1 00:00:00,000 --> 00:00:02,198 2 00:00:02,198 --> 00:00:03,240 PETER WADE: Hi, everyone. 3 00:00:03,240 --> 00:00:04,590 It's good to see everyone again. 4 00:00:04,590 --> 00:00:08,450 So yesterday, I had my what I called my hand-holding session, where 5 00:00:08,450 --> 00:00:10,550 I stepped everyone through here's what you do, 6 00:00:10,550 --> 00:00:12,383 here's how you set up your classroom, here's 7 00:00:12,383 --> 00:00:15,050 how you integrate it with your LMS. 8 00:00:15,050 --> 00:00:16,890 This is not about that. 9 00:00:16,890 --> 00:00:22,160 This is designed more for people who are teaching their second class. 10 00:00:22,160 --> 00:00:25,490 That is, you've successfully completed your first year of teaching, 11 00:00:25,490 --> 00:00:28,830 you taught CS50, and you had a really good time doing it. 12 00:00:28,830 --> 00:00:31,220 And now for one reason or another, you're 13 00:00:31,220 --> 00:00:34,078 looking to expand upon what you're doing. 14 00:00:34,078 --> 00:00:35,870 So the first thing, once again, we're going 15 00:00:35,870 --> 00:00:39,720 to do the good old fashioned pre-check survey. 16 00:00:39,720 --> 00:00:41,510 So if you can do that for me real quick-- 17 00:00:41,510 --> 00:00:45,560 and I left my notes on my table, because what else would I do? 18 00:00:45,560 --> 00:00:48,670 19 00:00:48,670 --> 00:00:49,435 Year One. 20 00:00:49,435 --> 00:00:53,220 21 00:00:53,220 --> 00:00:55,370 And this is just so in the same way-- 22 00:00:55,370 --> 00:00:57,120 this is a different server from yesterday, 23 00:00:57,120 --> 00:01:01,620 I promise-- but this is about where are you teaching 24 00:01:01,620 --> 00:01:04,650 and what are you looking to expand into, right? 25 00:01:04,650 --> 00:01:06,990 What grades are you working with, right? 26 00:01:06,990 --> 00:01:12,300 Everyone starts their first year and I always 27 00:01:12,300 --> 00:01:16,260 liken it to the first crash to my first teaching year 28 00:01:16,260 --> 00:01:20,453 where I was given a book and some pencils and a classroom 29 00:01:20,453 --> 00:01:23,370 and they gave me some chalk and they gave me a little slap on the butt 30 00:01:23,370 --> 00:01:25,120 and said, there you go, have fun in there. 31 00:01:25,120 --> 00:01:29,640 You said you know what you're doing, so have fun in that classroom. 32 00:01:29,640 --> 00:01:34,230 And I can't imagine that that's too uncommon of an experience for teachers. 33 00:01:34,230 --> 00:01:36,390 But really, it's your second year. 34 00:01:36,390 --> 00:01:39,687 So your first year, you're just trying to get through everything, you know? 35 00:01:39,687 --> 00:01:42,520 You've got the lessons, and then you've got the technology problems. 36 00:01:42,520 --> 00:01:46,178 And then the dev environment won't start or the internet goes out 37 00:01:46,178 --> 00:01:47,970 and you can't do anything for a day and you 38 00:01:47,970 --> 00:01:50,950 lose this, that, and the other thing. 39 00:01:50,950 --> 00:01:52,400 This is not that session. 40 00:01:52,400 --> 00:01:54,700 This is the session for how do I expand-- 41 00:01:54,700 --> 00:01:58,360 and I've also expanded it since I was earlier talking about it-- 42 00:01:58,360 --> 00:02:01,780 into discussions about differentiation and something 43 00:02:01,780 --> 00:02:04,090 I think is really important in computer science, which 44 00:02:04,090 --> 00:02:08,560 is improving the number of women who take computer science. 45 00:02:08,560 --> 00:02:11,860 And there's some really fascinating research 46 00:02:11,860 --> 00:02:14,920 that I've included in the slide show. 47 00:02:14,920 --> 00:02:16,960 So I'm going to move ahead, and actually, I'm 48 00:02:16,960 --> 00:02:21,620 going to take a quick look at the responses right now. 49 00:02:21,620 --> 00:02:25,070 Have a good idea on making my course better, be more knowledgeable, 50 00:02:25,070 --> 00:02:32,040 use CS50P, deploy a course using CS50 tool. 51 00:02:32,040 --> 00:02:33,910 Those are all good ones. 52 00:02:33,910 --> 00:02:35,865 I'm going to zoom this in a little bit. 53 00:02:35,865 --> 00:02:40,040 54 00:02:40,040 --> 00:02:42,690 Seeing a lot of middle school and high school teachers. 55 00:02:42,690 --> 00:02:47,440 56 00:02:47,440 --> 00:02:48,370 Be better. 57 00:02:48,370 --> 00:02:50,200 That's the best one. 58 00:02:50,200 --> 00:02:54,100 That is a great one, because everyone-- does anyone in this classroom 59 00:02:54,100 --> 00:02:57,130 or online not want to be a better teacher? 60 00:02:57,130 --> 00:03:00,280 Is anyone just like, I'm the best, and that's it, right? 61 00:03:00,280 --> 00:03:07,900 Just remember, we work hard and we do everything we can, right? 62 00:03:07,900 --> 00:03:13,400 All right, so we've got a good cross section here. 63 00:03:13,400 --> 00:03:15,730 So I'm going to go back to my slide show. 64 00:03:15,730 --> 00:03:18,160 So again, my name is Peter Wade. 65 00:03:18,160 --> 00:03:22,230 I worked at the Colorado Springs School from 2020 to 2023. 66 00:03:22,230 --> 00:03:28,270 I am on a sabbatical for a few years because I need a little bit more 67 00:03:28,270 --> 00:03:31,030 flexible job, but I intend to go back. 68 00:03:31,030 --> 00:03:32,230 Some of my experiences-- 69 00:03:32,230 --> 00:03:35,950 I taught computer science grades 4 through 12. 70 00:03:35,950 --> 00:03:40,240 So I've worked with-- and then I also oversaw the program from K to 3. 71 00:03:40,240 --> 00:03:43,240 So I have seen a lot at our school-- 72 00:03:43,240 --> 00:03:45,760 taught seven classes in two divisions. 73 00:03:45,760 --> 00:03:50,690 And it all fell on me, which I'm sure is not the unusual statement here. 74 00:03:50,690 --> 00:03:55,880 And my AP class got the Female Diversity Award-- 75 00:03:55,880 --> 00:03:57,680 very proud of that class, too. 76 00:03:57,680 --> 00:04:01,260 This year, unfortunately, it was-- this year was not quite as diverse. 77 00:04:01,260 --> 00:04:04,578 But I still had a fantastic AP class this year. 78 00:04:04,578 --> 00:04:06,620 And what we'll do-- so we're going to go through. 79 00:04:06,620 --> 00:04:11,210 I'm not going to read the slides, because I assume everyone can read. 80 00:04:11,210 --> 00:04:16,940 But I think that the most important aspect about teaching computer science 81 00:04:16,940 --> 00:04:18,920 is that you're probably alone, right? 82 00:04:18,920 --> 00:04:24,560 How many of you in this room or online are the only computer science teacher 83 00:04:24,560 --> 00:04:26,150 at your school. 84 00:04:26,150 --> 00:04:28,580 Genuinely curious-- raise your hand up high 85 00:04:28,580 --> 00:04:31,160 or put up a little thing in the chat because I 86 00:04:31,160 --> 00:04:33,170 can see it in the back of the room. 87 00:04:33,170 --> 00:04:36,200 But probably a lot of you are either one or maybe one 88 00:04:36,200 --> 00:04:38,930 and another person who's also a math teacher, right? 89 00:04:38,930 --> 00:04:42,350 Maybe you are the math teacher, and your boss came in one day 90 00:04:42,350 --> 00:04:45,770 and said, hey, what if you taught a Python class, right? 91 00:04:45,770 --> 00:04:48,740 And I always liken it to you're working alone. 92 00:04:48,740 --> 00:04:53,910 You're working in a field where you can't really collaborate with anyone. 93 00:04:53,910 --> 00:04:58,070 And I go back to Arrested Development where there are dozens of us. 94 00:04:58,070 --> 00:05:03,650 Literally, in this room, there are two dozen, I think, two dozen people. 95 00:05:03,650 --> 00:05:06,080 And there are some benefits, OK? 96 00:05:06,080 --> 00:05:09,380 First one is that no one knows what you're talking about, right? 