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[APPLAUSE]

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MARGARET TANZOSH: Hello, everybody.

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Can everybody hear me OK?

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Yes?

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All right, wonderful.

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So I'm here today just to share
with you a little bit about what

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I do in my classroom.

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So of course, we're all
going to do our own thing.

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We all have our own styles.

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But I thought you might like to hear a
little bit about how I organize my class

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and how I learned to teach this
curriculum over many years.

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So just a little bit
about who I am, right?

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So I teach computer science at
a high school in New York city

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called New Explorations Into
Science, Technology, and Math.

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That's the name of the school.

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It's a K to 12 school.

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It's kind of unusual.

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It's a public school in New York.

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And this is the ninth
year that I'm there.

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And the whole time I've been there,
I've been teaching CS50 computer science

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classes.

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I also teach at a
Harvard Extension School.

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And as you know, I've taught some of
you on zoom as well, which I love doing.

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So the school itself is
kind of a fabulous school.

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It's a gifted and talented they call it.

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So the kids are ready to go on
to college for the most part.

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It's on the lower east
side of Manhattan.

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This is a picture of the school.

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And my students are a very diverse
group, which I'm sure many of you

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have as well.

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I have some students who come in being
afraid of taking computer science.

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They know nothing about it.

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They feel like, this
is really not my thing.

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My guidance counselor wanted
me to take this or my parents

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wanted me to take the class.

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I have other students who have been
coding since the seventh grade, right?

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So it's a real mix.

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And some of them want a major
to computer science in college.

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Some of them just want to
sample a little bit to see,

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is this something they might
be interested down the road.

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So most of them have very,
very little experience.

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But again, some of them
have a lot of experience.

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So one of the things I love
about this particular curriculum

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is that it offers
something for everybody.

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My philosophy is that
everybody should be engaged

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all the time so that nobody gets bored.

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My students are mostly
11th and 12th graders.

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I have a few 10th graders as well.

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So that's just a little bit
about what my school looks like.

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This is a picture.

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We had a hackathon a few years back.

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And this was kind of a mix of some
of the middle school and high school

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students.

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We had a lot of fun.

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We spent all Saturday programming and
learning new skills and all of that.

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So I would say that I'm a teacher
who adapts the CS50 curriculum.

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I use a lot of the problem sets.

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I make a few of my own.

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And I've tried to teach it in
different ways over the years.

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One of the things I've
found was very useful,

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which I'll talk about more in
a few moments, is scaffolding.

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Do we know what scaffolding is, right?

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Helping students kind of get
to the next level a little bit.

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Maybe building in some hints.

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Giving them a little bit
of pseudo code sometimes.

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Because my philosophy is I want
everybody to be able to feel successful.

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I don't want anybody to be afraid
to take my class because they're

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afraid they're not going to pass.

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I want them to know, it's
going to be hard work.

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And I think you all know that, right?

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But if you work hard
and you ask questions

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and you ask me for the support, you
can get help from other students,

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it is always very possible to succeed.

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All right, so that's the
way that I run my class.

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The classes I have are every day
of the week, five days a week,

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45 minute periods.

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My classes are pretty large.

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I have up to 34 students in one class.

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So in a given year, I might
have 100 to 150 students.

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Sometimes they're a little smaller,
but there's always a real mix, right?

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So I've been doing
this at my high school.

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This is my ninth year.

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And what happened is that I was brought
on board to teach computer science,

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but the school had no curriculum.

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They had no money for a curriculum.

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There were no books.

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They didn't even know what they wanted.

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They just knew that
there were some students.

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They wanted to be able to
teach students how to code.

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And so I looked online for
various curriculums, right?

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Because I had not taught computer.

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I had known a little--

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I had done a little coding in a very
past life, but not for many, many years.

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So I was looking for
something to help guide me.

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And I saw some curriculums
and I tried to contact them.

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They didn't really get back to me.

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And then, I saw a video
of Professor Malan.

