:15:55,040 And you will speak to each other for a very long time. 393 00:15:55,040 --> 00:15:58,310 So these are the things you want to know through our time together today. 394 00:15:58,310 --> 00:16:02,980 And at the end of today, you might write down what you've learned. 395 00:16:02,980 --> 00:16:05,300 What did I learn in the day? 396 00:16:05,300 --> 00:16:09,010 So this tool is like a reflection throughout the day. 397 00:16:09,010 --> 00:16:11,080 What do I know already? 398 00:16:11,080 --> 00:16:13,000 What do I want to know? 399 00:16:13,000 --> 00:16:16,030 And what did I learn through the day? 400 00:16:16,030 --> 00:16:18,360 If you would, write down one thing, in your language. 401 00:16:18,360 --> 00:16:19,360 I'm not collecting this. 402 00:16:19,360 --> 00:16:22,300 But go ahead, and right now, go ahead and write down 403 00:16:22,300 --> 00:16:24,880 one thing you want to know today. 404 00:16:24,880 --> 00:16:28,310 What is one thing in the middle column you want to know today? 405 00:16:28,310 --> 00:16:31,588 What do you want to know today? 406 00:16:31,588 --> 00:16:34,630 And what I'm going to do is I'm going to come around with the microphone, 407 00:16:34,630 --> 00:16:36,338 and I'm going to give you the opportunity 408 00:16:36,338 --> 00:16:38,200 to share one thing you want to know. 409 00:16:38,200 --> 00:16:40,800 I'm going to hear from three people. 410 00:16:40,800 --> 00:16:42,450 What do you want to know? 411 00:16:42,450 --> 00:16:43,950 Do you want to share? 412 00:16:43,950 --> 00:16:46,810 What do you want to know? 413 00:16:46,810 --> 00:16:49,362 AUDIENCE: I want to know how to be a fun teacher. 414 00:16:49,362 --> 00:16:50,320 GUY WHITE: Fun teacher. 415 00:16:50,320 --> 00:16:51,040 I love that. 416 00:16:51,040 --> 00:16:54,190 How many of you want to be a fun teacher and learn how to be a fun teacher? 417 00:16:54,190 --> 00:16:54,790 Excellent. 418 00:16:54,790 --> 00:16:56,980 Who else would like to share what they want to know? 419 00:16:56,980 --> 00:16:58,770 Yes, sir. 420 00:16:58,770 --> 00:17:01,020 AUDIENCE: I want to know how to make students fun when 421 00:17:01,020 --> 00:17:03,553 they're learning computer science. 422 00:17:03,553 --> 00:17:04,470 GUY WHITE: Absolutely. 423 00:17:04,470 --> 00:17:08,099 And how many of you want to make computer science also fun? 424 00:17:08,099 --> 00:17:08,760 Yes, OK. 425 00:17:08,760 --> 00:17:09,839 Let's do one more. 426 00:17:09,839 --> 00:17:10,770 Who else would like-- 427 00:17:10,770 --> 00:17:11,369 OK, yes. 428 00:17:11,369 --> 00:17:12,750 Can you speak loud for us, sir? 429 00:17:12,750 --> 00:17:15,810 430 00:17:15,810 --> 00:17:17,319 Instructional design for your class. 431 00:17:17,319 --> 00:17:19,319 How many of you want to know about instructional design for your class? 432 00:17:19,319 --> 00:17:19,845 Perfect. 433 00:17:19,845 --> 00:17:20,970 You are in the right place. 434 00:17:20,970 --> 00:17:23,950 We're definitely going to be doing that together in the next 30 minutes. 435 00:17:23,950 --> 00:17:26,980 So what I'd like to do is I'd like to go into a short lecture portion today. 436 00:17:26,980 --> 00:17:27,869 So here's what we're going to do. 437 00:17:27,869 --> 00:17:29,970 We're going to have a very small period of time 438 00:17:29,970 --> 00:17:31,830 where I'm going to be talking to you, very short, 439 00:17:31,830 --> 00:17:33,960 and then we're going to be going into another group activity. 440 00:17:33,960 --> 00:17:36,502 And then we're going to be finishing off in one final closure 441 00:17:36,502 --> 00:17:37,900 together in about 30 minutes. 442 00:17:37,900 --> 00:17:39,900 So let's talk about pedagogy for a little while. 443 00:17:39,900 --> 00:17:42,900 Keep in mind these slides will be made available to you after our time 444 00:17:42,900 --> 00:17:43,630 together. 445 00:17:43,630 --> 00:17:47,400 As I mentioned, pedagogy is the process-- 446 00:17:47,400 --> 00:17:49,680 it's facilitating the process. 447 00:17:49,680 --> 00:17:52,530 That is, you are like a coach. 448 00:17:52,530 --> 00:17:57,150 You are like a mentor, right? 449 00:17:57,150 --> 00:18:01,050 For example, in my home, when my children 450 00:18:01,050 --> 00:18:06,270 are learning how to sweep the floor, I could be like the teacher who says, 451 00:18:06,270 --> 00:18:09,000 go sweep the floor. 452 00:18:09,000 --> 00:18:10,500 And then they don't sweep the floor. 453 00:18:10,500 --> 00:18:11,910 Why didn't you sweep-- 454 00:18:11,910 --> 00:18:13,950 why didn't you sweep the floor? 455 00:18:13,950 --> 00:18:15,150 And then I get angry-- 456 00:18:15,150 --> 00:18:15,870 sweep the floor. 457 00:18:15,870 --> 00:18:17,670 But they don't know how to sweep the floor. 458 00:18:17,670 --> 00:18:18,795 They've never learned that. 459 00:18:18,795 --> 00:18:20,350 My children maybe didn't learn that. 460 00:18:20,350 --> 00:18:24,900 But the mentor, the facilitator, what would the mentor-facilitator do? 461 00:18:24,900 --> 00:18:29,580 They would pick up the broom themselves and say, look at me, baby. 462 00:18:29,580 --> 00:18:30,600 This is how you sweep. 463 00:18:30,600 --> 00:18:33,270 I make my sweeping dance. 464 00:18:33,270 --> 00:18:39,060 And then they say, oh, the sweeping dance looks so much fun. 465 00:18:39,060 --> 00:18:40,560 So you give them a broom too. 466 00:18:40,560 --> 00:18:43,740 And then you do the sweeping dance together, right? 467 00:18:43,740 --> 00:18:46,080 And then you both are having fun together. 468 00:18:46,080 --> 00:18:47,700 And they learn something. 469 00:18:47,700 --> 00:18:48,630 It's the same thing. 470 00:18:48,630 --> 00:18:51,960 They learned the same thing, but this time, you are part of it 471 00:18:51,960 --> 00:18:58,470 because you are a mentor, a facilitator, not just a lecturer. 472 00:18:58,470 --> 00:19:00,450 You can watch a lecturer on YouTube. 473 00:19:00,450 --> 00:19:01,410 Right. 474 00:19:01,410 --> 00:19:02,400 Exactly. 475 00:19:02,400 --> 00:19:06,280 Facilitates learning-- lectures are important too, though. 476 00:19:06,280 --> 00:19:08,520 I want to talk about the levels of learning. 477 00:19:08,520 --> 00:19:10,470 If you think about-- 478 00:19:10,470 --> 00:19:12,060 same example. 479 00:19:12,060 --> 00:19:14,235 My children, the first time they saw a broom, 480 00:19:14,235 --> 00:19:16,620 you know, they saw mommy and daddy using a broom. 481 00:19:16,620 --> 00:19:18,240 It's the first time. 482 00:19:18,240 --> 00:19:19,500 What's the question? 483 00:19:19,500 --> 00:19:22,680 What do they ask the first time they see a broom? 484 00:19:22,680 --> 00:19:24,990 What's a broom, right? 485 00:19:24,990 --> 00:19:28,680 So they want to know-- so this is the first level of learning. 486 00:19:28,680 --> 00:19:38,410 For your students to program an array, you don't say, go do an array. 