97 00:05:09,380 --> 00:05:12,560 So you can tell your boss-- all you have to do is start talking to your boss 98 00:05:12,560 --> 00:05:15,140 about how arrays work and how to filter arrays. 99 00:05:15,140 --> 00:05:18,753 And your boss, probably an English major, your director 100 00:05:18,753 --> 00:05:21,170 will just be like, I don't know what you're talking about. 101 00:05:21,170 --> 00:05:23,545 I'm just going to assume that you know what you're doing. 102 00:05:23,545 --> 00:05:26,840 But at the same time, when you journey into a genuine problem, 103 00:05:26,840 --> 00:05:29,380 there's no community at your school, right? 104 00:05:29,380 --> 00:05:31,130 It's not like the English department where 105 00:05:31,130 --> 00:05:33,860 they can talk about The Great Gatsby together and discuss 106 00:05:33,860 --> 00:05:35,210 their favorite sections. 107 00:05:35,210 --> 00:05:37,440 You're all alone. 108 00:05:37,440 --> 00:05:38,710 But you're not. 109 00:05:38,710 --> 00:05:41,370 And so one of the top tools to prevent burnout 110 00:05:41,370 --> 00:05:44,850 is to understand that there is a community out there. 111 00:05:44,850 --> 00:05:47,220 There are a lot of communities out there. 112 00:05:47,220 --> 00:05:50,010 So the first one is the CS50 community. 113 00:05:50,010 --> 00:05:54,030 If you are teaching CS50, absolutely click that link. 114 00:05:54,030 --> 00:05:54,870 Join up. 115 00:05:54,870 --> 00:05:57,930 Get your email on that list because there's 116 00:05:57,930 --> 00:06:02,010 a lot of great discussions in there. 117 00:06:02,010 --> 00:06:05,100 And if you just want to chat with someone, you're running into problems, 118 00:06:05,100 --> 00:06:09,300 you can put it in the chat, and people will say, oh, yeah, that. 119 00:06:09,300 --> 00:06:14,100 And obviously, the administrators are watching it as well. 120 00:06:14,100 --> 00:06:17,852 The Computer Science Teachers Association is a fantastic group. 121 00:06:17,852 --> 00:06:18,810 They have a conference. 122 00:06:18,810 --> 00:06:21,150 I believe their virtual conference is coming up. 123 00:06:21,150 --> 00:06:24,285 Some of the research about women in computer science-- 124 00:06:24,285 --> 00:06:26,910 actually, all of the research about women in computer science-- 125 00:06:26,910 --> 00:06:30,550 comes from my time at the CSTA conference in Chicago last year. 126 00:06:30,550 --> 00:06:33,090 They have a virtual conference coming up soon. 127 00:06:33,090 --> 00:06:34,860 I highly recommend that. 128 00:06:34,860 --> 00:06:37,900 You've got other online forums like CSEducation. 129 00:06:37,900 --> 00:06:43,510 I think that CS50 also has a Reddit page somewhere. 130 00:06:43,510 --> 00:06:47,380 And then another fun one is-- this is, again, 131 00:06:47,380 --> 00:06:50,290 for AP teachers in the United States-- is you can become a reader, 132 00:06:50,290 --> 00:06:54,160 where they get a bunch of people, all of whom are computer science teachers, 133 00:06:54,160 --> 00:06:57,400 they put them in a room, and they make them grade thousands upon thousands 134 00:06:57,400 --> 00:07:00,770 upon thousands of AP tests. 135 00:07:00,770 --> 00:07:03,250 Now, I don't know how much everyone enjoys grading. 136 00:07:03,250 --> 00:07:04,090 I certainly don't. 137 00:07:04,090 --> 00:07:06,100 But doing it with a bunch of other people 138 00:07:06,100 --> 00:07:08,600 would be a fun time to collaborate. 139 00:07:08,600 --> 00:07:09,890 And that's a key point. 140 00:07:09,890 --> 00:07:11,920 Just remember, you're not doing this alone. 141 00:07:11,920 --> 00:07:14,170 It will feel like it, but you're not. 142 00:07:14,170 --> 00:07:16,060 There's a big community around. 143 00:07:16,060 --> 00:07:17,380 And there's a fun one, too. 144 00:07:17,380 --> 00:07:24,190 If you're in K-12, you probably have a local community college or university. 145 00:07:24,190 --> 00:07:30,040 And my absolute favorite thing about the education community 146 00:07:30,040 --> 00:07:35,740 is that you can email professors and say, I'm really interested in this. 147 00:07:35,740 --> 00:07:37,180 Do you have any research? 148 00:07:37,180 --> 00:07:39,710 You can build a community yourself. 149 00:07:39,710 --> 00:07:43,400 Most likely, your local college has some sort of computer science program, 150 00:07:43,400 --> 00:07:47,030 and you can contact other teachers who know what you're talking about. 151 00:07:47,030 --> 00:07:50,070 152 00:07:50,070 --> 00:07:53,970 And I always liken this to my former-- 153 00:07:53,970 --> 00:07:55,500 so you're sitting around. 154 00:07:55,500 --> 00:07:59,040 You've just finished your first computer science class, your first CS50 class. 155 00:07:59,040 --> 00:08:05,520 And all of a sudden, your dean of curriculum and learning walks in, 156 00:08:05,520 --> 00:08:09,480 and he goes, you know, Pete, you had a great class last year. 157 00:08:09,480 --> 00:08:10,800 We had great reviews. 158 00:08:10,800 --> 00:08:13,380 What if you offered another class? 159 00:08:13,380 --> 00:08:16,320 What if you just did another class for me? 160 00:08:16,320 --> 00:08:18,250 And you go, but, Ron, I'm a math teacher. 161 00:08:18,250 --> 00:08:19,200 I don't know what-- 162 00:08:19,200 --> 00:08:20,880 I don't know what you want me to do. 163 00:08:20,880 --> 00:08:23,910 So it begs the question of how do you expand 164 00:08:23,910 --> 00:08:28,570 your program using the same modules. 165 00:08:28,570 --> 00:08:31,540 If you implemented the AP curriculum, you 166 00:08:31,540 --> 00:08:33,448 can say, OK well, I've got the AP curriculum. 167 00:08:33,448 --> 00:08:34,490 Well, what else is there? 168 00:08:34,490 --> 00:08:38,919 And the answer is quite a bit, right? 169 00:08:38,919 --> 00:08:40,749 But it's also OK to say no. 170 00:08:40,749 --> 00:08:43,780 171 00:08:43,780 --> 00:08:46,332 There's a global shortage for labor at the moment. 172 00:08:46,332 --> 00:08:48,790 So it's not like they can really do anything if you say no. 173 00:08:48,790 --> 00:08:54,110 If you don't know, if you can't do it, you can't do it. 174 00:08:54,110 --> 00:08:59,310 Don't stress yourself out and say, I have to do this, because you don't. 175 00:08:59,310 --> 00:09:01,260 Maybe learn how to do it. 176 00:09:01,260 --> 00:09:04,440 But it's OK to tell your administrator, I can't. 177 00:09:04,440 --> 00:09:05,640 I don't know how to. 178 00:09:05,640 --> 00:09:08,430 That was something that took me a long time. 179 00:09:08,430 --> 00:09:14,070 Some other suggestions about preventing burnout-- first of all, planning 180 00:09:14,070 --> 00:09:14,940 is everything. 181 00:09:14,940 --> 00:09:20,200 I'm a notoriously short-term planner. 182 00:09:20,200 --> 00:09:22,750 So definitely plan stuff out. 183 00:09:22,750 --> 00:09:25,300 When you're in class, it can be very stressful 184 00:09:25,300 --> 00:09:27,640 because something will go wrong. 185 00:09:27,640 --> 00:09:32,500 The core aspect of computer science is that at some point, 186 00:09:32,500 --> 00:09:33,920 something's going to fail. 187 00:09:33,920 --> 00:09:38,195 And when it fails, just laugh it off, which is easier said than done. 188 00:09:38,195 --> 00:09:39,070 I've also been there. 189 00:09:39,070 --> 00:09:39,570 I promise. 190 00:09:39,570 --> 00:09:44,180 But you keep trying and trying and trying, and maybe you can move on. 191 00:09:44,180 --> 00:09:46,180 Maybe you can get suggestions from the audience. 192 00:09:46,180 --> 00:09:49,870 But it's OK, when you're in class, to have a failure because you're 193 00:09:49,870 --> 00:09:51,925 going to have one at some point. 194 00:09:51,925 --> 00:09:55,180 It might be your fault. It might be the internet's fault. 195 00:09:55,180 --> 00:09:58,180 But there's something that can happen. 