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[APPLAUSE]

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And from that moment
on, I knew that that

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was the curriculum I was going to use.

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So I got into a program and connected
with other teachers as well.

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And it was just a fabulous
opportunity for me.

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I took the course online myself because
there were so many resources, so

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many tools that we have the
opportunity to do that, right?

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So how did I get started?

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So one of the things I
loved about CS50 and the way

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that David actually teaches the material
is that he breaks it down and explains

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it so well, right?

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With so much drama.

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It stays interesting, right?

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So I watched the lecture videos my
first couple of years over and over

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and over again to learn how to talk
about using the right terms, right?

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Learning how to break it down
and how to make sure it's

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understandable to somebody who might
have no computer science experience.

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So that was just one
of the things I did.

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And I tried to use the ideas that
you see in the Harvard videos

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with my students to keep it interactive,
keep people engaged, make it fun.

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So again, I always wanted
it to be a rigorous class.

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But also, we're going to work hard,
but we're going to have fun, right?

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I had students act out algorithms kind
of like you've seen on stage, right?

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So for instance, we acted out Bubble
Sort and Selection Sort, right?

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And so it kind got the kids up and
it just kind of kept it interesting

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so they weren't just sitting there.

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Now, the way that I would run my class
is that I don't lecture for a long time.

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I take some of the slides.

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I use some of the slides
from the Harvard lectures.

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You can download them, right?

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And I use a few of them every day.

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Sometimes, I make my own to supplement.

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I don't go through an entire
two hour lesson, right?

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I can't do that.

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I have 45 minutes.

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I try to keep my lessons to maybe 10
minutes, maybe a new concept, right?

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And then, I let the students do
most of their coding in class.

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Because another thing is I don't want
them to be home at night frustrated.

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Now, when I started
there was no duck, right?

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We only had the physical rubber ducks.

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There was no AI duck.

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So they didn't have that
tutor right next to them.

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But the idea was that I didn't
want students to be frustrated,

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working, being afraid they're not going
to get the program set in on time.

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I wanted them to have the support.

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So I let them do most of
their programming in class.

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And we have a certain amount-- we
always encourage collaboration.

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So students are allowed
to help each other out.

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And I'll talk about some problems
I consider practice problems where

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they can collaborate.

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And then, for the major p set
problems, the ones that you have done,

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I count those as a graded
assessment for them.

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And so I let them spend
most of their time

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in the class doing these
programming problems, right?

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And I stay fresh because I resolve
the problems pretty much every year,

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especially the first few years.

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Because I found by myself
resolving the problem,

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I would remember the bugs that
they're going to find, right?

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Because if I don't do it for a
while it's like, oh yeah, it's easy.

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You kind of forget.

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But once you do it it's like,
oh yeah, that kind of happens.

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This comes up, right?

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So I like to kind of keep myself
fresh, resolve the problems.

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And then, what I do in the classroom,
when they're coding, I'm walking around.

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I'm helping students debug, right?

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I'm giving them a little hints
maybe, something like that, right?

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So it really helps a lot to be able to
know in advance what kind of problems

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they're going to have.

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So that's why it's so
important to really solve

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the problems yourself before you
assign them to a student, OK?

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So again, I also want to make
sure they're doing their work.

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Because when students are on
computers, you can imagine,

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they're often tempted
to do different things.

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So I'm also just keeping an eye
on them in that way as well.

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And the other thing I
like to do is because CS50

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has so many wonderful resources.

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And sometimes, students
forget that they're there.

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There's all the shorts, right?

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The problem sets have
the video walkthroughs.

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Some of the practice problems, like
Scrabble, if you look hard enough,

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the whole solution is in there, right?

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Have a hard time solving this
problem, you pulled out another arrow

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and you get a whole solution.

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Others have little hints.

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So sometimes students forget
about that and they just

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read the little instruction and they get
confused and they don't know what to do.