487 00:19:38,410 --> 00:19:42,170 Instead, what you say is, what is an array? 488 00:19:42,170 --> 00:19:44,480 Here's a picture of an array. 489 00:19:44,480 --> 00:19:49,420 And that's the second level of learning, right, is the area of description. 490 00:19:49,420 --> 00:19:53,230 We describe to our students what the item is. 491 00:19:53,230 --> 00:19:54,100 What is it? 492 00:19:54,100 --> 00:19:55,120 What is an array? 493 00:19:55,120 --> 00:19:56,530 And we show them a picture. 494 00:19:56,530 --> 00:20:00,910 We show them a picture of many yellow blocks of memory 495 00:20:00,910 --> 00:20:03,280 and pieces of memory side by side. 496 00:20:03,280 --> 00:20:04,660 And you know what? 497 00:20:04,660 --> 00:20:07,660 I don't know about you, but the first time I saw that graphic, I'm like, 498 00:20:07,660 --> 00:20:08,800 it's boxes. 499 00:20:08,800 --> 00:20:10,960 I know about boxes, right? 500 00:20:10,960 --> 00:20:12,070 I can do boxes-- 501 00:20:12,070 --> 00:20:13,780 I can do an array. 502 00:20:13,780 --> 00:20:20,320 And then the next level from that, after your students know what an array is 503 00:20:20,320 --> 00:20:23,620 and how to describe an array, then what they can do 504 00:20:23,620 --> 00:20:27,220 is they can perhaps explain it back to you. 505 00:20:27,220 --> 00:20:30,350 They can give you an example of an array. 506 00:20:30,350 --> 00:20:33,130 Here's an array with a 2, a 3, and a 4. 507 00:20:33,130 --> 00:20:40,190 Here's an array with an A, a B, and a C. They can give you back that example. 508 00:20:40,190 --> 00:20:44,050 The next level of learning above that is a very challenging one. 509 00:20:44,050 --> 00:20:47,020 This is the compare and contrast level. 510 00:20:47,020 --> 00:20:50,560 This is similarities and differences, right? 511 00:20:50,560 --> 00:20:53,680 So for example, you learned about an array, 512 00:20:53,680 --> 00:20:55,900 and you learned about a linked list, right? 513 00:20:55,900 --> 00:21:00,610 So this is comparing an array to a linked list. 514 00:21:00,610 --> 00:21:04,970 And this is where the student for the first time says, oh, for an array, 515 00:21:04,970 --> 00:21:09,070 I have to know how big the array is going to be up front, right? 516 00:21:09,070 --> 00:21:11,740 But over here on the linked list, I can make 517 00:21:11,740 --> 00:21:15,470 it as big as I want as long as I have the system resources to grow it. 518 00:21:15,470 --> 00:21:18,010 So at this compare and contrast level, the student 519 00:21:18,010 --> 00:21:20,450 can take their learning a little bit higher. 520 00:21:20,450 --> 00:21:22,210 This is a very high level of learning. 521 00:21:22,210 --> 00:21:25,700 If you stopped here, it's really good. 522 00:21:25,700 --> 00:21:32,150 But you can keep going because on top of this, we have the idea of synthesizing. 523 00:21:32,150 --> 00:21:36,390 Synthesize is where you can not only compare and contrast, 524 00:21:36,390 --> 00:21:40,070 but you can look at many different perspectives 525 00:21:40,070 --> 00:21:43,160 because in C, we have arrays. 526 00:21:43,160 --> 00:21:45,530 And in C, we have linked lists. 527 00:21:45,530 --> 00:21:49,850 But in Python, we have what? 528 00:21:49,850 --> 00:21:52,490 Dictionaries and lists. 529 00:21:52,490 --> 00:21:56,180 So we can not just compare and contrast, but we can synthesize 530 00:21:56,180 --> 00:21:57,890 all the information together. 531 00:21:57,890 --> 00:22:02,090 And then the highest level of learning that we'll talk about today 532 00:22:02,090 --> 00:22:03,890 is to create something. 533 00:22:03,890 --> 00:22:09,500 By the way, wonderful team, why do you think your last activity in CS50 534 00:22:09,500 --> 00:22:11,280 was a creative final project? 535 00:22:11,280 --> 00:22:13,970 Because it's the highest level of learning 536 00:22:13,970 --> 00:22:17,510 because you have gone through all the levels of learning, and now 537 00:22:17,510 --> 00:22:20,870 you can synthesize it and create something brand new. 538 00:22:20,870 --> 00:22:25,410 539 00:22:25,410 --> 00:22:27,910 So when you're working with your students in your classroom, 540 00:22:27,910 --> 00:22:30,243 you want to make sure you're walking them up this thing. 541 00:22:30,243 --> 00:22:34,340 And as many of you know, some of your students 542 00:22:34,340 --> 00:22:37,800 are going to be down at the bottom, while some students are up 543 00:22:37,800 --> 00:22:40,950 in the middle, and some students are already making products 544 00:22:40,950 --> 00:22:44,730 and selling them on apple.com, right? 545 00:22:44,730 --> 00:22:47,520 Some of your students are like, teacher, go faster. 546 00:22:47,520 --> 00:22:51,330 And some of your students are like, teacher, where are you? 547 00:22:51,330 --> 00:22:55,360 So we help students at different levels. 548 00:22:55,360 --> 00:22:57,780 And what we call that is scaffolding. 549 00:22:57,780 --> 00:23:00,870 And Margaret's going to be talking about this a lot later today. 550 00:23:00,870 --> 00:23:04,950 There are three-- scaffolding, you ever see on the side of the building, 551 00:23:04,950 --> 00:23:08,010 when they're building a building, and they have the scaffolds, 552 00:23:08,010 --> 00:23:11,010 they have the metal pieces that are holding up the building? 553 00:23:11,010 --> 00:23:14,235 They have the places where the workers can stand really up high. 554 00:23:14,235 --> 00:23:15,630 You know the scaffolding? 555 00:23:15,630 --> 00:23:17,220 That's what scaffolding. 556 00:23:17,220 --> 00:23:22,530 Scaffolding is where you can raise certain students up and allow 557 00:23:22,530 --> 00:23:24,450 that student to learn even though they're not 558 00:23:24,450 --> 00:23:26,250 at the same place as other students. 559 00:23:26,250 --> 00:23:28,120 Let me give you a great example. 560 00:23:28,120 --> 00:23:33,210 There are some students that might have missed the array lesson. 561 00:23:33,210 --> 00:23:36,390 They just maybe watched 10 minutes of the array lesson. 562 00:23:36,390 --> 00:23:39,577 And then we have another student that's watched two hours of arrays. 563 00:23:39,577 --> 00:23:42,660 And then you might even have another student that can make arrays all day. 564 00:23:42,660 --> 00:23:44,130 They're really good at it. 565 00:23:44,130 --> 00:23:47,190 What you could do is if you put them all in the same group together, 566 00:23:47,190 --> 00:23:48,960 they can help each other out. 567 00:23:48,960 --> 00:23:51,990 The top student can kind of become the teacher and the mentor. 568 00:23:51,990 --> 00:23:54,690 The middle student is still rising, and the student 569 00:23:54,690 --> 00:23:58,080 who is at the bottom, the student-- this student can learn from the other two 570 00:23:58,080 --> 00:24:00,270 because the other students are patient like them. 571 00:24:00,270 --> 00:24:03,310 There are three ways you can scaffold instruction for your students. 