196 00:09:58,180 --> 00:10:02,500 Flipping classes is something I really strongly believe in. 197 00:10:02,500 --> 00:10:05,350 That's a URL that will take you to something 198 00:10:05,350 --> 00:10:09,190 about flipping your classes, some strategies and ideas. 199 00:10:09,190 --> 00:10:11,470 It requires more planning. 200 00:10:11,470 --> 00:10:15,880 But it makes it much easier for when kids hit a wall, 201 00:10:15,880 --> 00:10:18,430 and instead of answering a question at night 202 00:10:18,430 --> 00:10:21,188 or 2:00 in the morning or something, you're just right there. 203 00:10:21,188 --> 00:10:21,980 They call you over. 204 00:10:21,980 --> 00:10:24,200 They say, Mr. Wade, I can't understand this error. 205 00:10:24,200 --> 00:10:26,900 And you just go over, look at the error, and say, oh, it's 206 00:10:26,900 --> 00:10:29,720 because you got a semicolon on line 20. 207 00:10:29,720 --> 00:10:33,980 The computer has no idea what it's supposed to do there. 208 00:10:33,980 --> 00:10:38,450 As I did yesterday, laugh about technology breaking, OK? 209 00:10:38,450 --> 00:10:39,810 It's going to happen. 210 00:10:39,810 --> 00:10:40,760 It's the core aspect. 211 00:10:40,760 --> 00:10:46,490 I always say that computers only do exactly what we 212 00:10:46,490 --> 00:10:50,780 tell them to do unless they want to do something else, which has yet to be 213 00:10:50,780 --> 00:10:53,120 proven wrong for me in most cases. 214 00:10:53,120 --> 00:10:56,280 And, again, it's OK to make a mistake. 215 00:10:56,280 --> 00:10:58,260 Everyone makes mistakes when you're teaching. 216 00:10:58,260 --> 00:11:01,220 So to those of you who are new or even returning, 217 00:11:01,220 --> 00:11:08,060 I think it's always important to say it's OK to make a mistake while you're 218 00:11:08,060 --> 00:11:10,050 teaching computer science. 219 00:11:10,050 --> 00:11:14,830 It's how we learn, how our kids learn and how we learn. 220 00:11:14,830 --> 00:11:17,250 So I'm going to really briefly pause and ask 221 00:11:17,250 --> 00:11:20,130 if there's any questions from the audience about this or suggestions 222 00:11:20,130 --> 00:11:27,240 from the audience, ideas that they've had in preventing burnout or getting-- 223 00:11:27,240 --> 00:11:29,920 or keeping going when they're exhausted. 224 00:11:29,920 --> 00:11:31,380 I don't see any in here. 225 00:11:31,380 --> 00:11:33,660 Any from online? 226 00:11:33,660 --> 00:11:35,412 No? 227 00:11:35,412 --> 00:11:36,370 Give it another second. 228 00:11:36,370 --> 00:11:42,080 229 00:11:42,080 --> 00:11:43,310 OK. 230 00:11:43,310 --> 00:11:45,950 So I'm going to move on and now move on to the-- 231 00:11:45,950 --> 00:11:48,590 well, now, how do we expand our program? 232 00:11:48,590 --> 00:11:51,710 And the key point to remember is that CS50 233 00:11:51,710 --> 00:11:56,150 has a bunch of available modules, which I call the expansion packs. 234 00:11:56,150 --> 00:11:58,160 But it's yours. 235 00:11:58,160 --> 00:12:00,230 You don't have to use every single one. 236 00:12:00,230 --> 00:12:05,840 You don't have to complete-- you can use bits and pieces of the Python module 237 00:12:05,840 --> 00:12:10,340 and build something that actually works for you. 238 00:12:10,340 --> 00:12:12,813 So, for example, so if you look here, these 239 00:12:12,813 --> 00:12:14,730 are an example of some of the expansion packs. 240 00:12:14,730 --> 00:12:17,420 And I guess that there's a new mobile development one coming out 241 00:12:17,420 --> 00:12:21,590 and a cybersecurity one coming out. 242 00:12:21,590 --> 00:12:26,480 But the core ones-- you've got this CS50 AP, which is what I used, 243 00:12:26,480 --> 00:12:29,900 and then X, which is very similar to it. 244 00:12:29,900 --> 00:12:33,290 You've got web development, which is great for kids who are more advanced. 245 00:12:33,290 --> 00:12:36,890 You've got Python and Scratch, which are alternative starting points for kids 246 00:12:36,890 --> 00:12:37,820 who are-- 247 00:12:37,820 --> 00:12:39,800 if you're looking for an intro class. 248 00:12:39,800 --> 00:12:41,330 Scratch was particularly good. 249 00:12:41,330 --> 00:12:45,080 I had very good results with that down to fifth and sixth grade. 250 00:12:45,080 --> 00:12:46,910 The fourth-graders were a little bit young 251 00:12:46,910 --> 00:12:50,870 to understand what was going on in some of it. 252 00:12:50,870 --> 00:12:55,250 Artificial intelligence-- this was an example of-- 253 00:12:55,250 --> 00:13:01,820 I had an incredibly advanced eighth-grader ready for the AP test 254 00:13:01,820 --> 00:13:02,630 today. 255 00:13:02,630 --> 00:13:05,240 And I gave him the AI class, and he loved it. 256 00:13:05,240 --> 00:13:07,610 He spent the entire semester working on it 257 00:13:07,610 --> 00:13:11,420 while he was in my middle-school technology class. 258 00:13:11,420 --> 00:13:14,780 But, again, if you look at it, this is the system 259 00:13:14,780 --> 00:13:18,230 that I put together for the Colorado Springs School 260 00:13:18,230 --> 00:13:22,940 where you have two introductions classes where you have Intro 261 00:13:22,940 --> 00:13:25,430 to Computer Science and Technology. 262 00:13:25,430 --> 00:13:27,590 And then you have different pathways where 263 00:13:27,590 --> 00:13:32,450 you have intermediate courses, data science and robotics, 264 00:13:32,450 --> 00:13:34,580 and then you also had AP Computer Science 265 00:13:34,580 --> 00:13:36,590 Principles, which is a yearlong course. 266 00:13:36,590 --> 00:13:39,290 And then you had advanced courses so that students 267 00:13:39,290 --> 00:13:42,640 could start here, take this, and then move on 268 00:13:42,640 --> 00:13:44,640 to advanced if they felt they were ready for it, 269 00:13:44,640 --> 00:13:47,780 or they could go off to the side. 270 00:13:47,780 --> 00:13:51,280 And it depended on how comfortable and how interested they were. 271 00:13:51,280 --> 00:13:52,630 It gave them options. 272 00:13:52,630 --> 00:13:54,760 At our school, we use-- 273 00:13:54,760 --> 00:13:56,920 which I don't think is that-- which I think 274 00:13:56,920 --> 00:13:59,230 is fairly common in the United States. 275 00:13:59,230 --> 00:14:03,970 Computer science classes can count for either a math or a science credit-- 276 00:14:03,970 --> 00:14:08,080 so a good way to expand it so kids who-- maybe they're really scared 277 00:14:08,080 --> 00:14:10,660 of physics or chemistry or something. 278 00:14:10,660 --> 00:14:13,510 Well, I think chemistry is core, I think. 279 00:14:13,510 --> 00:14:16,480 In any case, it gives them an option, if they 280 00:14:16,480 --> 00:14:20,890 don't want to go through the math curriculum or the science curriculum, 281 00:14:20,890 --> 00:14:23,830 to expand to other topics. 282 00:14:23,830 --> 00:14:26,260 And that's how you should think of your program 283 00:14:26,260 --> 00:14:30,820 is, how is it helpful to students, and how does it build-- 284 00:14:30,820 --> 00:14:35,850 how do they build something with it? 285 00:14:35,850 --> 00:14:39,920 I feel like I'm jumping through everything, but that's OK. 286 00:14:39,920 --> 00:14:42,770 And another point that I always bring up is 287 00:14:42,770 --> 00:14:46,130 that when you're teaching a class about computer science, 288 00:14:46,130 --> 00:14:50,730 you have to keep in mind that the computer science field is enormous. 289 00:14:50,730 --> 00:14:54,497 The most visual point is programming. 290 00:14:54,497 --> 00:14:57,080 It's the thing that most people know because they watch things 291 00:14:57,080 --> 00:15:00,080 like Silicon Valley or they watch-- 292 00:15:00,080 --> 00:15:01,348 what's the Zuckerberg movie? 293 00:15:01,348 --> 00:15:02,390 AUDIENCE: Social Network. 