1 00:00:00,000 --> 00:00:02,260 2 00:00:02,260 --> 00:00:02,890 CARTER: OK. 3 00:00:02,890 --> 00:00:04,280 Well, welcome back, everyone. 4 00:00:04,280 --> 00:00:06,010 And I hope you enjoyed your lunch. 5 00:00:06,010 --> 00:00:08,980 So the next half of this day is about engaging 6 00:00:08,980 --> 00:00:11,260 with educators who have maybe come before you, 7 00:00:11,260 --> 00:00:15,410 who have taught CS50 before, and who have modified it in their own way. 8 00:00:15,410 --> 00:00:16,840 So I hope over the next-- 9 00:00:16,840 --> 00:00:19,930 course of our next two sessions, you get to ask questions and engage 10 00:00:19,930 --> 00:00:23,560 with these folks who know a lot about CS50 and a lot about their own students 11 00:00:23,560 --> 00:00:25,970 and their own classrooms and their own contexts. 12 00:00:25,970 --> 00:00:28,000 So without further ado, let me welcome in Audra 13 00:00:28,000 --> 00:00:29,907 who's come all the way from Utah. 14 00:00:29,907 --> 00:00:30,865 AUDRA YOCOM: Thank you. 15 00:00:30,865 --> 00:00:33,950 [APPLAUSE] 16 00:00:33,950 --> 00:00:34,450 All right. 17 00:00:34,450 --> 00:00:35,350 Who else is nervous? 18 00:00:35,350 --> 00:00:36,190 Whoo! 19 00:00:36,190 --> 00:00:38,845 OK. 20 00:00:38,845 --> 00:00:42,040 Thank you first for the CS50 team for welcoming me here today. 21 00:00:42,040 --> 00:00:45,670 It is definitely an honor to be here to get to talk to all of you 22 00:00:45,670 --> 00:00:48,940 about something I love so much. 23 00:00:48,940 --> 00:00:51,010 As Carter said, my name is Audra Yocom. 24 00:00:51,010 --> 00:00:53,890 I am a computer science and information technology 25 00:00:53,890 --> 00:00:56,920 teacher at Pleasant Grove High School in Pleasant Grove, Utah. 26 00:00:56,920 --> 00:00:59,260 It's about an hour South of Salt Lake. 27 00:00:59,260 --> 00:01:02,930 But I also work at the Success and Education Foundation, 28 00:01:02,930 --> 00:01:07,370 a nonprofit in Utah that works to bridge the gap in education 29 00:01:07,370 --> 00:01:12,050 for opportunities for our students in Utah. 30 00:01:12,050 --> 00:01:13,730 A little bit about my background. 31 00:01:13,730 --> 00:01:18,320 I got my bachelor's degree in technology and engineering education, 32 00:01:18,320 --> 00:01:21,020 earned a certificate in information technology, 33 00:01:21,020 --> 00:01:23,510 recently earned my master's in IT management, 34 00:01:23,510 --> 00:01:25,490 and now I'm working on my admin license. 35 00:01:25,490 --> 00:01:28,400 So I'm slowly working my way through all the universities in Utah. 36 00:01:28,400 --> 00:01:29,930 [LAUGHTER] 37 00:01:29,930 --> 00:01:33,710 One degree and certificate at a time. 38 00:01:33,710 --> 00:01:36,590 When I'm not working, I love to spend time with my doggo. 39 00:01:36,590 --> 00:01:38,630 This is Ellie. 40 00:01:38,630 --> 00:01:41,090 I take way too many pictures of her. 41 00:01:41,090 --> 00:01:46,990 And my nieces made it up on the screen as well because they're adorable too. 42 00:01:46,990 --> 00:01:52,000 I'm going into my ninth year of teaching this August and my third year 43 00:01:52,000 --> 00:01:53,200 at the Foundation. 44 00:01:53,200 --> 00:01:57,332 I love to show my students when I'm introducing myself my school pictures, 45 00:01:57,332 --> 00:01:59,290 just because I think it's fun that I'm an adult 46 00:01:59,290 --> 00:02:01,480 and I still get to have school pictures. 47 00:02:01,480 --> 00:02:09,255 So a lot of people ask me, you know, why are you still teaching 48 00:02:09,255 --> 00:02:10,630 when you work for the Foundation? 49 00:02:10,630 --> 00:02:17,530 And honestly, I just love teaching in the community that I live in 50 00:02:17,530 --> 00:02:19,970 and the connections that I make with my students. 51 00:02:19,970 --> 00:02:27,010 And so I'm going to be sharing a little bit about my teaching experience, 52 00:02:27,010 --> 00:02:30,790 a little bit about my Foundation experience, and how there's crossover. 53 00:02:30,790 --> 00:02:35,470 So I heard some questions earlier about maybe seeing 54 00:02:35,470 --> 00:02:39,140 some examples of how CS50 is incorporated in different situations. 55 00:02:39,140 --> 00:02:41,290 So I hope if you have questions, please ask them. 56 00:02:41,290 --> 00:02:44,020 I'd love to address them. 57 00:02:44,020 --> 00:02:44,830 But yeah. 58 00:02:44,830 --> 00:02:49,930 To get things going, if you wouldn't mind pulling out a device. 59 00:02:49,930 --> 00:02:52,730 You can use your phone or your laptop if you have it. 60 00:02:52,730 --> 00:02:54,250 There's the bit.ly and QR code. 61 00:02:54,250 --> 00:02:56,210 We're going to come back to this. 62 00:02:56,210 --> 00:02:58,820 I'm not going to tell you about it until a little bit later, 63 00:02:58,820 --> 00:03:02,620 but I do want some data once we get to that point in the presentation. 64 00:03:02,620 --> 00:03:06,860 65 00:03:06,860 --> 00:03:08,950 And if you're online, feel free to do it as well. 66 00:03:08,950 --> 00:03:10,615 It'll just make the data even better. 67 00:03:10,615 --> 00:03:20,380 68 00:03:20,380 --> 00:03:21,580 All right. 69 00:03:21,580 --> 00:03:23,350 While you fill that out-- 70 00:03:23,350 --> 00:03:27,050 it doesn't have to be super long. 71 00:03:27,050 --> 00:03:31,492 But now that you know a little bit more about me, I would-- 72 00:03:31,492 --> 00:03:34,450 like I said before, I'm going to share a little bit about my experience 73 00:03:34,450 --> 00:03:37,300 in both the Foundation and in my high school. 74 00:03:37,300 --> 00:03:40,900 I think there's been a lot of awesome technical professional development 75 00:03:40,900 --> 00:03:45,130 happening here, but I want to share maybe a little less technical side 76 00:03:45,130 --> 00:03:45,980 of teaching. 77 00:03:45,980 --> 00:03:48,460 Whether you're a new teacher or an experienced teacher, 78 00:03:48,460 --> 00:03:51,010 I think we're going to find some relatability here. 79 00:03:51,010 --> 00:03:54,760 And I think it's important, especially in the technical classes, where 80 00:03:54,760 --> 00:03:58,600 I feel like we have extra effort for inclusivity 81 00:03:58,600 --> 00:04:02,650 sometimes in those classes, things that I want to make sure we're being 82 00:04:02,650 --> 00:04:04,630 mindful of as teachers and educators. 