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So I want to make sure to point
them in the right direction.

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And to be honest, pretty much
at the beginning of the year,

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I let them know we always
start with Scratch, right?

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Everybody loves Scratch.

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It's one of the ways that
kids get excited, right?

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They do their Scratch projects.

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I give them time.

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I give them usually--

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I might give them two
weeks to do something.

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They will have a gallery walk through.

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They'll look at each other's
projects and write up what they liked

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and what they learned from it.

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So yeah, I like to make sure that
they're aware of all the resources

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there.

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And if they finish a problem early,
I don't make them sit and wait.

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I let them move on to
the next problem, right?

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Or maybe move on, even
sometimes, to the next unit.

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I've had a couple of
students in the years

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that I've been doing this that just fall
in love with the curriculum so much.

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That's all they do.

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They go home and they're just working
on the problems the whole time.

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And that actually went through
the entire curriculum on their own

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in a few months.

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But the nice thing is there's other
CS50 courses they can also take.

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So I'll point them in those directions.

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So pretty much that's kind of
what I do in the classroom.

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I'm walking around, I'm
helping them debug, make

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sure they're on task doing their work.

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Explain what they need to do.

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And then, I'll often,
sometimes, pull together

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a small group of students that
might still be struggling.

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So I like to do a lot
of small group work.

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So I'll notice that
maybe a student here,

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a student there isn't
sure how to get started,

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sometimes-- especially when it's new.

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The first few weeks or
the first month or two,

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I always warn my students that
it's OK to feel confused, right?

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It's like learning a new language.

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You're walking into a room.

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And everybody's speaking a language
and you don't speak that language.

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And so I like to let them know it's OK.

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Everybody feels freaked out
at the beginning, right?

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It's like, oh my God,
this is so overwhelming.

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I don't know what this syntax is.

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And I just kind of--

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I talk about it so much so
that when they get that,

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they understand that's
part of the process.

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I also make sure that they're really
comfortable making mistakes, right?

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That is part of the process.

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That nobody creates a whole
big program from Scratch

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and doesn't make any mistakes, right?

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That's why I like to
let them know, there's

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a special word for it, debugging, right?

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So it's something that's just natural.

241
00:10:51,082 --> 00:10:53,290
And some students are afraid
to start because they're

242
00:10:53,290 --> 00:10:55,450
afraid to make a mistake, right?

243
00:10:55,450 --> 00:10:56,860
They just don't know what to do.

244
00:10:56,860 --> 00:11:00,130
So if a student is really struggling,
I'll pull together a few of them

245
00:11:00,130 --> 00:11:01,660
and put them at one table.

246
00:11:01,660 --> 00:11:03,430
I'm lucky I have tables in my classroom.

247
00:11:03,430 --> 00:11:04,480
Bring them together.

248
00:11:04,480 --> 00:11:06,820
And I'll do a little small
group work with them.

249
00:11:06,820 --> 00:11:09,910
We might kind of read through
the problem spec together.

250
00:11:09,910 --> 00:11:12,490
I might develop a little
code, a little pseudo code,

251
00:11:12,490 --> 00:11:16,030
maybe we'll start the first couple
lines of the program together, right?

252
00:11:16,030 --> 00:11:19,120
Then maybe we work through a little
of the logic, a little pseudo code,

253
00:11:19,120 --> 00:11:20,750
we'll make comments in the code.

254
00:11:20,750 --> 00:11:22,600
And so I like to give
them those advantages

255
00:11:22,600 --> 00:11:26,800
because I do want everybody, again,
to feel that they can do this, right?

256
00:11:26,800 --> 00:11:28,870
They might decide to go on or not.

257
00:11:28,870 --> 00:11:32,260
But in any case, I want them
to know that if you work hard,

258
00:11:32,260 --> 00:11:35,680
you don't give up, you just
have to keep trying, right?

259
00:11:35,680 --> 00:11:36,850
Everybody knows that.