572 00:24:03,310 --> 00:24:07,500 The first is with sensory, sensory. 573 00:24:07,500 --> 00:24:12,480 And by the way, when you walked in today, there's a lot of sensory today. 574 00:24:12,480 --> 00:24:14,730 I was fist bumping as you walked in. 575 00:24:14,730 --> 00:24:16,620 That was showing that I'm welcoming you. 576 00:24:16,620 --> 00:24:19,170 That's a sensory scaffold. 577 00:24:19,170 --> 00:24:22,760 Also when you walked in, what was happening up in the air? 578 00:24:22,760 --> 00:24:24,170 The music, right? 579 00:24:24,170 --> 00:24:26,570 The music, and that is a-- again, that is 580 00:24:26,570 --> 00:24:30,380 a type of scaffolding as well because I'm using your five senses. 581 00:24:30,380 --> 00:24:35,780 Some of you, you burn things in your classroom to make it smell good, right? 582 00:24:35,780 --> 00:24:39,338 Some classrooms smell like a locker room at a gym, right, kind of thing. 583 00:24:39,338 --> 00:24:41,755 You go in the classroom like, mm, this smells like a shoe. 584 00:24:41,755 --> 00:24:45,170 585 00:24:45,170 --> 00:24:49,070 I did not burn any incense here, but that's another type of sensory thing. 586 00:24:49,070 --> 00:24:50,975 Many of you-- 587 00:24:50,975 --> 00:24:52,350 I'll get to that one in a moment. 588 00:24:52,350 --> 00:24:53,990 The next one is graphic. 589 00:24:53,990 --> 00:24:55,910 Graphic is the next one. 590 00:24:55,910 --> 00:24:59,450 And in CS50, we surely use a lot of graphic scaffolding. 591 00:24:59,450 --> 00:25:01,220 We use pictures. 592 00:25:01,220 --> 00:25:06,620 Rather than simply talking all the time, we're showing what we're talking about 593 00:25:06,620 --> 00:25:11,555 because if learning is not tangible, if someone can't see it, touch it, hear 594 00:25:11,555 --> 00:25:14,362 it, only-- if they're only getting it through one of their senses, 595 00:25:14,362 --> 00:25:15,570 it can be really challenging. 596 00:25:15,570 --> 00:25:18,960 So graphic with pictures and things like this is very useful. 597 00:25:18,960 --> 00:25:21,350 That's why there's numbers around the room 598 00:25:21,350 --> 00:25:25,050 that we'll be going to quite shortly. 599 00:25:25,050 --> 00:25:27,450 Similarly, we have interactive. 600 00:25:27,450 --> 00:25:33,790 Notice that when I'm talking to you, I'm not hiding behind here. 601 00:25:33,790 --> 00:25:39,100 602 00:25:39,100 --> 00:25:42,880 I'm not sitting only here. 603 00:25:42,880 --> 00:25:45,580 Instead, you saw me walking up and around. 604 00:25:45,580 --> 00:25:47,740 Sometimes you know that students, they're 605 00:25:47,740 --> 00:25:49,900 having trouble in your classroom, maybe they're 606 00:25:49,900 --> 00:25:54,160 super energetic like they're a little wrestler, like a Hulk, right? 607 00:25:54,160 --> 00:25:56,920 And some of your boys and girls in your class are like Hulks. 608 00:25:56,920 --> 00:26:00,130 You need to walk up to them and be like calm, calm, calm, calm, calm, calm 609 00:26:00,130 --> 00:26:01,330 down. 610 00:26:01,330 --> 00:26:02,260 Calm down. 611 00:26:02,260 --> 00:26:05,860 And we call that-- that interactive is called presence, right? 612 00:26:05,860 --> 00:26:07,450 We're calming down our student. 613 00:26:07,450 --> 00:26:08,080 It's OK. 614 00:26:08,080 --> 00:26:12,160 Sometimes-- I don't know about you, but sometimes I got in trouble in class. 615 00:26:12,160 --> 00:26:15,460 And sometimes I'd be sitting there, and I'd be talking to my friends. 616 00:26:15,460 --> 00:26:19,150 And I'd feel from behind me the eyes of my teacher. 617 00:26:19,150 --> 00:26:24,910 618 00:26:24,910 --> 00:26:28,150 And I would say to my friends, she is behind me, isn't she? 619 00:26:28,150 --> 00:26:30,700 620 00:26:30,700 --> 00:26:32,420 That's the interactive portion. 621 00:26:32,420 --> 00:26:35,560 So when you're in your classroom, you're not just standing behind a desk, 622 00:26:35,560 --> 00:26:36,730 standing behind a podium. 623 00:26:36,730 --> 00:26:40,630 Instead, you're providing the interaction that your students need. 624 00:26:40,630 --> 00:26:43,120 The last thing that I want to talk about is assessment 625 00:26:43,120 --> 00:26:45,580 because some of you, when we think about assessment, 626 00:26:45,580 --> 00:26:49,090 very common when I first began teaching, assessment is testing. 627 00:26:49,090 --> 00:26:51,250 And testing's at the end, right? 628 00:26:51,250 --> 00:26:54,100 Did you learn? 629 00:26:54,100 --> 00:26:57,750 Show me the broom. 630 00:26:57,750 --> 00:27:00,510 But there are three ways you can assess your students. 631 00:27:00,510 --> 00:27:03,390 What you can do is you can do what's called a formative assessment. 632 00:27:03,390 --> 00:27:07,030 A formative assessment is at the beginning. 633 00:27:07,030 --> 00:27:09,520 For example, when you were walking around the classroom 634 00:27:09,520 --> 00:27:12,260 today and talking to each other, I asked questions like, 635 00:27:12,260 --> 00:27:15,220 what is your favorite thing to teach? 636 00:27:15,220 --> 00:27:17,320 What type of teacher would you like to be? 637 00:27:17,320 --> 00:27:18,320 Where did you come from? 638 00:27:18,320 --> 00:27:18,987 Did you like it? 639 00:27:18,987 --> 00:27:22,900 What we're doing is, I'm listening when you're talking, and I'm hearing, 640 00:27:22,900 --> 00:27:25,630 are my students, are they ready for today? 641 00:27:25,630 --> 00:27:27,940 Or are they sleepy, right, and tired? 642 00:27:27,940 --> 00:27:29,770 But no, you're very energetic. 643 00:27:29,770 --> 00:27:32,350 And I'm also listening for how things are going. 644 00:27:32,350 --> 00:27:36,130 For example, when we walked in the room today, many of you 645 00:27:36,130 --> 00:27:37,780 had a really good idea. 646 00:27:37,780 --> 00:27:40,990 You had the Post-it Note that I gave you earlier today. 647 00:27:40,990 --> 00:27:44,430 Take out your Post-it Note and wave it at me. 648 00:27:44,430 --> 00:27:45,072 Yeah. 649 00:27:45,072 --> 00:27:46,780 Good, good, good, good, good, good, good. 650 00:27:46,780 --> 00:27:47,780 OK. 651 00:27:47,780 --> 00:27:50,750 Many of you, when you walked in today-- thank you so much. 652 00:27:50,750 --> 00:27:53,360 Did anyone not get a Post-it Note, by the way? 653 00:27:53,360 --> 00:27:54,470 OK, everyone has one, OK. 654 00:27:54,470 --> 00:27:57,020 If you lost it, that's OK as long as you know your number. 655 00:27:57,020 --> 00:28:00,020 When some of you walked in, you had a good idea. 656 00:28:00,020 --> 00:28:05,670 You already knew that later, I'm going to be sending you to these numbers. 