83 00:04:04,630 --> 00:04:08,220 84 00:04:08,220 --> 00:04:10,970 So I'm going to leave this slide up while I tell a couple stories, 85 00:04:10,970 --> 00:04:14,330 just so that you can see the beautiful faces of who 86 00:04:14,330 --> 00:04:17,870 I get to be with all the time. 87 00:04:17,870 --> 00:04:24,050 My very first year as a teacher, I had a student who came to me 88 00:04:24,050 --> 00:04:26,900 and wanted to start a Minecraft club. 89 00:04:26,900 --> 00:04:31,310 And as a first-year teacher, I could not fathom in my brain 90 00:04:31,310 --> 00:04:37,100 how I could get a video game club approved in a school, right? 91 00:04:37,100 --> 00:04:39,410 So after a little back and forth with the student, 92 00:04:39,410 --> 00:04:43,130 we actually decided we were going to start an autism 93 00:04:43,130 --> 00:04:48,770 club, because this student is autistic and really wanted to just create 94 00:04:48,770 --> 00:04:53,930 a community where anyone could join, whether they were autistic or not, 95 00:04:53,930 --> 00:04:57,210 but a community where everyone could feel celebrated. 96 00:04:57,210 --> 00:04:59,900 And so Minecraft just happened to be something 97 00:04:59,900 --> 00:05:04,790 that we'd probably do a lot of the time, but it ultimately 98 00:05:04,790 --> 00:05:06,320 ended up being an autism club. 99 00:05:06,320 --> 00:05:08,910 And looking back on that first year, I've 100 00:05:08,910 --> 00:05:13,170 always been super proud of that student for putting himself out there, 101 00:05:13,170 --> 00:05:18,810 for wanting to celebrate what was different about him, something 102 00:05:18,810 --> 00:05:21,780 that normally wasn't celebrated in a traditional school setting. 103 00:05:21,780 --> 00:05:26,130 And I didn't realize it at the time, but that was really 104 00:05:26,130 --> 00:05:34,240 a defining moment in my teaching philosophy and my career trajectory. 105 00:05:34,240 --> 00:05:36,300 And so a few years went by. 106 00:05:36,300 --> 00:05:38,250 I changed schools. 107 00:05:38,250 --> 00:05:41,130 But I still happened to be that teacher that 108 00:05:41,130 --> 00:05:45,240 during lunch had a whole bunch of kids in her classroom playing games, right? 109 00:05:45,240 --> 00:05:49,200 I'm sure a lot of you can relate if you are computer teachers like I am. 110 00:05:49,200 --> 00:05:57,360 111 00:05:57,360 --> 00:06:01,890 When people ask me why I became a teacher, 112 00:06:01,890 --> 00:06:04,830 it usually includes something along the lines of, 113 00:06:04,830 --> 00:06:07,380 I want to help students find their aha moment. 114 00:06:07,380 --> 00:06:11,850 There's nothing better I could be spending my time doing, I think, 115 00:06:11,850 --> 00:06:16,020 than helping people discover their capabilities. 116 00:06:16,020 --> 00:06:21,990 And I received the following email one night 117 00:06:21,990 --> 00:06:25,230 when sitting at parent-teacher conference. 118 00:06:25,230 --> 00:06:29,280 If you can't quite read what it says, this is a student of mine who-- 119 00:06:29,280 --> 00:06:33,480 he had been working on this project, this coding project for weeks. 120 00:06:33,480 --> 00:06:36,870 Like, weeks. 121 00:06:36,870 --> 00:06:39,633 It was-- I am so impressed he didn't give up on it. 122 00:06:39,633 --> 00:06:42,300 And sitting at parent-teacher conference, I received this email. 123 00:06:42,300 --> 00:06:44,130 All caps in the subject line. 124 00:06:44,130 --> 00:06:46,080 He was so excited to show it to me. 125 00:06:46,080 --> 00:06:49,470 I couldn't help but send him back a GIF of approval 126 00:06:49,470 --> 00:06:53,870 of being able to see what it was that the student was able to accomplish. 127 00:06:53,870 --> 00:06:59,250 128 00:06:59,250 --> 00:07:01,170 Unfortunately-- ooh. 129 00:07:01,170 --> 00:07:01,680 Sorry. 130 00:07:01,680 --> 00:07:03,330 I'm getting vulnerable with you right now. 131 00:07:03,330 --> 00:07:04,663 That's not the unfortunate part. 132 00:07:04,663 --> 00:07:07,470 133 00:07:07,470 --> 00:07:10,275 A few short weeks later, I received this email. 134 00:07:10,275 --> 00:07:15,510 135 00:07:15,510 --> 00:07:20,760 I redacted it a little bit, just being mindful of our audience online. 136 00:07:20,760 --> 00:07:23,520 137 00:07:23,520 --> 00:07:29,700 But this is the email that informed me that the student had passed away. 138 00:07:29,700 --> 00:07:32,900 Excuse me. 139 00:07:32,900 --> 00:07:38,690 Being in high school, in the environment we currently are in, 140 00:07:38,690 --> 00:07:45,860 I'll kind of let you infer what potentially happened there. 141 00:07:45,860 --> 00:07:50,420 This was the hardest day of my teaching career. 142 00:07:50,420 --> 00:07:54,650 143 00:07:54,650 --> 00:07:58,550 At the student's memorial service, I introduced myself to his mother. 144 00:07:58,550 --> 00:08:03,710 And we'd never formally met, but as soon as she 145 00:08:03,710 --> 00:08:08,810 learned who I was, she immediately told me that my club at school 146 00:08:08,810 --> 00:08:13,100 was one of the only places the student felt connected. 147 00:08:13,100 --> 00:08:16,010 And-- sorry. 148 00:08:16,010 --> 00:08:17,210 I'll be OK in a second. 149 00:08:17,210 --> 00:08:21,380 150 00:08:21,380 --> 00:08:25,280 It was then that I knew what I was doing in my classroom 151 00:08:25,280 --> 00:08:28,250 during lunch with students, letting them have a place to be, 152 00:08:28,250 --> 00:08:31,977 letting them celebrate their differences, 153 00:08:31,977 --> 00:08:33,560 it was way more than I thought it was. 154 00:08:33,560 --> 00:08:37,299 155 00:08:37,299 --> 00:08:40,600 So the Cyber Vikings Club was officially born. 156 00:08:40,600 --> 00:08:43,030 Before that, it was pretty unofficial. 157 00:08:43,030 --> 00:08:47,500 But by giving students a cool-- 158 00:08:47,500 --> 00:08:55,450 a cool name, a club charter, a cool logo, and yes, even letterman jackets, 159 00:08:55,450 --> 00:08:59,000 it just really helped legitimize what we were doing. 