294 00:15:02,390 --> 00:15:03,140 PETER WADE: That's it. 295 00:15:03,140 --> 00:15:03,500 Thank you. 296 00:15:03,500 --> 00:15:05,840 They watch The Social Network and they watch programmers 297 00:15:05,840 --> 00:15:07,490 and they watch all this chaos. 298 00:15:07,490 --> 00:15:09,710 But when you think about computer science, 299 00:15:09,710 --> 00:15:11,630 there really aren't that many programmers. 300 00:15:11,630 --> 00:15:12,380 It's a huge field. 301 00:15:12,380 --> 00:15:14,300 There's cybersecurity engineers. 302 00:15:14,300 --> 00:15:15,680 There's IT experts. 303 00:15:15,680 --> 00:15:19,310 There's graphic designers. 304 00:15:19,310 --> 00:15:21,030 It's an enormous field. 305 00:15:21,030 --> 00:15:28,100 And so focusing so narrowly on programming in a computer science class 306 00:15:28,100 --> 00:15:30,150 doesn't really help. 307 00:15:30,150 --> 00:15:33,410 It's not that it doesn't really help, but it narrows the field. 308 00:15:33,410 --> 00:15:37,400 And it discourages kids who might be interested in doing something 309 00:15:37,400 --> 00:15:39,440 like network engineering. 310 00:15:39,440 --> 00:15:41,450 I had a kid who loved radios-- 311 00:15:41,450 --> 00:15:46,730 fascinated with radios, took my class, didn't really 312 00:15:46,730 --> 00:15:50,630 connect with the programming part, but he loved the network engineering part 313 00:15:50,630 --> 00:15:53,420 because he was just fascinated with the concept of radio waves 314 00:15:53,420 --> 00:15:55,700 interfering with one another. 315 00:15:55,700 --> 00:15:57,010 And I keep going-- 316 00:15:57,010 --> 00:16:00,410 and so there's a real point of design. 317 00:16:00,410 --> 00:16:02,450 What can you build? 318 00:16:02,450 --> 00:16:07,040 What can you, as a student in a class, design? 319 00:16:07,040 --> 00:16:12,980 And for this, I bring up one of my students from this year's project. 320 00:16:12,980 --> 00:16:17,970 This is a song generator. 321 00:16:17,970 --> 00:16:20,350 This kid was very musical. 322 00:16:20,350 --> 00:16:21,880 And this song is fully-- 323 00:16:21,880 --> 00:16:31,310 this software that he wrote is fully capable of designing a beat 324 00:16:31,310 --> 00:16:34,010 and pushing it out. 325 00:16:34,010 --> 00:16:34,910 If you can hear it-- 326 00:16:34,910 --> 00:16:39,570 I think that the audio is coming in and goofy. 327 00:16:39,570 --> 00:16:42,110 But it regenerates it each time you run it. 328 00:16:42,110 --> 00:16:46,370 So it'll create a new song every time it's run. 329 00:16:46,370 --> 00:16:50,270 And it goes into the whole-- 330 00:16:50,270 --> 00:16:54,210 my-- what I saw as the whole-- whoopsie-- 331 00:16:54,210 --> 00:16:57,060 what I saw is the whole idea of capturing their imagination. 332 00:16:57,060 --> 00:16:59,670 Computer science is about what can you build. 333 00:16:59,670 --> 00:17:02,940 What can you do? 334 00:17:02,940 --> 00:17:06,329 You look at the enormous number of computer science projects 335 00:17:06,329 --> 00:17:09,490 or websites out there. 336 00:17:09,490 --> 00:17:12,480 And so when you're designing programs, you just 337 00:17:12,480 --> 00:17:14,609 need to think, what can I build? 338 00:17:14,609 --> 00:17:17,220 And that's what you should be encouraging your kids to-- 339 00:17:17,220 --> 00:17:19,109 your students to think along the lines of. 340 00:17:19,109 --> 00:17:22,019 What can I build through knowing this, right? 341 00:17:22,019 --> 00:17:25,810 342 00:17:25,810 --> 00:17:27,220 What can I create? 343 00:17:27,220 --> 00:17:33,070 And I go back to this old SpongeBob meme, which is, he goes, "Imagination." 344 00:17:33,070 --> 00:17:36,520 And I really would-- and I want that to be-- 345 00:17:36,520 --> 00:17:40,690 or I felt like that was a very core part of what our computer science 346 00:17:40,690 --> 00:17:47,560 program was, of building, of designing, and of making it useful. 347 00:17:47,560 --> 00:17:52,570 When you think about a computer, computer science 348 00:17:52,570 --> 00:17:56,990 is about building programs that are useful for something. 349 00:17:56,990 --> 00:18:00,770 It's not just this abstract topic where you go once a week 350 00:18:00,770 --> 00:18:03,320 and learn how to do some programming, and maybe you 351 00:18:03,320 --> 00:18:04,787 build a Fibonacci sequence. 352 00:18:04,787 --> 00:18:05,870 And the kids go, oh, look. 353 00:18:05,870 --> 00:18:08,330 It should be-- and that's one of the things 354 00:18:08,330 --> 00:18:14,750 I really loved about the CS50 assignments is that they really 355 00:18:14,750 --> 00:18:20,670 focus on designing projects that, for the most part, 356 00:18:20,670 --> 00:18:22,790 are very rarely math-based. 357 00:18:22,790 --> 00:18:27,200 They can be, but they're really about visual design. 358 00:18:27,200 --> 00:18:29,570 I think of the filter project, which is where 359 00:18:29,570 --> 00:18:35,720 you build a filter using C to create grayscale and sepia tone 360 00:18:35,720 --> 00:18:40,650 filters on a picture. 361 00:18:40,650 --> 00:18:45,100 And so, again, this is all my personal opinion. 362 00:18:45,100 --> 00:18:47,040 Everyone has their own ideas. 363 00:18:47,040 --> 00:18:50,040 But these are just some ideas that I want to throw at you. 364 00:18:50,040 --> 00:18:52,920 For those of you who are going to have your administrator walking 365 00:18:52,920 --> 00:18:56,640 in and saying, hey, what if you expanded your classes, 366 00:18:56,640 --> 00:19:00,160 or you're looking at the existing classes, and you say, well, 367 00:19:00,160 --> 00:19:03,700 I want to offer something more interesting, 368 00:19:03,700 --> 00:19:05,860 you can go back to web development. 369 00:19:05,860 --> 00:19:09,460 Web development, for a long time, at a lot of schools, 370 00:19:09,460 --> 00:19:14,080 web development has been just HTML, CSS, and maybe a little JavaScript. 371 00:19:14,080 --> 00:19:16,300 But when you think of the modern internet, 372 00:19:16,300 --> 00:19:18,130 that's not how websites work now. 373 00:19:18,130 --> 00:19:21,190 Nowadays, it all runs with these big backend computer-- 374 00:19:21,190 --> 00:19:23,800 with these big backend softwares-- 375 00:19:23,800 --> 00:19:30,110 excuse me-- with an enormous amount of backend software, database connections. 376 00:19:30,110 --> 00:19:33,850 And so that's a point that the kids really 377 00:19:33,850 --> 00:19:36,970 connect with in the CS50 Web curriculum is 378 00:19:36,970 --> 00:19:41,260 that they're building dynamic websites, not just static pages, 379 00:19:41,260 --> 00:19:45,500 with a lot of design elements. 380 00:19:45,500 --> 00:19:48,350 And in doing that, I want to just mention-- 381 00:19:48,350 --> 00:19:52,700 I promise I will stop talking about this in a second. 382 00:19:52,700 --> 00:19:55,340 You are not exclusively bound to CSS-- 383 00:19:55,340 --> 00:19:58,070 or to CS50. 384 00:19:58,070 --> 00:20:03,800 You can take modules that interest you and throw out other ones that doesn't. 385 00:20:03,800 --> 00:20:07,580 In my AP class, for example, I very rarely got to Unit 5, 386 00:20:07,580 --> 00:20:09,110 usually for lack of time. 387 00:20:09,110 --> 00:20:12,590 But I also felt, for the test, when I have such limited time, 388 00:20:12,590 --> 00:20:17,090 I didn't necessarily need Unit 5, or the Flask unit. 389 00:20:17,090 --> 00:20:21,870 As interesting as they are, I just could never make it work in my schedule. 390 00:20:21,870 --> 00:20:24,110 So if you look here, you've got my web development 391 00:20:24,110 --> 00:20:27,860 class, which starts with understanding technology and the internet, 392 00:20:27,860 --> 00:20:30,800 and then you jump into Wix for education. 