657 00:28:05,670 --> 00:28:08,660 So some of you, I said sit in the first four rows. 658 00:28:08,660 --> 00:28:13,340 And you're like, no, no, I'm going up to number 20 over here. 659 00:28:13,340 --> 00:28:17,150 You say, Mr. Guy, I am way ahead of you. 660 00:28:17,150 --> 00:28:22,430 And so by simply looking at how the understanding is 661 00:28:22,430 --> 00:28:25,550 at the beginning of the lesson, I'm able to see how things are going. 662 00:28:25,550 --> 00:28:28,955 There's also a process assessment that's in the middle of the lesson. 663 00:28:28,955 --> 00:28:34,650 664 00:28:34,650 --> 00:28:36,210 It's at the middle of the lesson. 665 00:28:36,210 --> 00:28:38,590 The middle of the lesson is the process assessment. 666 00:28:38,590 --> 00:28:41,260 And in the middle of the lesson, I might ask-- 667 00:28:41,260 --> 00:28:43,350 so let's say we were learning an array. 668 00:28:43,350 --> 00:28:45,300 And we're halfway through the lesson. 669 00:28:45,300 --> 00:28:47,055 What might I ask my students? 670 00:28:47,055 --> 00:28:49,830 671 00:28:49,830 --> 00:28:53,520 I might ask, what is an array, as a good starting point, right? 672 00:28:53,520 --> 00:28:56,070 And see-- if we're halfway through the lesson, 673 00:28:56,070 --> 00:28:58,320 they probably should know what an array is. 674 00:28:58,320 --> 00:29:00,090 What else might I ask them? 675 00:29:00,090 --> 00:29:03,740 676 00:29:03,740 --> 00:29:05,530 Can you give me an example of an array? 677 00:29:05,530 --> 00:29:06,790 Fantastic. 678 00:29:06,790 --> 00:29:08,950 Because if they can give an example, then I already 679 00:29:08,950 --> 00:29:12,250 know that they've already defined it and described it. 680 00:29:12,250 --> 00:29:14,802 And now they're explain level, right? 681 00:29:14,802 --> 00:29:18,010 And then you go up to one student, and then before you even ask the question, 682 00:29:18,010 --> 00:29:20,650 the student goes, I make arrays every night. 683 00:29:20,650 --> 00:29:22,120 And you're like, good for you. 684 00:29:22,120 --> 00:29:24,880 685 00:29:24,880 --> 00:29:26,120 Now go teach the class. 686 00:29:26,120 --> 00:29:28,000 I'm going to go get coffee. 687 00:29:28,000 --> 00:29:29,950 And then the last piece-- 688 00:29:29,950 --> 00:29:31,360 you are a fun crowd. 689 00:29:31,360 --> 00:29:33,490 The last piece is the summative assessment. 690 00:29:33,490 --> 00:29:37,840 It's the assessment that happens at the end of the lesson, right? 691 00:29:37,840 --> 00:29:39,620 It's the lesson that happens at the end. 692 00:29:39,620 --> 00:29:43,600 So in CS50, we had a number of summative assessments. 693 00:29:43,600 --> 00:29:45,550 First of all, every single week. 694 00:29:45,550 --> 00:29:48,270 Oh, by the way, before I get to the summative-- 695 00:29:48,270 --> 00:29:51,090 process assessment. 696 00:29:51,090 --> 00:29:57,300 It's, yes, the quizzes, and the quizzes. 697 00:29:57,300 --> 00:30:00,730 And in case CS50x, there's sometimes labs. 698 00:30:00,730 --> 00:30:03,690 This is a place to observe the student, things like this, right? 699 00:30:03,690 --> 00:30:06,690 But then in the summative assessment every single week, 700 00:30:06,690 --> 00:30:08,640 we had the full problem set. 701 00:30:08,640 --> 00:30:10,530 Only one the whole week, right? 702 00:30:10,530 --> 00:30:11,920 Well, many problem sets. 703 00:30:11,920 --> 00:30:13,440 But yeah yeah. 704 00:30:13,440 --> 00:30:15,520 But you get the idea one group of problems. 705 00:30:15,520 --> 00:30:17,970 So a big summative assessment every week. 706 00:30:17,970 --> 00:30:22,950 And then about 2/3 through the course, we 707 00:30:22,950 --> 00:30:26,490 had the test, which is an even bigger assessment. 708 00:30:26,490 --> 00:30:30,360 And then finally, the final assessment is the final project. 709 00:30:30,360 --> 00:30:35,220 And you know what's so interesting is when you look at how your students are 710 00:30:35,220 --> 00:30:39,780 doing along the way, there's very few surprises because the whole way, 711 00:30:39,780 --> 00:30:41,730 you've been walking with them. 712 00:30:41,730 --> 00:30:43,620 They walk into the room, and they're learning 713 00:30:43,620 --> 00:30:46,320 something brand new for the first time. 714 00:30:46,320 --> 00:30:50,310 And then you're walking with them as they're growing in their knowledge. 715 00:30:50,310 --> 00:30:52,588 And then finally, at the end, you're excited with them 716 00:30:52,588 --> 00:30:54,630 because you know they're going to do pretty good. 717 00:30:54,630 --> 00:30:55,800 You hope so. 718 00:30:55,800 --> 00:30:57,960 [LAUGHTER] 719 00:30:57,960 --> 00:30:58,960 And then they do. 720 00:30:58,960 --> 00:31:00,210 And then you get to celebrate. 721 00:31:00,210 --> 00:31:01,918 And then you get start it all over again. 722 00:31:01,918 --> 00:31:04,620 And that's what pedagogy is, is you walking through the learning 723 00:31:04,620 --> 00:31:05,790 cycle with your students. 724 00:31:05,790 --> 00:31:11,490 Pedagogy is not just handing students an assignment and saying, go. 725 00:31:11,490 --> 00:31:14,610 Instead, what you're doing is you're walking with them 726 00:31:14,610 --> 00:31:19,110 during the entire process because you are not just a teacher. 727 00:31:19,110 --> 00:31:21,660 You are a teacher who is a mentor, a teacher who 728 00:31:21,660 --> 00:31:24,750 believes in your students, a teacher who is going to mentor and grow 729 00:31:24,750 --> 00:31:25,920 your students with them. 730 00:31:25,920 --> 00:31:28,260 You're going to be walking with them the whole time. 731 00:31:28,260 --> 00:31:29,310 Isn't that beautiful? 732 00:31:29,310 --> 00:31:33,240 So instructional strategies are the way that you do that. 733 00:31:33,240 --> 00:31:37,890 Instructional strategies are the methods by which you facilitate learning. 734 00:31:37,890 --> 00:31:41,280 So an example of some of the methods is we 735 00:31:41,280 --> 00:31:45,510 might have a partner activity, right? 736 00:31:45,510 --> 00:31:49,050 We did crossing pens or touching fingers, right? 737 00:31:49,050 --> 00:31:50,400 We have one on one. 738 00:31:50,400 --> 00:31:52,440 We have a group activity. 739 00:31:52,440 --> 00:31:55,800 I could put you in groups and have you walk around the room like we will 740 00:31:55,800 --> 00:31:57,120 in a few moments. 741 00:31:57,120 --> 00:32:01,710 Similarly, what I could do, is I could give you a test that's 742 00:32:01,710 --> 00:32:03,060 an instructional strategy. 743 00:32:03,060 --> 00:32:05,370 There are lots of instructional strategies you can use. 744 00:32:05,370 --> 00:32:07,890 At CS50, we use many. 745 00:32:07,890 --> 00:32:09,720 In fact, many of the assessment strategies 746 00:32:09,720 --> 00:32:16,170 we use-- the labs, the quizzes, lecture, problem sets, 747 00:32:16,170 --> 00:32:18,690 you having sectioned together and having opportunity 748 00:32:18,690 --> 00:32:21,640 to interact, breakout rooms, the activities in breakout rooms-- 749 00:32:21,640 --> 00:32:24,870 these are all things that are part of the instructional strategies. 