160 00:08:59,000 --> 00:09:04,300 And the audience that I serve in my school 161 00:09:04,300 --> 00:09:08,680 is typically the students that maybe don't have an opportunity 162 00:09:08,680 --> 00:09:13,270 to represent their school in a public way, doing something that they love. 163 00:09:13,270 --> 00:09:20,500 And it has just been so much fun, bringing this opportunity to them 164 00:09:20,500 --> 00:09:22,900 and celebrating them and making what they're 165 00:09:22,900 --> 00:09:28,170 doing in the tech world public for their parents, for their peers to see. 166 00:09:28,170 --> 00:09:34,480 And anything that I do at the school, anything tech-related-- you know, 167 00:09:34,480 --> 00:09:36,560 esports, I've talked a little bit about that. 168 00:09:36,560 --> 00:09:37,790 Cyber Vikings. 169 00:09:37,790 --> 00:09:40,310 CS Honor Society, Cyber Vikings. 170 00:09:40,310 --> 00:09:42,470 Coding, Cyber Vikings. 171 00:09:42,470 --> 00:09:44,390 Cybersecurity, Cyber Vikings. 172 00:09:44,390 --> 00:09:45,770 It's all-encompassing. 173 00:09:45,770 --> 00:09:50,690 And we let anybody buy a jacket if they letter in something. 174 00:09:50,690 --> 00:09:52,610 Because this was new, the admin let me pick 175 00:09:52,610 --> 00:09:54,480 the lettering criteria for my students. 176 00:09:54,480 --> 00:09:59,180 So we've got pins for, like I said, esports, 177 00:09:59,180 --> 00:10:01,460 but we also have pins for the Honor Society. 178 00:10:01,460 --> 00:10:06,770 We've also got pins for our digital media specialists, right? 179 00:10:06,770 --> 00:10:10,148 We've got a lot of different roles that we've set up within our club 180 00:10:10,148 --> 00:10:11,315 to help things run smoothly. 181 00:10:11,315 --> 00:10:14,190 182 00:10:14,190 --> 00:10:24,450 Now, people started noticing what I was doing with my students 183 00:10:24,450 --> 00:10:29,790 and that it was working in the sense-- by working, 184 00:10:29,790 --> 00:10:31,470 I mean my classes were full. 185 00:10:31,470 --> 00:10:33,850 My classes were fuller than they had ever been. 186 00:10:33,850 --> 00:10:37,890 And this is why I was fortunate that I had 187 00:10:37,890 --> 00:10:42,150 an administration and a district who supported what I was trying to build. 188 00:10:42,150 --> 00:10:47,160 And this Foundation, I had participated in some programs 189 00:10:47,160 --> 00:10:49,110 that they had done in the past. 190 00:10:49,110 --> 00:10:53,310 They approached me and said, hey, we love what you're doing. 191 00:10:53,310 --> 00:10:55,665 Let's grow this on a statewide level. 192 00:10:55,665 --> 00:11:00,690 Come work with us, and let's bring this to students beyond even your school, 193 00:11:00,690 --> 00:11:02,910 beyond your district, but statewide. 194 00:11:02,910 --> 00:11:05,460 195 00:11:05,460 --> 00:11:07,500 One of the first things I did at the Foundation 196 00:11:07,500 --> 00:11:10,260 was send an email to the CS50 crew to see 197 00:11:10,260 --> 00:11:15,510 if there would be any issues implementing CS50 as part of what we're 198 00:11:15,510 --> 00:11:18,015 offering from a coding perspective. 199 00:11:18,015 --> 00:11:23,210 Fortunately, Bernie gave me the thumbs up and said it was good to go. 200 00:11:23,210 --> 00:11:26,800 So I was super excited because I had been 201 00:11:26,800 --> 00:11:30,400 using the curriculum in my Computer Science Principles course, 202 00:11:30,400 --> 00:11:34,120 and I knew just from my students' reactions 203 00:11:34,120 --> 00:11:39,250 to it and from just their depth of understanding 204 00:11:39,250 --> 00:11:43,000 that they got after taking this course that this 205 00:11:43,000 --> 00:11:46,750 would be such a good fit for trying to equal the playing field in Utah 206 00:11:46,750 --> 00:11:49,000 and getting more students involved in this area. 207 00:11:49,000 --> 00:11:51,800 208 00:11:51,800 --> 00:11:56,680 So with the green light to run CS50 at a-- 209 00:11:56,680 --> 00:11:58,690 kind of in a statewide level, we decided to run 210 00:11:58,690 --> 00:12:02,530 a beta program in the summer of 2022 with about 30 students. 211 00:12:02,530 --> 00:12:07,120 And the engagement in this course was amazing. 212 00:12:07,120 --> 00:12:12,100 That same summer, I did a data request with-- 213 00:12:12,100 --> 00:12:13,990 oh, I missed that slide. 214 00:12:13,990 --> 00:12:16,810 I did a data request with the State Board of Education 215 00:12:16,810 --> 00:12:21,870 and found out that compared to eight years ago 216 00:12:21,870 --> 00:12:24,990 when almost no schools were teaching development courses, 217 00:12:24,990 --> 00:12:28,860 now almost all of the schools in Utah fortunately 218 00:12:28,860 --> 00:12:30,810 were teaching development classes. 219 00:12:30,810 --> 00:12:32,430 And so we were looking at this. 220 00:12:32,430 --> 00:12:34,230 I said earlier the goal of the Foundation 221 00:12:34,230 --> 00:12:38,910 is to fill gaps in the education system. 222 00:12:38,910 --> 00:12:43,170 In that same data request, I noticed that no schools were-- well, 223 00:12:43,170 --> 00:12:47,700 not no schools, but very few schools were teaching cybersecurity courses. 224 00:12:47,700 --> 00:12:50,830 And so philosophically keeping that in mind, 225 00:12:50,830 --> 00:12:55,420 we decided our summer program was going to shift to cybersecurity. 226 00:12:55,420 --> 00:13:00,360 So I was super excited when they announced the CS50 cybersecurity 227 00:13:00,360 --> 00:13:03,150 course that's coming out, but still wanting 228 00:13:03,150 --> 00:13:05,940 to utilize CS50x throughout the school year 229 00:13:05,940 --> 00:13:07,830 in those areas that aren't quite caught up 230 00:13:07,830 --> 00:13:13,080 to teaching a development course yet. 231 00:13:13,080 --> 00:13:16,650 I don't know how familiar you are with Utah. 232 00:13:16,650 --> 00:13:20,280 I teach in the Alpine School District, which is right here, 233 00:13:20,280 --> 00:13:21,295 right in the heart. 234 00:13:21,295 --> 00:13:24,700 235 00:13:24,700 --> 00:13:29,200 Not in size, but in population it is the biggest school district in Utah. 236 00:13:29,200 --> 00:13:35,147 About 80,000 students, which I learned at other conferences, 237 00:13:35,147 --> 00:13:36,355 that is not a large district. 