393 00:20:30,800 --> 00:20:33,080 It's not a CS50 module, but it works. 394 00:20:33,080 --> 00:20:37,340 It helps them introduce it slowly to the point where they understand, 395 00:20:37,340 --> 00:20:39,140 OK, Python and Flask. 396 00:20:39,140 --> 00:20:41,360 And then you move to Django. 397 00:20:41,360 --> 00:20:44,460 So they get a little rampup, right? 398 00:20:44,460 --> 00:20:46,890 Same with the intro to computer science class-- 399 00:20:46,890 --> 00:20:50,730 my intro to computer science class had a digital arts and file 400 00:20:50,730 --> 00:20:53,550 systems, which had no CS50 units. 401 00:20:53,550 --> 00:20:58,380 It was all about building stuff in or designing stuff in Adobe Photoshop 402 00:20:58,380 --> 00:21:03,680 and teaching kids how to use file systems to search for tools. 403 00:21:03,680 --> 00:21:06,590 404 00:21:06,590 --> 00:21:10,700 And then we use the CS50 Scratch. 405 00:21:10,700 --> 00:21:12,320 And this is a topic that we'll do-- 406 00:21:12,320 --> 00:21:14,945 that I'm going to talk about when I talk about differentiation. 407 00:21:14,945 --> 00:21:16,550 But in the CS50-- 408 00:21:16,550 --> 00:21:19,940 I would either, depending on how my class was doing, 409 00:21:19,940 --> 00:21:25,460 we would either do the CS50 Python unit or we would use a different software 410 00:21:25,460 --> 00:21:31,550 entirely because sometimes my intro class students really had a hard time 411 00:21:31,550 --> 00:21:35,120 programming in just pure text. 412 00:21:35,120 --> 00:21:39,410 And they had real trouble using the terminal window to do things-- 413 00:21:39,410 --> 00:21:42,700 to get the computer to do what they're trying to do. 414 00:21:42,700 --> 00:21:46,110 So I'm talking at a CS50 teacher workshop, saying, 415 00:21:46,110 --> 00:21:48,960 you don't necessarily have to use it for everything. 416 00:21:48,960 --> 00:21:51,740 417 00:21:51,740 --> 00:21:55,130 Before I jump into differentiation, are there any questions, comments, 418 00:21:55,130 --> 00:21:59,660 curiosities from in the classroom or out of the classroom, or in the classroom 419 00:21:59,660 --> 00:22:00,350 or from online? 420 00:22:00,350 --> 00:22:04,570 421 00:22:04,570 --> 00:22:06,960 OK. 422 00:22:06,960 --> 00:22:14,140 So these are two topics that are very important in an American school system. 423 00:22:14,140 --> 00:22:16,650 Again, I'm going to speak from an American perspective 424 00:22:16,650 --> 00:22:18,780 because that's where I've lived. 425 00:22:18,780 --> 00:22:21,510 But we have something called IEP and 504's. 426 00:22:21,510 --> 00:22:26,810 But then we also all have students who have different learning differences. 427 00:22:26,810 --> 00:22:30,680 And the CS50 curriculum provides a lot of benefits to that. 428 00:22:30,680 --> 00:22:35,180 Now, with this AI tool that was introduced 429 00:22:35,180 --> 00:22:39,470 an hour ago or two hours ago, is going to be a game changer in terms of kids 430 00:22:39,470 --> 00:22:42,050 being able to work independently. 431 00:22:42,050 --> 00:22:45,440 But one of the things I really like is that you 432 00:22:45,440 --> 00:22:49,580 can get kids who will try the more is that in a class, you'll get-- 433 00:22:49,580 --> 00:22:51,080 say you have a class of 10 students. 434 00:22:51,080 --> 00:22:53,060 You'll have one, maybe two students who are 435 00:22:53,060 --> 00:22:57,440 so advanced that they can run circles around the students who are just 436 00:22:57,440 --> 00:22:58,100 learning. 437 00:22:58,100 --> 00:23:00,530 And then maybe you'll have a student who has 438 00:23:00,530 --> 00:23:02,390 a lot of trouble understanding this. 439 00:23:02,390 --> 00:23:03,860 Maybe they never had-- 440 00:23:03,860 --> 00:23:07,250 maybe they never had a chance to do complex logic puzzles. 441 00:23:07,250 --> 00:23:12,710 For them, every class is really challenging. 442 00:23:12,710 --> 00:23:15,650 And that's one of the things I really loved 443 00:23:15,650 --> 00:23:18,080 using CS50 is that you've got the more and the less 444 00:23:18,080 --> 00:23:20,340 for most major assignments. 445 00:23:20,340 --> 00:23:22,415 So you can do the Mario More and the Mario Less. 446 00:23:22,415 --> 00:23:25,610 447 00:23:25,610 --> 00:23:31,820 But I will say the biggest challenge I found in my teaching time, 448 00:23:31,820 --> 00:23:36,380 in my time teaching CS50, has not been processing speeds 449 00:23:36,380 --> 00:23:38,300 but has actually been dyslexia. 450 00:23:38,300 --> 00:23:41,120 I've had quite a few students who've had dyslexia. 451 00:23:41,120 --> 00:23:46,890 And they tend to do great with Scratch because they don't have to type. 452 00:23:46,890 --> 00:23:50,970 But once they have to go into the Python unit where they start having to type 453 00:23:50,970 --> 00:23:55,650 and all, and it's really about making sure that they're-- 454 00:23:55,650 --> 00:23:58,445 if they're taking an English class, and they find a misspelling, 455 00:23:58,445 --> 00:24:01,570 you can kind of fudge it because you understand what they're trying to say. 456 00:24:01,570 --> 00:24:04,650 But the reality is if you type a variable name, 457 00:24:04,650 --> 00:24:09,660 and the variable name is called var1, and the second variable name 458 00:24:09,660 --> 00:24:13,530 is called vac, and they call it as vac accidentally, 459 00:24:13,530 --> 00:24:15,450 the computer is not going to understand it. 460 00:24:15,450 --> 00:24:21,120 461 00:24:21,120 --> 00:24:26,020 So this is where creating a pathway for different students 462 00:24:26,020 --> 00:24:29,560 really comes in of if you have a student-- 463 00:24:29,560 --> 00:24:31,630 I had a student last year-- 464 00:24:31,630 --> 00:24:33,790 last year-- two years ago-- 465 00:24:33,790 --> 00:24:39,700 very bright student, terrible dyslexia, to the point where he could not-- 466 00:24:39,700 --> 00:24:41,080 we started the Python unit. 467 00:24:41,080 --> 00:24:44,140 He couldn't even get his programs-- the interpreter 468 00:24:44,140 --> 00:24:48,940 to run because his misspellings in everything were so bad. 469 00:24:48,940 --> 00:24:52,870 And I tried-- I spent a long time before I said, you know what? 470 00:24:52,870 --> 00:24:57,940 Instead of this, we're going to have you do the Scratch unit to the end. 471 00:24:57,940 --> 00:25:01,300 Similar experience-- obviously, it's not quite Python. 472 00:25:01,300 --> 00:25:05,280 So you can't expand it in the same way. 473 00:25:05,280 --> 00:25:08,150 But I really do encourage you to try it out. 474 00:25:08,150 --> 00:25:11,990 It's hard to teach two classes simultaneously, and particularly 475 00:25:11,990 --> 00:25:15,770 when you've got one group of students doing one curriculum and one 476 00:25:15,770 --> 00:25:18,470 group of students doing the other. 477 00:25:18,470 --> 00:25:21,230 But it helps keep them engaged. 478 00:25:21,230 --> 00:25:24,704 It helps keep students who really struggle with-- 479 00:25:24,704 --> 00:25:27,560 480 00:25:27,560 --> 00:25:33,590 who have a learning difference, who have a real issue working 481 00:25:33,590 --> 00:25:36,800 at full speed-- working at the same speed as other students, 482 00:25:36,800 --> 00:25:39,560 helps keep them engaged in the topic and makes 483 00:25:39,560 --> 00:25:41,540 them feel like they're a part of something. 484 00:25:41,540 --> 00:25:45,120 485 00:25:45,120 --> 00:25:46,350 Any questions or comments? 486 00:25:46,350 --> 00:25:50,040 And I will say that I'm speaking from having worked in private school 487 00:25:50,040 --> 00:25:51,540 largely. 488 00:25:51,540 --> 00:25:56,760 I have never worked with an IEP or a 504 student in computer science. 489 00:25:56,760 --> 00:26:00,660 I worked with them in French, but not in computer science. 