750 00:32:24,870 --> 00:32:30,930 In the physical classroom, there's a lot you can do because you're right there. 751 00:32:30,930 --> 00:32:36,210 And you can change things rather quickly because if the lesson is not going 752 00:32:36,210 --> 00:32:40,320 as planned, do you keep doing the plan? 753 00:32:40,320 --> 00:32:43,260 No, you change the plan, right? 754 00:32:43,260 --> 00:32:44,320 You change the plan. 755 00:32:44,320 --> 00:32:46,530 And that's what you do in pedagogy is you change up 756 00:32:46,530 --> 00:32:49,050 your instructional strategies based upon what you're seeing. 757 00:32:49,050 --> 00:32:52,217 So what we're going to be doing is we're going to be beginning, in a moment, 758 00:32:52,217 --> 00:32:52,950 our gallery walk. 759 00:32:52,950 --> 00:32:56,700 And our gallery walk is perhaps my favorite instructional strategy 760 00:32:56,700 --> 00:32:58,590 to use in a physical room. 761 00:32:58,590 --> 00:33:02,740 It's very difficult to pull off in an online environment. 762 00:33:02,740 --> 00:33:06,480 If you would, if you are number one on your Post-it 763 00:33:06,480 --> 00:33:09,420 Note, a number one, where are my number ones? 764 00:33:09,420 --> 00:33:10,590 All my number ones, show me. 765 00:33:10,590 --> 00:33:11,580 Good, good, good, good, good, good. 766 00:33:11,580 --> 00:33:12,622 Where are my number ones? 767 00:33:12,622 --> 00:33:13,950 Where are my number ones? 768 00:33:13,950 --> 00:33:16,270 Where's my number ones? 769 00:33:16,270 --> 00:33:19,360 K, help-- but do you remember your number? 770 00:33:19,360 --> 00:33:20,360 Good, you're number one. 771 00:33:20,360 --> 00:33:21,318 Good, good, good, good. 772 00:33:21,318 --> 00:33:24,310 OK, so number one, in a moment-- not yet-- 773 00:33:24,310 --> 00:33:27,190 but number one is going to end up right here with your group. 774 00:33:27,190 --> 00:33:28,180 You're going to go find your new group. 775 00:33:28,180 --> 00:33:28,880 Don't move yet. 776 00:33:28,880 --> 00:33:30,010 Don't move your stuff. 777 00:33:30,010 --> 00:33:31,450 Everyone, don't touch your stuff. 778 00:33:31,450 --> 00:33:34,450 779 00:33:34,450 --> 00:33:37,790 Do you have students that watch the clock? 780 00:33:37,790 --> 00:33:39,420 They are looking at the clock. 781 00:33:39,420 --> 00:33:41,280 They're zipping up their backpack. 782 00:33:41,280 --> 00:33:44,076 [LAUGHTER] 783 00:33:44,076 --> 00:33:45,010 784 00:33:45,010 --> 00:33:47,000 They know that lunch is about to happen. 785 00:33:47,000 --> 00:33:50,050 So they're zipping up their backpack, and they're so sneaky about it. 786 00:33:50,050 --> 00:33:50,830 They're like this. 787 00:33:50,830 --> 00:33:53,633 788 00:33:53,633 --> 00:33:55,050 They don't even break eye contact. 789 00:33:55,050 --> 00:33:56,883 They're looking right at you the whole time. 790 00:33:56,883 --> 00:33:59,500 791 00:33:59,500 --> 00:34:01,180 So, stay still. 792 00:34:01,180 --> 00:34:03,053 And then we have group number two is going 793 00:34:03,053 --> 00:34:04,470 to-- where's my group number twos? 794 00:34:04,470 --> 00:34:04,860 Let me see. 795 00:34:04,860 --> 00:34:06,610 Where's twos-- OK, good, good, good, good. 796 00:34:06,610 --> 00:34:08,070 Where's my group number three? 797 00:34:08,070 --> 00:34:08,949 Right here. 798 00:34:08,949 --> 00:34:09,449 Good, good. 799 00:34:09,449 --> 00:34:11,328 Group number fours, where are my fours? 800 00:34:11,328 --> 00:34:12,120 Where are my fours? 801 00:34:12,120 --> 00:34:13,287 It's going to be right here. 802 00:34:13,287 --> 00:34:14,710 Group number five is over here. 803 00:34:14,710 --> 00:34:15,600 Let me see my fives. 804 00:34:15,600 --> 00:34:15,900 Very good. 805 00:34:15,900 --> 00:34:16,400 See? 806 00:34:16,400 --> 00:34:19,498 Notice, by the way, do you notice the scaffolding here? 807 00:34:19,498 --> 00:34:21,540 At the beginning, I said, where's my number ones? 808 00:34:21,540 --> 00:34:25,290 And six of you went, what is a number one? 809 00:34:25,290 --> 00:34:28,397 So by going like this, I'm making sure that you all 810 00:34:28,397 --> 00:34:30,480 are tracking with me during the whole time, right? 811 00:34:30,480 --> 00:34:32,522 You could do this in your classroom all the time. 812 00:34:32,522 --> 00:34:34,380 And then where's my number sixes? 813 00:34:34,380 --> 00:34:35,489 Good. 814 00:34:35,489 --> 00:34:39,630 And then my number sevens are going to be right back here. 815 00:34:39,630 --> 00:34:44,400 Now, my big request is that, look at this row that I'm in right here. 816 00:34:44,400 --> 00:34:46,590 Everyone will be going through this row. 817 00:34:46,590 --> 00:34:49,770 Please do not go on the top row, where the camera is 818 00:34:49,770 --> 00:34:54,610 because I do two things in my life. 819 00:34:54,610 --> 00:34:59,010 If there's ever a glass door, I hit it with my head, right? 820 00:34:59,010 --> 00:34:59,910 Very embarrassing. 821 00:34:59,910 --> 00:35:01,800 The other thing that I do is I trip on cords. 822 00:35:01,800 --> 00:35:03,630 When there's a cord, I'm on the ground. 823 00:35:03,630 --> 00:35:05,505 So please be very careful here. 824 00:35:05,505 --> 00:35:06,630 Let's not go up on the top. 825 00:35:06,630 --> 00:35:08,580 Let's just go straight through here when you go through. 826 00:35:08,580 --> 00:35:09,622 I don't want you to trip. 827 00:35:09,622 --> 00:35:13,060 Where is-- oh, here, I'm going to go down here. 828 00:35:13,060 --> 00:35:14,288 [INAUDIBLE] 829 00:35:14,288 --> 00:35:18,680 830 00:35:18,680 --> 00:35:20,350 Where are my 11s? 831 00:35:20,350 --> 00:35:24,310 11, 11, K, 12. 832 00:35:24,310 --> 00:35:25,240 good. 833 00:35:25,240 --> 00:35:27,580 And then 13s, where are my 13s? 834 00:35:27,580 --> 00:35:28,540 Right here. 835 00:35:28,540 --> 00:35:31,090 14s will be right here. 836 00:35:31,090 --> 00:35:33,100 15s [INAUDIBLE]. 837 00:35:33,100 --> 00:35:34,795 And then 16s. 838 00:35:34,795 --> 00:35:39,600 839 00:35:39,600 --> 00:35:42,870 And then 17s will be right here. 840 00:35:42,870 --> 00:35:45,790 And then 18s will be right here. 841 00:35:45,790 --> 00:35:48,840 19s will be right here. 842 00:35:48,840 --> 00:35:52,190 And 20s-- OK, now, don't move. 843 00:35:52,190 --> 00:35:55,160 [LAUGHTER] 844 00:35:55,160 --> 00:35:57,640 845 00:35:57,640 --> 00:36:01,060 Some of you are so sneaky. 846 00:36:01,060 --> 00:36:01,630 OK. 847 00:36:01,630 --> 00:36:04,990 So what you're going to do is you're going to take only one thing with you. 848 00:36:04,990 --> 00:36:06,100 Two things, actually. 849 00:36:06,100 --> 00:36:08,530 You're going to take your KWL chart. 850 00:36:08,530 --> 00:36:09,460 May I, sir? 851 00:36:09,460 --> 00:36:12,220 Take your KWL chart with you and something to write with. 852 00:36:12,220 --> 00:36:14,140 Here's what you're going to do. 853 00:36:14,140 --> 00:36:23,650 When you get to your station, there is a question at the station. 