238 00:13:36,355 --> 00:13:37,720 [LAUGHS] 239 00:13:37,720 --> 00:13:40,000 But it is to me. 240 00:13:40,000 --> 00:13:43,180 You can go about an hour in any direction outside of Alpine School 241 00:13:43,180 --> 00:13:48,250 District and you're going to be in these rather large school 242 00:13:48,250 --> 00:13:54,490 districts that are rural Utah and there's farming communities. 243 00:13:54,490 --> 00:13:57,230 There are Native American reservations. 244 00:13:57,230 --> 00:14:04,060 And it is now my job at the Foundation to try and get programming to students 245 00:14:04,060 --> 00:14:08,440 on a statewide level and trying to bridge that gap outside of-- 246 00:14:08,440 --> 00:14:12,100 this whole area, the Wasatch Front right here, 247 00:14:12,100 --> 00:14:18,430 I would say that's where 80% to 90% of people live in Utah. 248 00:14:18,430 --> 00:14:23,290 So really trying to reach into those far corners of the state 249 00:14:23,290 --> 00:14:29,620 to provide these opportunities is the big goal here. 250 00:14:29,620 --> 00:14:33,280 And one of the biggest challenges I face is 251 00:14:33,280 --> 00:14:39,250 in farming communities or areas that are working on their infrastructure 252 00:14:39,250 --> 00:14:44,530 development still, convincing them that letting their kid take a development 253 00:14:44,530 --> 00:14:48,460 course or be on a computer for a long time 254 00:14:48,460 --> 00:14:50,500 can be kind of a hard sell sometimes. 255 00:14:50,500 --> 00:14:55,120 So what we decided to do was-- 256 00:14:55,120 --> 00:14:59,260 the program that I oversee is called Ken Garff Esports, OK? 257 00:14:59,260 --> 00:15:01,480 The purpose of Ken Garff Esports is to enhance 258 00:15:01,480 --> 00:15:05,200 and enrich scholastic experiences through and beyond gaming. 259 00:15:05,200 --> 00:15:10,970 What that means is we're using esports as kind of a hook, if you will, 260 00:15:10,970 --> 00:15:16,120 to get students interested in the tech world. 261 00:15:16,120 --> 00:15:21,205 And then once they're interested as part of the clubs that we run, 262 00:15:21,205 --> 00:15:24,700 now we're going to show them the coding opportunities that 263 00:15:24,700 --> 00:15:26,020 are related to esports. 264 00:15:26,020 --> 00:15:29,110 Now we're going to show them the cybersecurity opportunities, 265 00:15:29,110 --> 00:15:32,140 the digital media opportunities, all the different pathways 266 00:15:32,140 --> 00:15:36,055 that they can go through something that they're already interested in. 267 00:15:36,055 --> 00:15:38,703 268 00:15:38,703 --> 00:15:40,870 Now, I don't know if you have esports at your school 269 00:15:40,870 --> 00:15:42,745 or how much you know about the esports scene, 270 00:15:42,745 --> 00:15:46,030 but please keep in mind where I started this presentation, 271 00:15:46,030 --> 00:15:49,180 with the goal of building connection with students 272 00:15:49,180 --> 00:15:54,718 and meeting them where they're at, like I said, 273 00:15:54,718 --> 00:15:56,260 with something they're interested in. 274 00:15:56,260 --> 00:16:02,410 That's really why my classes I feel like exploded as far as enrollment goes. 275 00:16:02,410 --> 00:16:08,380 And-- [CLEARS THROAT] excuse me. 276 00:16:08,380 --> 00:16:09,830 Just building that connection. 277 00:16:09,830 --> 00:16:12,220 And if it's esports for you, that's awesome. 278 00:16:12,220 --> 00:16:14,710 If it's coding for you, that's awesome, right? 279 00:16:14,710 --> 00:16:18,970 The point is connect with the students and really find 280 00:16:18,970 --> 00:16:21,490 a way to build that rapport with them. 281 00:16:21,490 --> 00:16:23,865 282 00:16:23,865 --> 00:16:24,365 OK. 283 00:16:24,365 --> 00:16:26,930 284 00:16:26,930 --> 00:16:29,840 Now, one of the biggest complaints that we consistently got 285 00:16:29,840 --> 00:16:34,100 was from rural schools and how hard it was for them to travel. 286 00:16:34,100 --> 00:16:35,453 Let me go back one. 287 00:16:35,453 --> 00:16:36,620 Oh, can I go back with this? 288 00:16:36,620 --> 00:16:39,350 289 00:16:39,350 --> 00:16:40,010 Maybe not. 290 00:16:40,010 --> 00:16:44,100 291 00:16:44,100 --> 00:16:47,970 If you recall, I said this was the Wasatch Front 292 00:16:47,970 --> 00:16:50,160 right around here, this area. 293 00:16:50,160 --> 00:16:55,170 We have San Juan School District all the way down 294 00:16:55,170 --> 00:16:58,950 here in this corner of Utah, Washington School District all the way over here 295 00:16:58,950 --> 00:17:00,815 in this corner of Utah. 296 00:17:00,815 --> 00:17:08,310 You can see, this is about, from here to here, a four-hour drive, and from there 297 00:17:08,310 --> 00:17:10,620 to here, about a six-hour drive. 298 00:17:10,620 --> 00:17:14,339 And taking students anywhere on a field trip is quite the endeavor, 299 00:17:14,339 --> 00:17:17,849 let alone a six-hour one-way trip, right? 300 00:17:17,849 --> 00:17:26,670 So what we decided to do to try and increase access for students was we 301 00:17:26,670 --> 00:17:29,130 held regional events throughout the state 302 00:17:29,130 --> 00:17:33,030 at various higher education institutions. 303 00:17:33,030 --> 00:17:36,090 So we've got five different areas throughout the state 304 00:17:36,090 --> 00:17:39,870 that we identified that would help these students get to a higher ed 305 00:17:39,870 --> 00:17:40,600 institution. 306 00:17:40,600 --> 00:17:45,730 And then we have the colleges share with students, here's our coding program. 307 00:17:45,730 --> 00:17:47,705 Here is our cybersecurity program. 308 00:17:47,705 --> 00:17:48,830 Here's our esports program. 309 00:17:48,830 --> 00:17:51,550 If you like that, it's a great club that you can join 310 00:17:51,550 --> 00:17:54,100 to be a part of the college community. 311 00:17:54,100 --> 00:17:58,120 And you know, I've had people tell me that it's 312 00:17:58,120 --> 00:18:02,950 events like this that help them see themselves on a college campus. 313 00:18:02,950 --> 00:18:06,610 And they never-- maybe they never considered going to college 314 00:18:06,610 --> 00:18:08,920 before because they couldn't see themselves there, 315 00:18:08,920 --> 00:18:11,200 or they're a first-generation student who 316 00:18:11,200 --> 00:18:18,100 didn't grow up in a home that had these things as expectations. 