490 00:26:00,660 --> 00:26:03,420 So I'm not quite sure what working with an aide is. 491 00:26:03,420 --> 00:26:07,980 But the other benefit you have is that if your student has an aide, 492 00:26:07,980 --> 00:26:09,510 they can get the tools as well. 493 00:26:09,510 --> 00:26:11,760 The tools are all free. 494 00:26:11,760 --> 00:26:19,020 The tools are all free, and you can easily add them to your classroom. 495 00:26:19,020 --> 00:26:20,820 You can easily add them to your classroom 496 00:26:20,820 --> 00:26:25,560 and give them the CS50 vault answers and help them and help guide them 497 00:26:25,560 --> 00:26:28,890 so that the person helping them learns the tool as well. 498 00:26:28,890 --> 00:26:31,610 499 00:26:31,610 --> 00:26:33,920 So that's the topic of differentiation. 500 00:26:33,920 --> 00:26:35,710 And this is a huge field. 501 00:26:35,710 --> 00:26:39,730 And this is something that everyone will have to work on themselves. 502 00:26:39,730 --> 00:26:42,410 503 00:26:42,410 --> 00:26:45,050 And this is one that-- 504 00:26:45,050 --> 00:26:48,080 so the next one is the topic of women in computer science. 505 00:26:48,080 --> 00:26:54,320 And I bring this up because reading this is really depressing. 506 00:26:54,320 --> 00:26:56,640 So I've highlighted the key points to this, 507 00:26:56,640 --> 00:27:02,330 which is that in 1984, 37.1% of computer science degrees were awarded to women. 508 00:27:02,330 --> 00:27:10,530 By 1990, that had dropped to 29% to 26.5% in 1998, 509 00:27:10,530 --> 00:27:20,160 and that by 2011, that number had dropped to 12% of bachelor's degrees 510 00:27:20,160 --> 00:27:22,690 were awarded to women. 511 00:27:22,690 --> 00:27:23,910 That's the United States. 512 00:27:23,910 --> 00:27:26,600 513 00:27:26,600 --> 00:27:32,240 By 2011, only 0.04% of women planned to major in computer science 514 00:27:32,240 --> 00:27:34,920 compared to 3.3% of men. 515 00:27:34,920 --> 00:27:40,288 The study also found that 15% of computer science majors were women. 516 00:27:40,288 --> 00:27:42,830 Now, this is because there's a couple different studies here. 517 00:27:42,830 --> 00:27:45,620 518 00:27:45,620 --> 00:27:53,900 And reading that, it goes back to elementary, middle, and high school. 519 00:27:53,900 --> 00:27:59,940 And this is a real part of it is that there is a-- 520 00:27:59,940 --> 00:28:04,630 partially culture, but I'll finish this page first. 521 00:28:04,630 --> 00:28:09,910 Although teenage girls are using computers and the internet at rates 522 00:28:09,910 --> 00:28:12,790 similar to their male peers, they are five times less 523 00:28:12,790 --> 00:28:15,640 likely to consider a technology-related career 524 00:28:15,640 --> 00:28:19,210 or take postsecondary technology classes. 525 00:28:19,210 --> 00:28:22,840 The national center reports that the SAT takers 526 00:28:22,840 --> 00:28:26,350 who intend to major in computer science, the proportion of girls 527 00:28:26,350 --> 00:28:33,170 has steadily decreased from 20% in 2001 to 12% in 2006. 528 00:28:33,170 --> 00:28:36,100 And it begs the question of why. 529 00:28:36,100 --> 00:28:38,180 Why is this happening? 530 00:28:38,180 --> 00:28:41,130 531 00:28:41,130 --> 00:28:42,900 I obviously don't have the answer. 532 00:28:42,900 --> 00:28:49,920 But what I can tell you is that you start to see this emerge. 533 00:28:49,920 --> 00:28:55,050 The earlier a student is introduced to a topic, the better they will be at it. 534 00:28:55,050 --> 00:28:58,050 Does anyone disagree with that statement? 535 00:28:58,050 --> 00:29:01,170 Would anyone on planet Earth disagree that a student 536 00:29:01,170 --> 00:29:05,670 who is introduced to it in first grade will likely continue doing it 537 00:29:05,670 --> 00:29:08,160 throughout the rest of their life? 538 00:29:08,160 --> 00:29:09,450 Probably not, right? 539 00:29:09,450 --> 00:29:11,100 And that's something that-- 540 00:29:11,100 --> 00:29:13,350 and so there's a lot of research and I can't recommend 541 00:29:13,350 --> 00:29:16,170 this woman enough, Dr. Allison Master. 542 00:29:16,170 --> 00:29:18,450 I forgot to put the "doctor" on there, excuse me. 543 00:29:18,450 --> 00:29:22,650 Dr. Allison Master at the University of Houston, she is speaking at CSTA. 544 00:29:22,650 --> 00:29:28,680 But she has an enormous quantity and quality of research into this topic 545 00:29:28,680 --> 00:29:32,490 and to ways to improve the number of women-- 546 00:29:32,490 --> 00:29:37,620 of girls who take computer science in the middle- and the high-school level. 547 00:29:37,620 --> 00:29:42,660 One of the most-- and I encourage everyone to click on this specific link 548 00:29:42,660 --> 00:29:44,100 and take a look here. 549 00:29:44,100 --> 00:29:47,760 There's a fascinating statistic, and unfortunately it's not in this one. 550 00:29:47,760 --> 00:29:51,750 But 80% of eighth-grade girls in the United States 551 00:29:51,750 --> 00:29:54,900 do not feel that computer that they belong 552 00:29:54,900 --> 00:29:58,330 in the computer science field, 80%. 553 00:29:58,330 --> 00:30:13,420 554 00:30:13,420 --> 00:30:14,080 Excuse me. 555 00:30:14,080 --> 00:30:17,450 556 00:30:17,450 --> 00:30:19,580 So, again, it begs the question of why. 557 00:30:19,580 --> 00:30:23,450 Why is there such a dropoff at eighth grade? 558 00:30:23,450 --> 00:30:26,030 Because students will do about the same. 559 00:30:26,030 --> 00:30:29,660 They'll be equal throughout their elementary school years. 560 00:30:29,660 --> 00:30:33,300 And then, suddenly, middle school, all of a sudden, girls just disappear. 561 00:30:33,300 --> 00:30:34,700 They disappear from the field. 562 00:30:34,700 --> 00:30:39,230 And then, if they try and rejoin, they get really behind. 563 00:30:39,230 --> 00:30:42,380 They fall so far they're so far behind their male peers who 564 00:30:42,380 --> 00:30:46,610 may have been taking it for years and years and years at that point 565 00:30:46,610 --> 00:30:49,930 that they'll feel even more like they don't belong in the field. 566 00:30:49,930 --> 00:30:52,430 And so it begs the question of what can we do to counter it. 567 00:30:52,430 --> 00:30:57,770 There's some really interesting-- again, this is a grand societal problem. 568 00:30:57,770 --> 00:31:01,250 But there's some really interesting, very small things 569 00:31:01,250 --> 00:31:04,770 you can do that have been proven through research to work. 570 00:31:04,770 --> 00:31:09,720 So, again, these are the three research articles that back this up. 571 00:31:09,720 --> 00:31:12,260 I encourage everyone to read them if you can. 572 00:31:12,260 --> 00:31:14,960 One of them is a fascinating one-- is create 573 00:31:14,960 --> 00:31:17,300 a room that has neutral decorations. 574 00:31:17,300 --> 00:31:19,730 And what it means by neutral is that they're not 575 00:31:19,730 --> 00:31:22,730 excessively technology-based. 576 00:31:22,730 --> 00:31:27,380 So I love movies like The Matrix, and I really enjoyed Dune. 577 00:31:27,380 --> 00:31:33,680 And putting those up, I'm sure, would be absolutely a decoration. 578 00:31:33,680 --> 00:31:35,870 But there is a sign that it's like, oh, this space 579 00:31:35,870 --> 00:31:44,360 is only for people who love technology, which then discourages students who 580 00:31:44,360 --> 00:31:46,500 don't feel-- and it's not just girls. 