854 00:36:23,650 --> 00:36:28,570 What I want you to do is I want you to write on my paper, on the big paper. 855 00:36:28,570 --> 00:36:33,700 You and your group are going to make notes and answer the question, OK? 856 00:36:33,700 --> 00:36:37,000 You're going to stay at that station until I say rotate. 857 00:36:37,000 --> 00:36:40,260 When I say rotate, you're going to go up one number. 858 00:36:40,260 --> 00:36:40,760 All right. 859 00:36:40,760 --> 00:36:41,718 So let's test this out. 860 00:36:41,718 --> 00:36:42,890 Go find your number. 861 00:36:42,890 --> 00:36:43,480 Go ahead. 862 00:36:43,480 --> 00:36:49,310 863 00:36:49,310 --> 00:36:52,200 All right, so all eyes on me, please. 864 00:36:52,200 --> 00:36:58,130 So if you are 20, if you are 20, you'll go to number one. 865 00:36:58,130 --> 00:37:01,040 But if you're number one, you'll go to number two. 866 00:37:01,040 --> 00:37:03,920 If you're number seven, you'll go find station eight. 867 00:37:03,920 --> 00:37:05,330 Go walk with your group. 868 00:37:05,330 --> 00:37:07,860 Find the next station, so 10. 869 00:37:07,860 --> 00:37:11,360 [SIDE CONVERSATION] 870 00:37:11,360 --> 00:37:22,630 871 00:37:22,630 --> 00:37:24,638 Oh, by the-- pause, pause, pause, pause. 872 00:37:24,638 --> 00:37:27,590 I have made an error. 873 00:37:27,590 --> 00:37:29,580 OK. 874 00:37:29,580 --> 00:37:32,380 Groups one through 10. 875 00:37:32,380 --> 00:37:36,180 If you are at 10, you go back to one. 876 00:37:36,180 --> 00:37:37,200 If you are at-- 877 00:37:37,200 --> 00:37:41,700 if you are at 20, you go back to 10, or 11. 878 00:37:41,700 --> 00:37:42,360 Go back to 11. 879 00:37:42,360 --> 00:37:44,710 If you are 20, go back to 11. 880 00:37:44,710 --> 00:37:45,910 OK, thank you. 881 00:37:45,910 --> 00:37:49,860 882 00:37:49,860 --> 00:37:53,620 And one last time, eyes on me, please. 883 00:37:53,620 --> 00:37:54,775 Let's do silent snake. 884 00:37:54,775 --> 00:37:58,800 885 00:37:58,800 --> 00:38:02,460 See, this is where, as an instructor, I realized, oh, I made a mistake. 886 00:38:02,460 --> 00:38:03,400 I need to fix it. 887 00:38:03,400 --> 00:38:04,630 So look right here. 888 00:38:04,630 --> 00:38:07,288 So this is one side of the room, right? 889 00:38:07,288 --> 00:38:10,080 If you started here in this activity, you're not going to leave it. 890 00:38:10,080 --> 00:38:12,630 You're going to be going around this side only, right? 891 00:38:12,630 --> 00:38:13,230 OK. 892 00:38:13,230 --> 00:38:17,320 If you were on this side, you're only going to go around this side only, OK? 893 00:38:17,320 --> 00:38:17,820 All right. 894 00:38:17,820 --> 00:38:20,237 Go ahead and find your next place, and go ahead and begin. 895 00:38:20,237 --> 00:38:21,880 Yeah. 896 00:38:21,880 --> 00:38:23,080 Good job, team. 897 00:38:23,080 --> 00:38:25,960 898 00:38:25,960 --> 00:38:27,661 Yay. 899 00:38:27,661 --> 00:38:28,244 AUDIENCE: Yay! 900 00:38:28,244 --> 00:38:30,649 [APPLAUSE] 901 00:38:30,649 --> 00:38:34,980 902 00:38:34,980 --> 00:38:37,620 GUY WHITE: Well, my great hope is that through our time 903 00:38:37,620 --> 00:38:40,440 together today that I've given you a lot of ideas 904 00:38:40,440 --> 00:38:45,700 about how you can make learning around computer science very exciting. 905 00:38:45,700 --> 00:38:48,360 These activities that we've done today, these strategies 906 00:38:48,360 --> 00:38:53,670 can be employed in any lesson, whether you're doing a lesson about math, 907 00:38:53,670 --> 00:38:56,490 whether you're doing a lesson about literature or writing, 908 00:38:56,490 --> 00:38:58,530 whether you're doing a computer science lesson, 909 00:38:58,530 --> 00:39:02,040 these are all universal strategies you can use throughout. 910 00:39:02,040 --> 00:39:04,800 But I'd like to take a moment to talk about those things 911 00:39:04,800 --> 00:39:06,570 that you encountered in CS50. 912 00:39:06,570 --> 00:39:12,650 Some of the values that were behind some of the pedagogy. 913 00:39:12,650 --> 00:39:21,750 A teaching value is a highly regarded principle, a standard of behavior. 914 00:39:21,750 --> 00:39:26,840 For example, a value that I have, personally, 915 00:39:26,840 --> 00:39:28,970 is that every student can learn. 916 00:39:28,970 --> 00:39:33,140 A value that I have is that no student learns anything without a teacher. 917 00:39:33,140 --> 00:39:35,917 That's a personal value, as a teacher. 918 00:39:35,917 --> 00:39:38,000 But I'd like you to think about some of the values 919 00:39:38,000 --> 00:39:41,170 you saw on display in this class as you went through CS50. 920 00:39:41,170 --> 00:39:43,760 921 00:39:43,760 --> 00:39:46,230 You pseudocoded. 922 00:39:46,230 --> 00:39:50,570 That was part of the instruction, but there was a principle 923 00:39:50,570 --> 00:39:53,390 of value behind the pseudocoding. 924 00:39:53,390 --> 00:39:56,840 What do you think the principle, the value was behind pseudocoding? 925 00:39:56,840 --> 00:39:58,730 What's the big idea there? 926 00:39:58,730 --> 00:39:59,750 What do you think? 927 00:39:59,750 --> 00:40:02,705 Why did we do that? 928 00:40:02,705 --> 00:40:04,130 AUDIENCE: Step by step. 929 00:40:04,130 --> 00:40:04,950 GUY WHITE: Right. 930 00:40:04,950 --> 00:40:10,800 The idea that, step by step, and reflecting upon things step by step. 931 00:40:10,800 --> 00:40:14,810 So a value that you could take from our session together today 932 00:40:14,810 --> 00:40:19,250 is that just as you in this class engaged in pseudocoding, and just 933 00:40:19,250 --> 00:40:22,460 as your students will also engage in pseudo coding as you're teaching them, 934 00:40:22,460 --> 00:40:26,060 I'd like you to think about how you can do the same process 935 00:40:26,060 --> 00:40:28,550 with the instruction in your classroom. 936 00:40:28,550 --> 00:40:32,660 Just like you're writing an algorithm, you're writing a program, 937 00:40:32,660 --> 00:40:35,460 and you're making pseudocode for the program, 938 00:40:35,460 --> 00:40:38,540 you can do the same thing for your students with the learning. 939 00:40:38,540 --> 00:40:40,910 You think to yourself, mm, what do my students need 940 00:40:40,910 --> 00:40:42,920 to know when they walk in the room? 941 00:40:42,920 --> 00:40:46,760 How will I know that they know those things when they walk in the room? 942 00:40:46,760 --> 00:40:50,567 What will they have to know each step of the learning along the way? 943 00:40:50,567 --> 00:40:52,400 And as you're looking at the lectures again, 944 00:40:52,400 --> 00:40:54,530 because now you're going to be using, probably-- 945 00:40:54,530 --> 00:40:58,070 you'll probably be using much of our lecture materials and our problem sets 946 00:40:58,070 --> 00:40:59,180 again-- 947 00:40:59,180 --> 00:41:02,640 you're going to be able to look at sort of the pedagogy behind it. 948 00:41:02,640 --> 00:41:04,670 And you'll start asking yourself, hmm, I wonder 949 00:41:04,670 --> 00:41:07,760 why we taught this first and this second and this third. 