317 00:18:18,100 --> 00:18:24,370 Now these regional events, they culminate in a larger statewide event 318 00:18:24,370 --> 00:18:26,410 called the Spring Celebration. 319 00:18:26,410 --> 00:18:30,160 Now, again, I know the name can be a little bit misleading, 320 00:18:30,160 --> 00:18:31,720 Ken Garff Esports. 321 00:18:31,720 --> 00:18:33,640 But remember, this is all-encompassing tech. 322 00:18:33,640 --> 00:18:37,120 So the students will be competing in coding competitions 323 00:18:37,120 --> 00:18:42,910 at the regional event, and then on to the Spring Celebration. 324 00:18:42,910 --> 00:18:45,990 I love showing this picture. 325 00:18:45,990 --> 00:18:51,150 This was our-- this was my first year, and this was in March. 326 00:18:51,150 --> 00:18:53,398 This was my second year. 327 00:18:53,398 --> 00:18:55,690 We're at the Huntsman Center at the University of Utah. 328 00:18:55,690 --> 00:19:01,395 We had over 2,000 students in attendance, and it was a party. 329 00:19:01,395 --> 00:19:03,550 [LAUGHS] It was awesome. 330 00:19:03,550 --> 00:19:07,260 I'm so excited to keep running with that momentum. 331 00:19:07,260 --> 00:19:12,990 And this year-- so last year, we had, I want to say, 332 00:19:12,990 --> 00:19:17,910 78 clubs registered throughout the state. 333 00:19:17,910 --> 00:19:23,680 We just closed applications, and we have, I want to say, 96 this next year. 334 00:19:23,680 --> 00:19:27,660 So like I said, it's a lot of fun. 335 00:19:27,660 --> 00:19:30,150 Excited to keep the momentum going. 336 00:19:30,150 --> 00:19:35,010 337 00:19:35,010 --> 00:19:37,410 Jumping back to my classroom for a second, 338 00:19:37,410 --> 00:19:40,980 this was my three students who participated in Puzzle Day 339 00:19:40,980 --> 00:19:43,000 this last year. 340 00:19:43,000 --> 00:19:44,010 Please note the chaos. 341 00:19:44,010 --> 00:19:50,940 [LAUGHS] We brought in some treats, and it was our first real time 342 00:19:50,940 --> 00:19:52,980 participating in Puzzle Day. 343 00:19:52,980 --> 00:19:57,270 And while we are sitting there, trying-- 344 00:19:57,270 --> 00:20:03,008 racking our brains through these problems, them thinking they-- 345 00:20:03,008 --> 00:20:04,800 I think they went into this-- because these 346 00:20:04,800 --> 00:20:07,290 are three bright-- really bright kids thinking, like, ah, 347 00:20:07,290 --> 00:20:09,403 we'll get this done in an hour. 348 00:20:09,403 --> 00:20:10,695 If you've tried those puzzles-- 349 00:20:10,695 --> 00:20:11,195 [LAUGHS] 350 00:20:11,195 --> 00:20:14,130 351 00:20:14,130 --> 00:20:15,090 But it was so cool. 352 00:20:15,090 --> 00:20:18,570 As we were sitting there and talking, they came up with this idea. 353 00:20:18,570 --> 00:20:25,410 They were like, Ms. Yocom, can we start a coding team? 354 00:20:25,410 --> 00:20:27,720 And I'm like, what? 355 00:20:27,720 --> 00:20:30,660 Can we start a competitive coding team? 356 00:20:30,660 --> 00:20:34,990 And it was such a full circle moment for me 357 00:20:34,990 --> 00:20:40,750 after going through all of this effort to meet them where they're at, 358 00:20:40,750 --> 00:20:44,380 trying to hook them with something super engaging like esports. 359 00:20:44,380 --> 00:20:50,185 Right here, I've got a Rocket League player, a Mario Kart player, 360 00:20:50,185 --> 00:20:53,440 and some Smash players from my Esports team, 361 00:20:53,440 --> 00:20:57,595 and now they're asking me to do a coding team, which I just 362 00:20:57,595 --> 00:20:58,720 thought was super exciting. 363 00:20:58,720 --> 00:21:03,280 And it's going to really raise the level of what 364 00:21:03,280 --> 00:21:05,890 we offer this next year by giving students 365 00:21:05,890 --> 00:21:08,420 an opportunity-- if you recall, I mentioned 366 00:21:08,420 --> 00:21:10,450 most schools are teaching development. 367 00:21:10,450 --> 00:21:12,760 The ones that aren't we want to supplement 368 00:21:12,760 --> 00:21:17,920 with an amazing curriculum like CS50 and now give them 369 00:21:17,920 --> 00:21:19,780 a chance to show off what they can do. 370 00:21:19,780 --> 00:21:23,890 Similar to-- I envision it similar to the hackathons that were talked about 371 00:21:23,890 --> 00:21:29,050 earlier where they have a project and they get a chance to work on it 372 00:21:29,050 --> 00:21:31,660 at the Spring Celebration and then show it off to each other, 373 00:21:31,660 --> 00:21:33,523 show it off to their parents, show it off-- 374 00:21:33,523 --> 00:21:35,440 you know, if you're in Alpine School District, 375 00:21:35,440 --> 00:21:38,800 let's compare to what they're doing down in Washington School District. 376 00:21:38,800 --> 00:21:43,415 And just really have this moment of connectedness 377 00:21:43,415 --> 00:21:46,280 through and beyond gaming. 378 00:21:46,280 --> 00:21:54,900 So going back to this fun form that I asked you to fill out. 379 00:21:54,900 --> 00:21:59,703 380 00:21:59,703 --> 00:22:01,620 Let's go ahead and take a look at the results. 381 00:22:01,620 --> 00:22:11,908 382 00:22:11,908 --> 00:22:13,825 Now's your chance, if you haven't done it yet. 383 00:22:13,825 --> 00:22:20,320 [LAUGHS] Fortunately, Google updates in real time, right? 384 00:22:20,320 --> 00:22:23,800 So just a little fun-- 385 00:22:23,800 --> 00:22:26,170 now that I've told you my story, I wanted 386 00:22:26,170 --> 00:22:29,625 to jump back into my classroom a little bit and share this resource with you, 387 00:22:29,625 --> 00:22:32,390 talking about being connected with students. 388 00:22:32,390 --> 00:22:38,170 This form was born based on a couple things. 389 00:22:38,170 --> 00:22:40,627 You know, I did see Douglas. 390 00:22:40,627 --> 00:22:43,210 If you've watched any of his presentations and what he shared, 391 00:22:43,210 --> 00:22:47,440 it's a little bit inspired by what he does. 392 00:22:47,440 --> 00:22:50,440 I don't know if you love or hate TikTok, but I will say, 393 00:22:50,440 --> 00:22:53,590 TeacherTok has a lot of fun ideas. 394 00:22:53,590 --> 00:22:58,550 And then things that I had tried that did and did not work. 395 00:22:58,550 --> 00:23:00,280 And I ended up with this Google Form. 396 00:23:00,280 --> 00:23:03,640 397 00:23:03,640 --> 00:23:08,380 And let's go to these responses. 