581 00:31:46,500 --> 00:31:47,000 It's all. 582 00:31:47,000 --> 00:31:51,920 But if someone feels they don't belong, if the decorations 583 00:31:51,920 --> 00:31:54,350 say this is only for this group of people, 584 00:31:54,350 --> 00:31:57,540 it discourages students from joining it. 585 00:31:57,540 --> 00:32:00,500 I'm sure it's not just limited to computer science, 586 00:32:00,500 --> 00:32:03,980 but it's the topic that we're working on here. 587 00:32:03,980 --> 00:32:09,410 Discussing important female figures who were in the computer science field-- 588 00:32:09,410 --> 00:32:12,830 Margaret Hamilton and Grace Hopper are the two best 589 00:32:12,830 --> 00:32:15,260 known in the United States. 590 00:32:15,260 --> 00:32:20,090 Draper Labs had a fascinating piece about Margaret Hamilton, 591 00:32:20,090 --> 00:32:24,125 who wrote the code for the Apollo mission computer. 592 00:32:24,125 --> 00:32:27,060 593 00:32:27,060 --> 00:32:29,730 Ada Lovelace basically invented the concept 594 00:32:29,730 --> 00:32:34,250 of a computer that can do something more than just a mathematical calculation. 595 00:32:34,250 --> 00:32:40,400 The whole idea of modern computing comes from a woman. 596 00:32:40,400 --> 00:32:43,192 So discussing them could be another topic. 597 00:32:43,192 --> 00:32:44,900 This is a fascinating one that I learned, 598 00:32:44,900 --> 00:32:49,700 and this actually is from a book called Last Lectures. 599 00:32:49,700 --> 00:32:54,120 So this one, I'm not quite sure if it's as research-based as the other ones. 600 00:32:54,120 --> 00:32:57,140 But it's the idea of creation of stories-- 601 00:32:57,140 --> 00:33:00,950 really interesting idea of encouraging students 602 00:33:00,950 --> 00:33:04,070 to create stories using programming. 603 00:33:04,070 --> 00:33:06,800 And I've seen that with quite a few students. 604 00:33:06,800 --> 00:33:10,190 One student in particular-- 605 00:33:10,190 --> 00:33:20,510 call her IV-- she created a very complex story using Scratch 606 00:33:20,510 --> 00:33:24,350 that went into a whole bunch of different twists and turns 607 00:33:24,350 --> 00:33:27,320 and that had fascinating links between the characters 608 00:33:27,320 --> 00:33:30,950 because it was about a story-driven development as opposed 609 00:33:30,950 --> 00:33:33,950 to a mathematical-driven development. 610 00:33:33,950 --> 00:33:35,180 And I'm sure that we've all-- 611 00:33:35,180 --> 00:33:37,655 I hate this statement from students. 612 00:33:37,655 --> 00:33:40,530 But I'm sure we've all heard the statement from at least one student, 613 00:33:40,530 --> 00:33:41,430 oh, I don't do math. 614 00:33:41,430 --> 00:33:42,840 I don't like math. 615 00:33:42,840 --> 00:33:45,870 Math, unfortunately, will scare students away. 616 00:33:45,870 --> 00:33:47,340 It's one of the things-- 617 00:33:47,340 --> 00:33:51,900 in computer science, you often see people talk about the Fibonacci 618 00:33:51,900 --> 00:33:54,340 sequence which is really interesting. 619 00:33:54,340 --> 00:33:59,370 But for a student who's really struggling with mathematical concepts, 620 00:33:59,370 --> 00:34:02,505 doing the Fibonacci sequence is a pretty challenging concept. 621 00:34:02,505 --> 00:34:05,250 622 00:34:05,250 --> 00:34:09,449 Start early, and counter stereotypes before eighth grade. 623 00:34:09,449 --> 00:34:13,139 I had that once where in a-- 624 00:34:13,139 --> 00:34:17,610 I think it was a fourth-grade class, I had a student who-- 625 00:34:17,610 --> 00:34:19,500 and I heard it this time. 626 00:34:19,500 --> 00:34:21,000 I'm sure he said other dumb stuff. 627 00:34:21,000 --> 00:34:25,739 But he said to another student, "Oh, that's a great project for a girl." 628 00:34:25,739 --> 00:34:27,020 And that's where you step in. 629 00:34:27,020 --> 00:34:28,230 You don't just let it go. 630 00:34:28,230 --> 00:34:32,210 You have to step in and say, "No, it's a good project in the first place." 631 00:34:32,210 --> 00:34:35,810 632 00:34:35,810 --> 00:34:39,500 We have to actively help students, all students. 633 00:34:39,500 --> 00:34:41,530 We can't let projects happen like that. 634 00:34:41,530 --> 00:34:42,530 Or we can't-- excuse me. 635 00:34:42,530 --> 00:34:45,800 We can't let statements go on like that in our Classroom 636 00:34:45,800 --> 00:34:47,179 because it discourages women. 637 00:34:47,179 --> 00:34:52,340 It all starts small, but it compiles. 638 00:34:52,340 --> 00:34:54,679 It's like a snowball rolling down a hill. 639 00:34:54,679 --> 00:34:58,420 It'll build up the longer and farther that you go. 640 00:34:58,420 --> 00:35:01,000 And if it's not stopped at the first-grade level, 641 00:35:01,000 --> 00:35:02,120 it's not going to stop. 642 00:35:02,120 --> 00:35:05,050 It's going to keep rolling and rolling. 643 00:35:05,050 --> 00:35:07,030 This is one-- 644 00:35:07,030 --> 00:35:10,120 I can't quite speak to this as much because I did this all the time, 645 00:35:10,120 --> 00:35:13,720 but active checkins during work times. 646 00:35:13,720 --> 00:35:16,390 I have heard-- I've not seen it myself-- that girls 647 00:35:16,390 --> 00:35:19,690 are less likely to express that they're having 648 00:35:19,690 --> 00:35:22,930 problems with a computer-- with a programming set. 649 00:35:22,930 --> 00:35:24,670 Again, I would just wander around. 650 00:35:24,670 --> 00:35:28,240 So making it less of a thing when a student asks 651 00:35:28,240 --> 00:35:34,270 for help is a huge part of-- 652 00:35:34,270 --> 00:35:39,070 excuse me-- of building an inclusive classroom is making it not-- 653 00:35:39,070 --> 00:35:42,605 is making it a nonissue when someone asks, hey, I can't figure this one out. 654 00:35:42,605 --> 00:35:45,730 And if another student is like, what do you mean you can't figure that out? 655 00:35:45,730 --> 00:35:50,940 You say, well, you couldn't figure something out either, right? 656 00:35:50,940 --> 00:35:55,440 Everyone learns at their own pace, and it's a tough topic. 657 00:35:55,440 --> 00:35:58,650 So among the many other things-- so this is something 658 00:35:58,650 --> 00:36:01,980 I would like to do now, which is a Padlet. 659 00:36:01,980 --> 00:36:05,693 And I owe Catherine here from Belmont Schools. 660 00:36:05,693 --> 00:36:07,860 Thank you for putting up a Padlet because I actually 661 00:36:07,860 --> 00:36:10,800 don't have access to it anymore. 662 00:36:10,800 --> 00:36:16,200 But I encourage everyone to throw in some ideas or some organizations 663 00:36:16,200 --> 00:36:21,480 or some programs you know about these three topics-- about these topics. 664 00:36:21,480 --> 00:36:26,010 What are some inclusive practices that you have found that have worked, maybe 665 00:36:26,010 --> 00:36:27,330 have not worked? 666 00:36:27,330 --> 00:36:32,100 What are some organizations that you know of that have worked really well? 667 00:36:32,100 --> 00:36:33,480 Girls Who Code, I really like. 668 00:36:33,480 --> 00:36:34,590 That's a really good one. 669 00:36:34,590 --> 00:36:36,465 There's another really interesting one called 670 00:36:36,465 --> 00:36:43,740 Art/Code, which encourages artistry as a part of the computer science 671 00:36:43,740 --> 00:36:45,390 learning field. 672 00:36:45,390 --> 00:36:49,770 Theatrical examples, which I think are-- which is a great one, the more active 673 00:36:49,770 --> 00:36:54,070 a classroom is, the more interested the kids will be. 674 00:36:54,070 --> 00:36:55,163 I think, is this-- 675 00:36:55,163 --> 00:36:57,580 do I have to reload it, or does it automatically populate? 676 00:36:57,580 --> 00:36:58,630 AUDIENCE: Can you go back to the [INAUDIBLE]?? 677 00:36:58,630 --> 00:36:59,338 PETER WADE: Yeah. 678 00:36:59,338 --> 00:37:00,700 Oh, sorry. 679 00:37:00,700 --> 00:37:03,950 Excuse me. 680 00:37:03,950 --> 00:37:05,610 There we go. 681 00:37:05,610 --> 00:37:06,360 Sorry about that. 682 00:37:06,360 --> 00:37:07,010 There we go. 683 00:37:07,010 --> 00:37:12,050 684 00:37:12,050 --> 00:37:18,160 But it's why I say that collaboration is the whole deal, right? 