950 00:41:07,760 --> 00:41:12,390 And you're going to start seeing why the path of learning is that it is. 951 00:41:12,390 --> 00:41:14,390 And you will be deciding on the path of learning 952 00:41:14,390 --> 00:41:16,530 that is best for you and your students. 953 00:41:16,530 --> 00:41:19,820 Another value that I hope that you take with you here today, something 954 00:41:19,820 --> 00:41:21,755 that we talked a lot, is-- 955 00:41:21,755 --> 00:41:26,900 it's interesting, check 50 is a program. 956 00:41:26,900 --> 00:41:30,880 But there's a value, a principle behind check 50. 957 00:41:30,880 --> 00:41:33,250 By the way, we didn't need to do check 50. 958 00:41:33,250 --> 00:41:35,170 We could just do submit 50 only. 959 00:41:35,170 --> 00:41:38,210 One submission, that's it. 960 00:41:38,210 --> 00:41:39,590 But instead, you had check 50. 961 00:41:39,590 --> 00:41:42,260 What's the value behind check 50? 962 00:41:42,260 --> 00:41:47,167 What's the big idea, the principle behind that? 963 00:41:47,167 --> 00:41:48,000 [INTERPOSING VOICES] 964 00:41:48,000 --> 00:41:49,170 AUDIENCE: Make sure it's correct. 965 00:41:49,170 --> 00:41:51,045 GUY WHITE: To make sure it's correct and to-- 966 00:41:51,045 --> 00:41:54,520 AUDIENCE: To compare the [INAUDIBLE],, to compare [INAUDIBLE].. 967 00:41:54,520 --> 00:41:57,007 GUY WHITE: Compare your answer to see if it's-- yes. 968 00:41:57,007 --> 00:41:58,340 AUDIENCE: To do self-assessment. 969 00:41:58,340 --> 00:42:00,950 GUY WHITE: To do the self-assessment, most definitely, 970 00:42:00,950 --> 00:42:03,920 because it's interesting, when you give students the ability 971 00:42:03,920 --> 00:42:08,810 to test their own work and it's simple for them to do, 972 00:42:08,810 --> 00:42:11,300 they give you what you want. 973 00:42:11,300 --> 00:42:14,870 When you give them the way to check their work 974 00:42:14,870 --> 00:42:17,570 and you walk them through that process, then they 975 00:42:17,570 --> 00:42:20,030 are much more likely to give you exactly what you're 976 00:42:20,030 --> 00:42:23,780 wanting because instead of saying, just go do this 977 00:42:23,780 --> 00:42:25,730 and then I'll test you at the end, you're 978 00:42:25,730 --> 00:42:28,430 allowing them to do this self-checking and self-assessment 979 00:42:28,430 --> 00:42:29,940 throughout the entire process. 980 00:42:29,940 --> 00:42:32,810 So likewise, as you go into your classrooms, 981 00:42:32,810 --> 00:42:34,760 you could extend this value to your own. 982 00:42:34,760 --> 00:42:38,150 And you could be checking yourself in a way. 983 00:42:38,150 --> 00:42:40,190 You could be checking your own instruction, 984 00:42:40,190 --> 00:42:44,300 and you can be asking questions-- how do I know that my students are actually 985 00:42:44,300 --> 00:42:47,360 going through this lesson and getting what they're expecting? 986 00:42:47,360 --> 00:42:51,818 And how can I place in their hands the ability 987 00:42:51,818 --> 00:42:53,360 to make sure that their work is good? 988 00:42:53,360 --> 00:42:57,260 But more important, team, it's more important that you as an educator 989 00:42:57,260 --> 00:43:03,110 ask yourself, how do I know that the students are following me well? 990 00:43:03,110 --> 00:43:05,240 How do I know that the students are learning 991 00:43:05,240 --> 00:43:07,010 what I'm expecting them to learn? 992 00:43:07,010 --> 00:43:09,830 Because sometimes, and many times, it doesn't work out. 993 00:43:09,830 --> 00:43:12,020 There were three times during my lesson with you 994 00:43:12,020 --> 00:43:15,050 here today that it wasn't going exactly like I planned 995 00:43:15,050 --> 00:43:16,880 so we had to make an adjustment. 996 00:43:16,880 --> 00:43:18,440 And that's what we do as teachers. 997 00:43:18,440 --> 00:43:21,230 We make adjustments because some days, students, they walk in, 998 00:43:21,230 --> 00:43:22,340 and they're ready. 999 00:43:22,340 --> 00:43:24,930 Some days, they walk in, and they've had a very hard morning. 1000 00:43:24,930 --> 00:43:25,930 And they need your help. 1001 00:43:25,930 --> 00:43:27,350 They need extra help from you. 1002 00:43:27,350 --> 00:43:31,880 So this ability to self-assess is a value that we have really talked about. 1003 00:43:31,880 --> 00:43:33,590 We had this value-- 1004 00:43:33,590 --> 00:43:35,840 it's interesting, you know, debugging. 1005 00:43:35,840 --> 00:43:38,550 It sounds like just a method. 1006 00:43:38,550 --> 00:43:40,280 It's just a part of making a program. 1007 00:43:40,280 --> 00:43:41,905 And yes, it's part of making a program. 1008 00:43:41,905 --> 00:43:45,020 People have been debugging as long as the computers have been around. 1009 00:43:45,020 --> 00:43:48,260 But there's a value behind us teaching you 1010 00:43:48,260 --> 00:43:50,240 about the different methods of debugging. 1011 00:43:50,240 --> 00:43:52,420 What's the value behind debugging? 1012 00:43:52,420 --> 00:43:56,120 1013 00:43:56,120 --> 00:44:00,810 AUDIENCE: You know how to make the right [INAUDIBLE].. 1014 00:44:00,810 --> 00:44:02,420 GUY WHITE: Yes, and yes, sir. 1015 00:44:02,420 --> 00:44:03,420 AUDIENCE: Second chance. 1016 00:44:03,420 --> 00:44:04,795 GUY WHITE: Yeah, a second chance. 1017 00:44:04,795 --> 00:44:08,220 And also, I heard the word over here-- self correction. 1018 00:44:08,220 --> 00:44:11,220 Right, The idea of being able to ask yourself 1019 00:44:11,220 --> 00:44:13,680 questions as you go and make self corrections 1020 00:44:13,680 --> 00:44:17,010 and because there will be times when, as you're working with your-- as you are 1021 00:44:17,010 --> 00:44:20,610 working with your program, you think everything's working perfectly fine, 1022 00:44:20,610 --> 00:44:21,720 but it doesn't work fine. 1023 00:44:21,720 --> 00:44:23,670 And it's the same way with your students. 1024 00:44:23,670 --> 00:44:26,340 Sometimes you'll have to do the debugging with your students 1025 00:44:26,340 --> 00:44:30,000 and figure out, not just debugging a program, but sometimes the learning 1026 00:44:30,000 --> 00:44:33,240 algorithm that you've created, the process you've created in the room-- 1027 00:44:33,240 --> 00:44:35,580 I'm going to do this step, I'm going to do this ste, I'm going to do this-- 1028 00:44:35,580 --> 00:44:37,090 and then it doesn't work. 1029 00:44:37,090 --> 00:44:40,890 And you'll have to figure out, why is there a bug in my teaching, right? 1030 00:44:40,890 --> 00:44:42,730 And you'll have to make the adjustment. 