398 00:23:08,380 --> 00:23:12,280 This is my bell ringer when I start class. 399 00:23:12,280 --> 00:23:15,820 Students know that they come in and they need to do their daily check-in. 400 00:23:15,820 --> 00:23:19,165 You maybe saw it in the slides or on the form 401 00:23:19,165 --> 00:23:21,790 that they need to do it within the first five minutes of class. 402 00:23:21,790 --> 00:23:23,332 Those are their participation points. 403 00:23:23,332 --> 00:23:25,150 It's just a really good check-in point. 404 00:23:25,150 --> 00:23:29,050 And normally, when it's not an example Google Form, 405 00:23:29,050 --> 00:23:32,290 it does collect their email address so that I can see who it is, right? 406 00:23:32,290 --> 00:23:35,750 And they know that I know who's responding to me. 407 00:23:35,750 --> 00:23:40,570 But very purposefully, I ask them about something 408 00:23:40,570 --> 00:23:42,712 that they're grateful for, right? 409 00:23:42,712 --> 00:23:44,920 Trying to get them out of their own head a little bit 410 00:23:44,920 --> 00:23:48,190 before we jump into some heavy curriculum. 411 00:23:48,190 --> 00:23:51,820 Very purposefully, I ask them kind of a silly question. 412 00:23:51,820 --> 00:23:54,490 What's the best kind of shoe, right? 413 00:23:54,490 --> 00:23:57,070 We should go back and see what the results are. 414 00:23:57,070 --> 00:24:01,893 I'll tell you, sometimes these questions are very controversial. 415 00:24:01,893 --> 00:24:04,310 Not really, but the students like to fight their opinions. 416 00:24:04,310 --> 00:24:10,000 417 00:24:10,000 --> 00:24:11,380 Oh, I didn't make it a graph. 418 00:24:11,380 --> 00:24:13,810 [TSK] Darn it. 419 00:24:13,810 --> 00:24:16,460 JK, we can't look at the results on that one. 420 00:24:16,460 --> 00:24:22,030 But it looks like sneakers from first glance are pretty much winning. 421 00:24:22,030 --> 00:24:25,075 422 00:24:25,075 --> 00:24:27,820 Yeah, I've already beaten myself up about 10 times in my head 423 00:24:27,820 --> 00:24:28,930 for saying um too much. 424 00:24:28,930 --> 00:24:31,510 [LAUGHS] Thank you. 425 00:24:31,510 --> 00:24:35,780 This opportunity right here, this is the most important column. 426 00:24:35,780 --> 00:24:39,430 This is the most important question for this form. 427 00:24:39,430 --> 00:24:41,740 The mood scale is cute and fun. 428 00:24:41,740 --> 00:24:44,383 It's not set up in a way that I can see over time. 429 00:24:44,383 --> 00:24:46,300 Like, that might be a good adjustment to make. 430 00:24:46,300 --> 00:24:49,940 It's not set up that I could see if they picked that they were sad every day. 431 00:24:49,940 --> 00:24:57,270 The thing I'm looking for when I glance at this is this column here. 432 00:24:57,270 --> 00:24:58,680 A lot of kids leave it blank. 433 00:24:58,680 --> 00:25:00,450 That's why it's optional. 434 00:25:00,450 --> 00:25:04,830 But if they say something to me there, I know in my head 435 00:25:04,830 --> 00:25:06,510 I need to email that student. 436 00:25:06,510 --> 00:25:08,550 I need to go sit next to that student. 437 00:25:08,550 --> 00:25:12,348 I need to understand that that assignment's late 438 00:25:12,348 --> 00:25:15,390 because that student's struggling with something that they told me about. 439 00:25:15,390 --> 00:25:20,340 And it's proven a really effective tool for me, 440 00:25:20,340 --> 00:25:24,450 especially when it comes to those who are less comfortable with what 441 00:25:24,450 --> 00:25:30,180 we're doing in class, those who are afraid to speak up and ask 442 00:25:30,180 --> 00:25:32,278 a question, those-- 443 00:25:32,278 --> 00:25:33,570 I don't know if you've watched. 444 00:25:33,570 --> 00:25:37,575 There's a great TED Talk out there. 445 00:25:37,575 --> 00:25:43,110 The lady who started Girls Who Code, she talks about girls 446 00:25:43,110 --> 00:25:51,820 will sit down to code, they will try a couple things, and then delete it. 447 00:25:51,820 --> 00:25:54,130 They would rather call the teacher over and say, 448 00:25:54,130 --> 00:25:58,900 I don't know what to code than to show them something that they've tried 449 00:25:58,900 --> 00:26:01,960 and admit failure. 450 00:26:01,960 --> 00:26:05,980 And something like this, while on the surface 451 00:26:05,980 --> 00:26:09,280 it looks pretty light and kind of funny-- 452 00:26:09,280 --> 00:26:11,950 some might think it's a time killer, which, 453 00:26:11,950 --> 00:26:13,720 it does give me time to do attendance-- 454 00:26:13,720 --> 00:26:16,600 455 00:26:16,600 --> 00:26:21,860 it's a really valuable tool for me to build that connection with my students. 456 00:26:21,860 --> 00:26:24,672 It's really fun when they say something funny, 457 00:26:24,672 --> 00:26:26,380 when I ask them what's the favorite shoe. 458 00:26:26,380 --> 00:26:29,210 Maybe someone would write in something that wasn't an option. 459 00:26:29,210 --> 00:26:33,100 Then I can call that student out and be like, oh, Bobby likes cowboy boots, 460 00:26:33,100 --> 00:26:33,745 you know? 461 00:26:33,745 --> 00:26:37,980 462 00:26:37,980 --> 00:26:40,680 And I just-- I really wanted to share this with you 463 00:26:40,680 --> 00:26:45,750 in connection with that idea of building connection with your students, 464 00:26:45,750 --> 00:26:48,240 building that community with your students 465 00:26:48,240 --> 00:26:51,900 in a technical classroom where sometimes I 466 00:26:51,900 --> 00:26:55,410 think it's easy to forget that side of things. 467 00:26:55,410 --> 00:26:58,790 468 00:26:58,790 --> 00:26:59,290 All right. 469 00:26:59,290 --> 00:27:07,330 470 00:27:07,330 --> 00:27:09,640 And I don't know if you noticed on the form, 471 00:27:09,640 --> 00:27:12,970 I did mention to students that I don't always look at it immediately. 472 00:27:12,970 --> 00:27:18,028 Often what happens is I look at it during my prep period. 473 00:27:18,028 --> 00:27:21,070 So I tell them, if there's something urgent you need to talk to me about, 474 00:27:21,070 --> 00:27:22,340 please email me. 475 00:27:22,340 --> 00:27:24,610 Please talk to somebody else. 476 00:27:24,610 --> 00:27:27,640 And I will look at it during my prep period. 