260
00:11:36,850 --> 00:11:39,280
We've all experienced that ourselves.

261
00:11:39,280 --> 00:11:43,780
Another thing that was very valuable
to me, especially when I first started,

262
00:11:43,780 --> 00:11:46,240
was learning from other teachers.

263
00:11:46,240 --> 00:11:49,690
So I very much encourage
you to make sure to get

264
00:11:49,690 --> 00:11:52,750
contact information from
each other so that you

265
00:11:52,750 --> 00:11:54,820
could stay in touch with each other.

266
00:11:54,820 --> 00:11:57,700
Maybe make a group on
some social media platform

267
00:11:57,700 --> 00:12:00,760
or collect each other's
emails or phone numbers

268
00:12:00,760 --> 00:12:04,630
or whatever so that you
can share ideas, right?

269
00:12:04,630 --> 00:12:07,840
So some of the ideas
that I never thought

270
00:12:07,840 --> 00:12:11,350
of that I got from other teachers
that were using the CS50 curriculum

271
00:12:11,350 --> 00:12:15,520
were to have students write reflections
after they finish a problem.

272
00:12:15,520 --> 00:12:17,230
To write a little bit--

273
00:12:17,230 --> 00:12:19,150
kind of a metacognitive thing.

274
00:12:19,150 --> 00:12:21,160
Like, how did I do this problem?

275
00:12:21,160 --> 00:12:21,820
What happened?

276
00:12:21,820 --> 00:12:23,410
What struggles did I have?

277
00:12:23,410 --> 00:12:25,570
What aha moments did I have?

278
00:12:25,570 --> 00:12:28,327
And some students like
doing that, some don't.

279
00:12:28,327 --> 00:12:29,410
It depends on the student.

280
00:12:29,410 --> 00:12:31,420
But I think it's
sometimes helpful for them

281
00:12:31,420 --> 00:12:34,810
also to kind of go back and
think about the process.

282
00:12:34,810 --> 00:12:37,480
And it's helpful for me
to get an understanding

283
00:12:37,480 --> 00:12:39,790
of how much they're learning, right?

284
00:12:39,790 --> 00:12:42,190
What I actually did this
year for the first time,

285
00:12:42,190 --> 00:12:46,630
because the AI duck is so
good at explaining the code,

286
00:12:46,630 --> 00:12:50,740
it explains it better than any human,
I think, could explain the code, right?

287
00:12:50,740 --> 00:12:55,980
That I actually had students do a video
walkthrough on one of their projects

288
00:12:55,980 --> 00:12:56,940
like Caesar.

289
00:12:56,940 --> 00:13:02,487
So I made them make a recording on
Zoom and attach it to Google Classroom.

290
00:13:02,487 --> 00:13:03,570
I don't know if you know--

291
00:13:03,570 --> 00:13:04,980
something like Google Classroom.

292
00:13:04,980 --> 00:13:07,680
And it was great because
I have too many students

293
00:13:07,680 --> 00:13:11,850
to do walkthroughs-- code walkthroughs
with everybody would take me weeks.

294
00:13:11,850 --> 00:13:15,480
But this way, I was really able to
get a sense of what they understood.

295
00:13:15,480 --> 00:13:18,022
And some of them wrote scripts for it.

296
00:13:18,022 --> 00:13:20,730
They kind of used the duck to
figure out what the code was doing.

297
00:13:20,730 --> 00:13:23,640
But I feel like, at the end
of the day, they learned.

298
00:13:23,640 --> 00:13:25,650
They really understood
what this code was doing.

299
00:13:25,650 --> 00:13:27,260
They had a point to the line.

300
00:13:27,260 --> 00:13:29,010
They had to have their
video in the corner

301
00:13:29,010 --> 00:13:30,990
so I knew it wasn't a
brother or sister that

302
00:13:30,990 --> 00:13:35,250
might be majoring in computer science
making the video for them, right?