685 00:37:18,160 --> 00:37:21,700 We all get into our rhythm of teaching where 686 00:37:21,700 --> 00:37:27,900 we think we're doing it as best we can. 687 00:37:27,900 --> 00:37:30,400 But it's when we talk to other teachers that we're like, oh, 688 00:37:30,400 --> 00:37:31,550 that's a good idea. 689 00:37:31,550 --> 00:37:34,390 I like that idea. 690 00:37:34,390 --> 00:37:36,700 You can take another person's idea and remix it. 691 00:37:36,700 --> 00:37:39,010 You can take another person's idea and match it. 692 00:37:39,010 --> 00:37:42,290 Build something of your own off of someone else's idea. 693 00:37:42,290 --> 00:37:46,600 That's the whole concept of CS50 when you think about it. 694 00:37:46,600 --> 00:37:50,755 You take the existing program, and you make it work for you. 695 00:37:50,755 --> 00:37:54,060 696 00:37:54,060 --> 00:37:56,790 And let me put this-- 697 00:37:56,790 --> 00:37:57,810 I'm going to see. 698 00:37:57,810 --> 00:38:14,280 699 00:38:14,280 --> 00:38:17,560 I've almost been talking for an hour or so. 700 00:38:17,560 --> 00:38:19,480 While we're here, are there any questions 701 00:38:19,480 --> 00:38:22,390 out here in the audience-- questions, comments, suggestions? 702 00:38:22,390 --> 00:38:23,500 Yes? 703 00:38:23,500 --> 00:38:25,000 AUDIENCE: I haven't taught CS50 yet. 704 00:38:25,000 --> 00:38:29,200 So I don't know of the projects that are in there 705 00:38:29,200 --> 00:38:36,760 that would be more or less preferred by certain students. 706 00:38:36,760 --> 00:38:39,250 But I know in the past, music-- 707 00:38:39,250 --> 00:38:40,690 any ones involving music. 708 00:38:40,690 --> 00:38:45,220 And when I took CS50 myself, the piano one, I can imagine, 709 00:38:45,220 --> 00:38:50,715 would be really popular with a wider audience, especially people 710 00:38:50,715 --> 00:38:52,090 who aren't more on the math side. 711 00:38:52,090 --> 00:38:57,130 Have you noticed certain projects being more or less popular with, like, 712 00:38:57,130 --> 00:38:59,588 maybe women or other groups like that? 713 00:38:59,588 --> 00:39:02,380 PETER WADE: So the question is, have I noticed certain projects are 714 00:39:02,380 --> 00:39:04,120 more popular with certain-- 715 00:39:04,120 --> 00:39:13,630 with students who are artistically inclined, women gender nonconformity? 716 00:39:13,630 --> 00:39:14,900 And the answer is yes. 717 00:39:14,900 --> 00:39:19,250 There are projects that absolutely are knocked out of the ballpark every year. 718 00:39:19,250 --> 00:39:23,090 A lot of them start appearing in memory because that's 719 00:39:23,090 --> 00:39:25,100 when they can open up files. 720 00:39:25,100 --> 00:39:27,890 Volume is always fun because they love trying 721 00:39:27,890 --> 00:39:29,620 to see if they can break the computers. 722 00:39:29,620 --> 00:39:34,310 723 00:39:34,310 --> 00:39:35,930 Excuse me. 724 00:39:35,930 --> 00:39:38,810 And I just jumped ahead. 725 00:39:38,810 --> 00:39:44,450 The filter one is always very popular with everyone 726 00:39:44,450 --> 00:39:48,380 because they get to make a filter that Instagram works. 727 00:39:48,380 --> 00:39:51,230 That's what I tell them every year is it's how Instagram works. 728 00:39:51,230 --> 00:39:54,440 And then they're like, ooh, that's exciting, until they start it. 729 00:39:54,440 --> 00:39:56,690 And then they're like, oh, this is really complicated. 730 00:39:56,690 --> 00:39:59,580 And I'm like, that it is, but you can see what's happening. 731 00:39:59,580 --> 00:40:04,490 So I would say that there's definitely more interest in visual assignments, 732 00:40:04,490 --> 00:40:07,220 depending on the assignment. 733 00:40:07,220 --> 00:40:11,450 Mario is a great starter point because, again, they can see in the code 734 00:40:11,450 --> 00:40:14,000 directly-- or they can see in the terminal window which 735 00:40:14,000 --> 00:40:16,790 ones are larger and smaller. 736 00:40:16,790 --> 00:40:20,600 But it is-- you teach it, and you'll see it. 737 00:40:20,600 --> 00:40:25,110 And everyone has a different group of students. 738 00:40:25,110 --> 00:40:26,505 Any others from the audience? 739 00:40:26,505 --> 00:40:29,407 740 00:40:29,407 --> 00:40:30,740 AUDIENCE: There is one question. 741 00:40:30,740 --> 00:40:34,760 They're just asking, what was the code art website that you mentioned earlier? 742 00:40:34,760 --> 00:40:35,840 PETER WADE: Code/Art. 743 00:40:35,840 --> 00:40:37,470 I have to remember. 744 00:40:37,470 --> 00:40:41,150 So if you look at the Code/Art-- 745 00:40:41,150 --> 00:40:44,690 or Code/Art-- excuse me. 746 00:40:44,690 --> 00:40:47,780 Inspiring Girls to Code, this is an interesting organization. 747 00:40:47,780 --> 00:40:51,260 Again, if you have not been, I encourage everyone 748 00:40:51,260 --> 00:40:56,240 to join CSTA and see if you can attend their conference because there's 749 00:40:56,240 --> 00:40:57,330 lots of vendors there. 750 00:40:57,330 --> 00:40:59,122 And they're all trying to sell their stuff. 751 00:40:59,122 --> 00:41:02,930 But there are some really good programs out there, 752 00:41:02,930 --> 00:41:07,730 and it says that girls who are really into art 753 00:41:07,730 --> 00:41:11,690 will really enjoy programming because if you 754 00:41:11,690 --> 00:41:15,230 merge the concept of art and programming, it becomes another tool. 755 00:41:15,230 --> 00:41:18,860 It becomes like a paintbrush or a-- 756 00:41:18,860 --> 00:41:21,455 yeah, like a paintbrush or modeling clay. 757 00:41:21,455 --> 00:41:24,393 758 00:41:24,393 --> 00:41:27,060 I'm going to throw up some ideas, and I'm at the end of my time, 759 00:41:27,060 --> 00:41:28,020 and I know I am. 760 00:41:28,020 --> 00:41:31,380 761 00:41:31,380 --> 00:41:33,840 Be inviting, not just welcoming. 762 00:41:33,840 --> 00:41:35,880 I've found that I can get more participation 763 00:41:35,880 --> 00:41:39,780 from girls when I hand them a physical invitation to an activity or an event. 764 00:41:39,780 --> 00:41:44,080 That is a really interesting one. 765 00:41:44,080 --> 00:41:47,910 Let's see-- PyLadies or conduct introductory programming 766 00:41:47,910 --> 00:41:50,100 workshop for peers or juniors. 767 00:41:50,100 --> 00:41:52,290 I like that idea. 768 00:41:52,290 --> 00:41:57,300 Throw before school a recruiting doughnut party. 769 00:41:57,300 --> 00:41:58,260 I like that idea. 770 00:41:58,260 --> 00:42:01,620 771 00:42:01,620 --> 00:42:04,040 So, again, I wanted this to be, more than anything 772 00:42:04,040 --> 00:42:07,610 else, unlike my last session, where I was walking everyone through processes, 773 00:42:07,610 --> 00:42:08,960 I want this to be a resource. 774 00:42:08,960 --> 00:42:11,790 So anyone looking in the future, when you're saying, well, 775 00:42:11,790 --> 00:42:15,500 how do I improve this, how do I expand my program, how do I do something more, 776 00:42:15,500 --> 00:42:17,450 can come back to this-- 777 00:42:17,450 --> 00:42:19,730 can come back to the slideshow and say, hey, those 778 00:42:19,730 --> 00:42:27,610 are some good ideas I saw in there, because that's what we're here for. 779 00:42:27,610 --> 00:42:28,870 And I really mean this. 780 00:42:28,870 --> 00:42:29,390 Good luck. 781 00:42:29,390 --> 00:42:32,390 Please-- and you can't see it because I switched the slideshow to black. 782 00:42:32,390 --> 00:42:36,160 But please feel free to send me an email if you have questions or comments. 783 00:42:36,160 --> 00:42:38,320 My email is peter.g.wade@gmail.com. 784 00:42:38,320 --> 00:42:43,422 785 00:42:43,422 --> 00:42:44,630 AUDIENCE: Thank you to Peter. 786 00:42:44,630 --> 00:42:46,510 PETER WADE: Thank you. 787 00:42:46,510 --> 00:42:48,000