477 00:27:27,640 --> 00:27:29,350 I will update it during my prep period. 478 00:27:29,350 --> 00:27:31,558 If students miss one and they need to make up points, 479 00:27:31,558 --> 00:27:34,720 guess how I keep the content good? 480 00:27:34,720 --> 00:27:38,650 They have to make me a mood scale to make up if they missed one 481 00:27:38,650 --> 00:27:40,180 for their participation points. 482 00:27:40,180 --> 00:27:42,545 So they find it really fun, and then I make 483 00:27:42,545 --> 00:27:45,670 sure that my stuff is relevant because they're making mood scales of things 484 00:27:45,670 --> 00:27:47,590 that they find interesting and funny. 485 00:27:47,590 --> 00:27:50,410 I've got-- I think I've gotten grass. 486 00:27:50,410 --> 00:27:52,840 I've gotten a lot of Star Wars characters. 487 00:27:52,840 --> 00:27:56,900 And it's just really fun to see what they come up with. 488 00:27:56,900 --> 00:27:59,930 But with that, thank you again for having me. 489 00:27:59,930 --> 00:28:04,420 I hope you took away two major things from my presentation. 490 00:28:04,420 --> 00:28:07,730 First, the importance of building connection with students. 491 00:28:07,730 --> 00:28:12,170 And secondly, how a curriculum like CS50, a program like CS50 492 00:28:12,170 --> 00:28:16,670 can be a really great equalizer not only in your classroom, 493 00:28:16,670 --> 00:28:19,590 but throughout a bigger organization, even on a statewide level. 494 00:28:19,590 --> 00:28:20,811 Thank you. 495 00:28:20,811 --> 00:28:24,178 [APPLAUSE] 496 00:28:24,178 --> 00:28:28,510 497 00:28:28,510 --> 00:28:32,065 Any questions or thoughts? 498 00:28:32,065 --> 00:28:34,683 499 00:28:34,683 --> 00:28:36,850 I should have said that before gave you my big talk. 500 00:28:36,850 --> 00:28:38,790 [LAUGHTER] 501 00:28:38,790 --> 00:28:39,760 502 00:28:39,760 --> 00:28:43,390 AUDIENCE: For your regional get-togethers, 503 00:28:43,390 --> 00:28:46,000 do you have programming problems you give the students, 504 00:28:46,000 --> 00:28:48,460 or is it more like a hackathon? 505 00:28:48,460 --> 00:28:49,750 How exactly does it work? 506 00:28:49,750 --> 00:28:51,880 AUDRA YOCOM: Yeah, so this last year, the way 507 00:28:51,880 --> 00:28:55,180 that it worked is we had one of the teachers 508 00:28:55,180 --> 00:28:58,360 from the state came up with some progressively difficult problems 509 00:28:58,360 --> 00:28:59,680 for the students to solve. 510 00:28:59,680 --> 00:29:02,300 We're looking at shifting that a little bit this year. 511 00:29:02,300 --> 00:29:02,800 Sorry. 512 00:29:02,800 --> 00:29:04,760 For the online audience, the question was, 513 00:29:04,760 --> 00:29:07,540 do we have problems for the coding competitions, 514 00:29:07,540 --> 00:29:10,060 or is it more like a hackathon? 515 00:29:10,060 --> 00:29:15,910 And so last year, it was progressively harder problems, 516 00:29:15,910 --> 00:29:18,475 kind of like a capture the flag, if you will. 517 00:29:18,475 --> 00:29:21,970 This year, we're looking at maybe those who 518 00:29:21,970 --> 00:29:25,120 participate at a regional event are getting a sneak peek of what's 519 00:29:25,120 --> 00:29:26,900 happening at the big state event. 520 00:29:26,900 --> 00:29:29,410 And so it's beneficial for them to participate 521 00:29:29,410 --> 00:29:34,850 at the regional level for a more hackathon-like opportunity at the state 522 00:29:34,850 --> 00:29:36,620 event. 523 00:29:36,620 --> 00:29:38,660 Yeah. 524 00:29:38,660 --> 00:29:40,850 AUDIENCE: What were some of your difficulties 525 00:29:40,850 --> 00:29:44,030 you found going from planning things for-- 526 00:29:44,030 --> 00:29:47,720 you went from just the classroom to statewide. 527 00:29:47,720 --> 00:29:51,050 Like, I imagine that was a pretty interesting transition. 528 00:29:51,050 --> 00:29:53,360 AUDRA YOCOM: Fortunately for me, this Foundation 529 00:29:53,360 --> 00:29:56,900 has been around for about 20 years, and so they already 530 00:29:56,900 --> 00:29:59,390 had a footprint in the schools. 531 00:29:59,390 --> 00:30:01,850 So that connection was there. 532 00:30:01,850 --> 00:30:03,330 That was really helpful. 533 00:30:03,330 --> 00:30:07,910 The next biggest challenge was-- 534 00:30:07,910 --> 00:30:11,690 at least personally for me, I told you Alpine School District 535 00:30:11,690 --> 00:30:13,800 is the biggest school district in Utah. 536 00:30:13,800 --> 00:30:20,840 It was very eye-opening for me to step out of that bubble and see as a state 537 00:30:20,840 --> 00:30:22,580 where the gaps still were. 538 00:30:22,580 --> 00:30:28,430 I was very fortunate in my district-- and before I worked for the Foundation, 539 00:30:28,430 --> 00:30:30,710 I had a half-time district-level job. 540 00:30:30,710 --> 00:30:38,150 And I would get frustrated sometimes with what we couldn't do, right? 541 00:30:38,150 --> 00:30:41,660 I'm sure you all understand in the IT and CS world, 542 00:30:41,660 --> 00:30:44,670 you're pushing up against your IT department a lot, 543 00:30:44,670 --> 00:30:46,820 trying to get things unblocked. 544 00:30:46,820 --> 00:30:49,865 I just got GitHub recently, which made CS50 so much easier. 545 00:30:49,865 --> 00:30:56,640 [LAUGHS] And it made me really grateful for what I had at that level. 546 00:30:56,640 --> 00:31:00,350 But I think IT departments have been tricky, but for good reason. 547 00:31:00,350 --> 00:31:02,580 I know that they're doing what they need to be doing. 548 00:31:02,580 --> 00:31:08,150 And I think that was probably the biggest awakening for me. 549 00:31:08,150 --> 00:31:11,650 550 00:31:11,650 --> 00:31:12,370 Anything else? 551 00:31:12,370 --> 00:31:13,780 Oh. 552 00:31:13,780 --> 00:31:16,900 AUDIENCE: You said that esports is like your hook. 553 00:31:16,900 --> 00:31:20,920 What is the actual esports part of the program? 554 00:31:20,920 --> 00:31:28,120 AUDRA YOCOM: Yeah, so when my club first started, I mentioned Minecraft, right? 555 00:31:28,120 --> 00:31:30,610 We actually don't do a ton of Minecraft anymore. 556 00:31:30,610 --> 00:31:33,430 But at my new school, it turned into Smash Bros. 557 00:31:33,430 --> 00:31:36,360 That was the really popular one, right? 558 00:31:36,360 --> 00:31:40,060 That's the most popular game still statewide. 