303
00:13:35,250 --> 00:13:38,340
But it was just another tool
for assessment that I've done.

304
00:13:38,340 --> 00:13:42,210
And I like to make the whole
class really a fun experience.

305
00:13:42,210 --> 00:13:45,330
So I've taken away-- and also
heard from other teachers

306
00:13:45,330 --> 00:13:49,680
right that Puzzle Day could be
helpful or maybe a CS50 Fair.

307
00:13:49,680 --> 00:13:53,680
And so I do a Puzzle Day in
the fall and invite students

308
00:13:53,680 --> 00:13:54,820
from all over the school.

309
00:13:54,820 --> 00:13:56,620
And we get together in the library.

310
00:13:56,620 --> 00:13:58,120
We bring in some pizza.

311
00:13:58,120 --> 00:13:59,950
And kind of like the puzzles.

312
00:13:59,950 --> 00:14:02,290
We'll spend maybe two hours.

313
00:14:02,290 --> 00:14:04,060
The students really get into it.

314
00:14:04,060 --> 00:14:06,670
And I'll give them hints if
they get stuck so everybody

315
00:14:06,670 --> 00:14:08,590
solves at least one problem, right?

316
00:14:08,590 --> 00:14:13,120
And these are some of my students
working on their puzzles.

317
00:14:13,120 --> 00:14:17,200
So again, just to kind of-- to
create like a sense of community

318
00:14:17,200 --> 00:14:19,330
and a sense of work and fun.

319
00:14:19,330 --> 00:14:23,140
And I think, really, being
able to start to feel

320
00:14:23,140 --> 00:14:26,230
the satisfaction of problem solving.

321
00:14:26,230 --> 00:14:30,310
Because I don't know about you, but
for me, it's so satisfying, right?

322
00:14:30,310 --> 00:14:34,300
When you're working out a problem
and finally you get it to work.

323
00:14:34,300 --> 00:14:37,900
Isn't that the most satisfying feeling?

324
00:14:37,900 --> 00:14:41,500
And I like to instill that
in my students as well.

325
00:14:41,500 --> 00:14:42,970
You got to keep with it.

326
00:14:42,970 --> 00:14:44,950
And then, when it works
and they do the Check50

327
00:14:44,950 --> 00:14:49,570
and they see all the green happy
faces, the students are so happy.

328
00:14:49,570 --> 00:14:53,840
So I like to just keep that code
feeling of that going as well.

329
00:14:53,840 --> 00:14:55,660
So this was Puzzle Day.

330
00:14:55,660 --> 00:14:58,330
We also do, at the end
of the year in June,

331
00:14:58,330 --> 00:15:01,570
when we finish our school
year, our CS50 Fair.

332
00:15:01,570 --> 00:15:06,610
So what I do, we grab a bunch of laptops
so we go down to the lobby in my school

333
00:15:06,610 --> 00:15:09,680
by the front door where everybody
could see what we're doing.

334
00:15:09,680 --> 00:15:13,570
And because we also have little kids
in the school, elementary school.

335
00:15:13,570 --> 00:15:16,960
So we invite them to look at some of
the projects and some of the games

336
00:15:16,960 --> 00:15:19,210
some of the websites the
students have created.

337
00:15:19,210 --> 00:15:24,100
And I think also they have a real
sense of pride that I've created this.

338
00:15:24,100 --> 00:15:28,000
And now, look, this person is
enjoying something that I made.

339
00:15:28,000 --> 00:15:30,790
So it's a really fun,
satisfying experience.

340
00:15:30,790 --> 00:15:33,910
So I do encourage, if it's
possible, to kind of have

341
00:15:33,910 --> 00:15:37,660
these special events to
make it special and to make

342
00:15:37,660 --> 00:15:40,520
it a different kind of class.

343
00:15:40,520 --> 00:15:43,280
So my very first year
when I was teaching CS50,

344
00:15:43,280 --> 00:15:45,800
honestly, I had no
idea what I was doing.