1031 00:44:42,730 --> 00:44:45,690 Another value, a fourth value that we talked about in this course, 1032 00:44:45,690 --> 00:44:49,470 believe it or not, is the idea of rubber duck debugging, right? 1033 00:44:49,470 --> 00:44:52,600 My friend is right here. 1034 00:44:52,600 --> 00:45:00,030 And if you think about it, when I was growing up, the idea of asking myself 1035 00:45:00,030 --> 00:45:03,210 questions about how things were going, that was not something that 1036 00:45:03,210 --> 00:45:04,710 was instilled on me and was a value. 1037 00:45:04,710 --> 00:45:07,120 That came later on in life. 1038 00:45:07,120 --> 00:45:09,310 And so that's why we teach this, in a way, 1039 00:45:09,310 --> 00:45:14,340 is that as much as this is a programming way of getting out an answer, 1040 00:45:14,340 --> 00:45:20,140 behind that, behind that pedagogy is this idea that I can work with myself. 1041 00:45:20,140 --> 00:45:25,000 I can talk with myself, and I can walk through a process myself. 1042 00:45:25,000 --> 00:45:29,010 I can learn if I just have the patience to stick with it. 1043 00:45:29,010 --> 00:45:32,670 Many of you, and I didn't put this on the slide, but many of you 1044 00:45:32,670 --> 00:45:35,940 had a night where you are working on a problem set, 1045 00:45:35,940 --> 00:45:37,680 and it just was not working. 1046 00:45:37,680 --> 00:45:38,630 AUDIENCE: Yeah, yeah. 1047 00:45:38,630 --> 00:45:39,230 Yeah. 1048 00:45:39,230 --> 00:45:41,616 GUY WHITE: And so you decide to go to bed. 1049 00:45:41,616 --> 00:45:42,116 [LAUGHTER] 1050 00:45:42,116 --> 00:45:45,078 AUDIENCE: No, no, no! 1051 00:45:45,078 --> 00:45:45,620 That's right. 1052 00:45:45,620 --> 00:45:46,534 Definitely right. 1053 00:45:46,534 --> 00:45:49,280 1054 00:45:49,280 --> 00:45:53,392 GUY WHITE: But then I've had this experience-- probably all of you 1055 00:45:53,392 --> 00:45:55,100 have had this experience-- where then you 1056 00:45:55,100 --> 00:46:01,400 wake up at, like, 3:00 in the morning and you 1057 00:46:01,400 --> 00:46:03,260 can see linked lists in your brain. 1058 00:46:03,260 --> 00:46:07,460 1059 00:46:07,460 --> 00:46:10,910 And you're thinking, I know how to do the pointer now. 1060 00:46:10,910 --> 00:46:13,700 And so it's another day, and everything's good 1061 00:46:13,700 --> 00:46:15,620 because your mind needs time. 1062 00:46:15,620 --> 00:46:19,340 And just like that, your students' minds need time. 1063 00:46:19,340 --> 00:46:21,530 You need to give them the time to do that. 1064 00:46:21,530 --> 00:46:22,970 And you give them the space. 1065 00:46:22,970 --> 00:46:26,420 Sometimes they don't know how to do that for themselves. 1066 00:46:26,420 --> 00:46:28,340 I think of my precious daughters. 1067 00:46:28,340 --> 00:46:30,290 They are so strong. 1068 00:46:30,290 --> 00:46:32,190 They don't want to cry sometimes. 1069 00:46:32,190 --> 00:46:37,260 And so they're sitting there, and I'll say, do you need to cry? 1070 00:46:37,260 --> 00:46:37,995 And then [SOBS]. 1071 00:46:37,995 --> 00:46:41,250 [LAUGHTER] 1072 00:46:41,250 --> 00:46:46,530 And yes, and sometimes like that with your students, you'll see them stuck. 1073 00:46:46,530 --> 00:46:49,180 And they're like this [GROWLS]. 1074 00:46:49,180 --> 00:46:53,430 And what you can do is you can say, are you stuck with the pointers? 1075 00:46:53,430 --> 00:46:54,180 And they say, yes. 1076 00:46:54,180 --> 00:46:57,700 1077 00:46:57,700 --> 00:46:59,980 And so you can help them through that moment. 1078 00:46:59,980 --> 00:47:05,890 A final value worth mentioning is that play-- that learning, play is learning. 1079 00:47:05,890 --> 00:47:08,000 And learning is play. 1080 00:47:08,000 --> 00:47:12,370 And did you notice how even when you were working with C, 1081 00:47:12,370 --> 00:47:15,350 it was sometimes fun? 1082 00:47:15,350 --> 00:47:19,150 I remember the first time I got that first JPEG file out 1083 00:47:19,150 --> 00:47:20,860 of that raw card file on recover. 1084 00:47:20,860 --> 00:47:22,030 I'm like, I'm a hacker. 1085 00:47:22,030 --> 00:47:24,322 [LAUGHTER] 1086 00:47:24,322 --> 00:47:25,820 1087 00:47:25,820 --> 00:47:29,090 I felt like Neo from The Matrix. 1088 00:47:29,090 --> 00:47:31,470 I'm at my laptop. 1089 00:47:31,470 --> 00:47:33,060 I'm going to conquer the world. 1090 00:47:33,060 --> 00:47:35,964 [LAUGHTER] 1091 00:47:35,964 --> 00:47:37,420 1092 00:47:37,420 --> 00:47:40,900 What you've learned in this class is that you can take this idea of play 1093 00:47:40,900 --> 00:47:43,270 and you can extend it out. 1094 00:47:43,270 --> 00:47:45,520 You can allow your students to have fun and learn 1095 00:47:45,520 --> 00:47:47,702 computer science at the same time. 1096 00:47:47,702 --> 00:47:50,410 I remember my first exposure to computer science in my undergrad, 1097 00:47:50,410 --> 00:47:52,060 I didn't last there long. 1098 00:47:52,060 --> 00:47:54,460 When I arrived to my undergraduate university 1099 00:47:54,460 --> 00:47:57,625 at UC Riverside in California, I remember 1100 00:47:57,625 --> 00:48:01,470 I was part of the incoming class, 245 students, computer science. 1101 00:48:01,470 --> 00:48:03,220 And I remember I went to the dean's office 1102 00:48:03,220 --> 00:48:05,320 because I wasn't doing so well in a class. 1103 00:48:05,320 --> 00:48:10,330 And on the wall was the 1999 graduating class of computer 1104 00:48:10,330 --> 00:48:15,930 science, not 250 people, 22 people. 1105 00:48:15,930 --> 00:48:22,170 So I asked, I said, Mr. Dean, how many students started in 1995? 1106 00:48:22,170 --> 00:48:28,340 And he goes 300, but by 1999, only a few remained-- 1107 00:48:28,340 --> 00:48:29,900 20 something remained. 1108 00:48:29,900 --> 00:48:33,990 And in my heart, I knew I was not going to be one of those 22 people. 1109 00:48:33,990 --> 00:48:35,970 So for me, I had to go a different direction. 1110 00:48:35,970 --> 00:48:40,070 But then later on in life, I was able to return back to computer science. 1111 00:48:40,070 --> 00:48:46,370 And now I'm doing OK because my brain has had time. 1112 00:48:46,370 --> 00:48:47,990 And I've had amazing teachers. 1113 00:48:47,990 --> 00:48:52,790 And I've had teachers like I'm asking you to be, mentors. 1114 00:48:52,790 --> 00:48:55,970 And so my hope today, if you get one thing from my time 1115 00:48:55,970 --> 00:49:01,160 together today with you, is for you to be a mentor to your students, 1116 00:49:01,160 --> 00:49:05,240 above all things, not just someone that's telling them things, 1117 00:49:05,240 --> 00:49:09,290 but one that's willing to walk them along to help them learn. 1118 00:49:09,290 --> 00:49:10,970 Can we do this together? 1119 00:49:10,970 --> 00:49:11,757 Yeah, thank you. 1120 00:49:11,757 --> 00:49:12,590 Thank you, everyone. 1121 00:49:12,590 --> 00:49:15,640 [APPLAUSE] 1122 00:49:15,640 --> 00:49:17,000