559 00:31:40,060 --> 00:31:41,980 We started with the Wii U in my classroom. 560 00:31:41,980 --> 00:31:45,070 I brought in my Wii U so they could play on it. 561 00:31:45,070 --> 00:31:48,340 As they played, they're like, oh, we want to play against other schools. 562 00:31:48,340 --> 00:31:51,950 And I was like, OK, I don't know if any other schools are even doing this. 563 00:31:51,950 --> 00:31:55,270 So I reached out to my collaboration group, as I'm sure many of you 564 00:31:55,270 --> 00:31:56,720 are singletons at your school. 565 00:31:56,720 --> 00:32:00,530 So I had to reach out throughout the district to see who was doing it. 566 00:32:00,530 --> 00:32:04,255 And then I had to figure out, wait, who's paying for this bus? 567 00:32:04,255 --> 00:32:05,300 [LAUGHTER] 568 00:32:05,300 --> 00:32:05,800 Right? 569 00:32:05,800 --> 00:32:11,390 [LAUGHS] And that's when I was like, all right, we need to be a real club here. 570 00:32:11,390 --> 00:32:13,010 We need to-- 571 00:32:13,010 --> 00:32:16,310 I hate charging money for it because I think 572 00:32:16,310 --> 00:32:18,710 the audience of students that we're reaching 573 00:32:18,710 --> 00:32:25,230 are the ones that can't pay $2,000 to be a part of band or sports or whatnot. 574 00:32:25,230 --> 00:32:27,890 So I do two-- 575 00:32:27,890 --> 00:32:31,100 in my personal club, I do two things, and I advise other teachers 576 00:32:31,100 --> 00:32:34,040 throughout the state to follow a similar model. 577 00:32:34,040 --> 00:32:39,140 I've got the club, which is $5 to join, and then I've 578 00:32:39,140 --> 00:32:41,180 got the competitive esports kids. 579 00:32:41,180 --> 00:32:45,860 And so the club probably has 50-plus kids in it 580 00:32:45,860 --> 00:32:48,890 that join because they come in during lunch, after school, 581 00:32:48,890 --> 00:32:50,780 and they just play. 582 00:32:50,780 --> 00:32:55,280 The competitive side of it, there's tryouts. 583 00:32:55,280 --> 00:32:57,800 They've got matches. 584 00:32:57,800 --> 00:33:01,580 And from the Ken Garff Esports side, we facilitate that. 585 00:33:01,580 --> 00:33:05,360 We work with some tournament organizers to facilitate it for Utah. 586 00:33:05,360 --> 00:33:07,925 587 00:33:07,925 --> 00:33:12,100 But they do most of their competitions-- their week to week is online, 588 00:33:12,100 --> 00:33:13,670 which was-- 589 00:33:13,670 --> 00:33:16,480 I became really good friends with my IT department again. 590 00:33:16,480 --> 00:33:17,260 They love me. 591 00:33:17,260 --> 00:33:21,910 [LAUGHS] And then the regional events are in person, 592 00:33:21,910 --> 00:33:23,950 and the big state event is in person. 593 00:33:23,950 --> 00:33:27,520 So was there any specific-- 594 00:33:27,520 --> 00:33:30,070 AUDIENCE: Yeah, that's what I was looking for. 595 00:33:30,070 --> 00:33:33,680 How do you find people to compete with and-- 596 00:33:33,680 --> 00:33:34,190 yeah. 597 00:33:34,190 --> 00:33:34,940 AUDRA YOCOM: Yeah. 598 00:33:34,940 --> 00:33:40,100 I think most states probably have someone playing. 599 00:33:40,100 --> 00:33:42,620 And so if you start asking around, I bet-- 600 00:33:42,620 --> 00:33:47,210 or even-- because I know you're international. 601 00:33:47,210 --> 00:33:49,490 I could help you find something. 602 00:33:49,490 --> 00:33:51,865 Yeah. 603 00:33:51,865 --> 00:33:54,990 SPEAKER 1: We have a question from the Zoom chat, if that's OK, from Jonah. 604 00:33:54,990 --> 00:33:57,407 They ask, how are you able to create an inclusive learning 605 00:33:57,407 --> 00:33:59,490 environment within a mixed classroom, especially 606 00:33:59,490 --> 00:34:03,060 containing students that might learn certain concepts faster than others? 607 00:34:03,060 --> 00:34:04,240 AUDRA YOCOM: Great question. 608 00:34:04,240 --> 00:34:09,389 So my AP Computer Science Principles class 609 00:34:09,389 --> 00:34:12,830 is at the same time as my Computer Science Principles class, 610 00:34:12,830 --> 00:34:16,080 and it's the same time as my concurrent enrollment Computer Science Principles 611 00:34:16,080 --> 00:34:16,920 class. 612 00:34:16,920 --> 00:34:21,554 To make my life easier, they all learn the same stuff, right? 613 00:34:21,554 --> 00:34:23,429 I'm not teaching three different curriculums. 614 00:34:23,429 --> 00:34:25,762 I tell the students upfront, if you're enrolled in this, 615 00:34:25,762 --> 00:34:27,179 this is the credit you're getting. 616 00:34:27,179 --> 00:34:29,954 If you're enrolled in this, this is the project you have to do. 617 00:34:29,954 --> 00:34:35,100 And that's where I have found the CS50 curriculum has been super helpful. 618 00:34:35,100 --> 00:34:39,360 Because of the way the lectures are structured, the students who 619 00:34:39,360 --> 00:34:41,580 want to work ahead, I'm like, fine. 620 00:34:41,580 --> 00:34:42,360 Go ahead. 621 00:34:42,360 --> 00:34:44,040 Work at the pace you want to work at. 622 00:34:44,040 --> 00:34:46,415 You're going to have more time to work on your AP project 623 00:34:46,415 --> 00:34:47,850 at the end of the semester, right? 624 00:34:47,850 --> 00:34:49,199 Or at the end of the year. 625 00:34:49,199 --> 00:34:53,770 I do-- I loved the idea earlier about having 626 00:34:53,770 --> 00:34:56,570 them self-identify early on in the course 627 00:34:56,570 --> 00:34:59,000 so that I could sit them next to each other. 628 00:34:59,000 --> 00:35:02,140 And I do ask that the students who move ahead 629 00:35:02,140 --> 00:35:04,150 still participate in our classroom discussions 630 00:35:04,150 --> 00:35:05,820 because I want them involved. 631 00:35:05,820 --> 00:35:09,070 I go at the pace that will get us where we need to be by the end of the school 632 00:35:09,070 --> 00:35:12,280 year, but I allow those students to run with the curriculum 633 00:35:12,280 --> 00:35:13,900 if they are feeling held back. 634 00:35:13,900 --> 00:35:19,960 635 00:35:19,960 --> 00:35:20,922 Any more? 636 00:35:20,922 --> 00:35:25,742 637 00:35:25,742 --> 00:35:26,360 [LAUGHTER] 638 00:35:26,360 --> 00:35:26,860 Awesome. 639 00:35:26,860 --> 00:35:27,880 Thank you again. 640 00:35:27,880 --> 00:35:30,930 [APPLAUSE] 641 00:35:30,930 --> 00:35:32,000