345
00:15:45,800 --> 00:15:48,020
I didn't want to just
show the videos in class

346
00:15:48,020 --> 00:15:51,620
because I thought my principal would
think, well, I'm not teaching anything.

347
00:15:51,620 --> 00:15:52,700
I'm just showing a video.

348
00:15:52,700 --> 00:15:54,740
So I thought, I better do some teaching.

349
00:15:54,740 --> 00:15:57,500
I'm new here, they're going to
look at-- want to see me teaching.

350
00:15:57,500 --> 00:16:00,230
So what I did, again, watched
the videos over and over

351
00:16:00,230 --> 00:16:03,500
and I tried to kind of teach
like little sections every day.

352
00:16:03,500 --> 00:16:08,180
The first few years, students didn't
all have Wi-Fi at home or computer

353
00:16:08,180 --> 00:16:09,500
availability at home.

354
00:16:09,500 --> 00:16:13,130
So I couldn't assign watching
the lecture videos for homework

355
00:16:13,130 --> 00:16:16,400
because I couldn't know that
everybody would have access.

356
00:16:16,400 --> 00:16:17,600
Now they do.

357
00:16:17,600 --> 00:16:20,870
Because after COVID, they all
had to get technology at home.

358
00:16:20,870 --> 00:16:24,860
So now, I do assign that they
watch a couple chapters, maybe

359
00:16:24,860 --> 00:16:26,570
10, 15 minutes a night.

360
00:16:26,570 --> 00:16:29,510
Because the lectures are so valuable.

361
00:16:29,510 --> 00:16:31,670
But of course, not
two hours at one time.

362
00:16:31,670 --> 00:16:32,720
10 minutes.

363
00:16:32,720 --> 00:16:33,928
And then, I'll reteach.

364
00:16:33,928 --> 00:16:35,720
I'll still talk about
the material, kind of

365
00:16:35,720 --> 00:16:37,430
like when you would do section, right?

366
00:16:37,430 --> 00:16:41,130
You delve into the material
in a little bit more detail.

367
00:16:41,130 --> 00:16:42,930
So I'll go through it again.

368
00:16:42,930 --> 00:16:45,257
I'll answer questions.

369
00:16:45,257 --> 00:16:47,340
But my first year, I didn't
know what I was doing.

370
00:16:47,340 --> 00:16:50,100
So I would try to create a
little bit of the lesson.

371
00:16:50,100 --> 00:16:53,670
And then, I would just give them the
p set problem to do with no help.

372
00:16:53,670 --> 00:16:57,000
Oh, you read it, it's all in
that whole problem spec, right?

373
00:16:57,000 --> 00:17:01,080
But students-- it was probably
not the best way to do it

374
00:17:01,080 --> 00:17:02,550
because they needed extra support.

375
00:17:02,550 --> 00:17:05,010
So as I learned, I went around, right?

376
00:17:05,010 --> 00:17:09,240
So one thing I started to do was
maybe at the beginning of class

377
00:17:09,240 --> 00:17:12,210
create a little warm up
problem or a starter problem.

378
00:17:12,210 --> 00:17:15,869
I'd have on the board when they come
in, there's something for them to do.

379
00:17:15,869 --> 00:17:20,609
And it might be something like explain
what this snippet of code does.

380
00:17:20,609 --> 00:17:22,589
Explain how the for loop works.

381
00:17:22,589 --> 00:17:24,690
What is this code going to print out?

382
00:17:24,690 --> 00:17:28,290
Just little bits to force them to
think about what the code is doing.

383
00:17:28,290 --> 00:17:31,560
Maybe write a line of code
to do something, right?

384
00:17:31,560 --> 00:17:32,885
So I do that--

385
00:17:32,885 --> 00:17:35,010
I don't do it every day,
but I do it a lot of days.

386
00:17:35,010 --> 00:17:37,650
And a lot of students have
said that that helps them,

387
00:17:37,650 --> 00:17:42,810
sometimes, kind of thinking through
what the coding is actually doing.

388
00:17:42,810 --> 00:17:47,060
So I like to do that as well.

389
00:17:47,060 --> 00:17:49,800
For experience, as I mentioned,
I started to bring together

390
00:17:49,800 --> 00:17:52,110
small groups of struggling students.

391
00:17:52,110 --> 00:17:55,650
And particularly for those
students, I will work

392
00:17:55,650 --> 00:17:58,110
through some pseudo code with them.

393
00:17:58,110 --> 00:18:00,540
So we'll put in-- and
sometimes you see that

394
00:18:00,540 --> 00:18:03,960
in the hints when you pull
down the little arrows, right?

395
00:18:03,960 --> 00:18:05,550
That wasn't always there.

396
00:18:05,550 --> 00:18:07,350
It's gotten a little bit more helpful.

397
00:18:07,350 --> 00:18:10,350
So I will develop code
like that with them.

398
00:18:10,350 --> 00:18:12,690
Even if the hints are
there, I might say,

399
00:18:12,690 --> 00:18:14,700
let's write these hints in our code.

400
00:18:14,700 --> 00:18:17,290
And then, let's start to
think about what that's doing.

401
00:18:17,290 --> 00:18:19,290
And even break it down
a little bit more,

402
00:18:19,290 --> 00:18:22,680
particularly with the students
that need extra support, all right?

403
00:18:22,680 --> 00:18:24,660
I want everybody in my class to pass.

404
00:18:24,660 --> 00:18:26,280
Everybody to do really well.

405
00:18:26,280 --> 00:18:30,420
And everybody to know that they
can do this if you work on it,

406
00:18:30,420 --> 00:18:33,810
you ask questions, you get support.

407
00:18:33,810 --> 00:18:37,290
So sometimes it's a little
tricky because students

408
00:18:37,290 --> 00:18:39,510
are encouraged to collaborate,
but sometimes they

409
00:18:39,510 --> 00:18:40,650
collaborate so much, right?

410
00:18:40,650 --> 00:18:41,595
Like almost too much.

411
00:18:41,595 --> 00:18:42,890
[LAUGHS]

412
00:18:42,890 --> 00:18:46,122
So sometimes you go, is
that really their code?

413
00:18:46,122 --> 00:18:47,330
Especially with the duck now.

414
00:18:47,330 --> 00:18:50,360
Because sometimes, the duck
gives different kind of code.

415
00:18:50,360 --> 00:18:53,870
But at the end of the day, that's
why I did the video walkthrough

416
00:18:53,870 --> 00:18:55,760
to have them actually
explain what they're

417
00:18:55,760 --> 00:18:58,468
doing so I know that they're
understanding what their code is all

418
00:18:58,468 --> 00:18:59,450
about.

419
00:18:59,450 --> 00:19:01,820
But sometimes, I'll even
create my own walkthrough

420
00:19:01,820 --> 00:19:04,340
for a problem that may
not have a walkthrough.

421
00:19:04,340 --> 00:19:08,120
As you'll see also there were a number
of practice problems that are available.

422
00:19:08,120 --> 00:19:09,920
I created some a few years ago.

423
00:19:09,920 --> 00:19:11,420
I'll show you the links to those.

424
00:19:11,420 --> 00:19:14,300
And then, there are
some older CS50 problems

425
00:19:14,300 --> 00:19:17,330
that I reformatted so that
there are more problems

426
00:19:17,330 --> 00:19:21,110
to have students so they don't
have to go from Hello to Mario.

427
00:19:21,110 --> 00:19:24,800
Because for my students, that's
a little too quick, right?

428
00:19:24,800 --> 00:19:28,730
They need some other little
programs to get used to the syntax

429
00:19:28,730 --> 00:19:30,230
because they also--

430
00:19:30,230 --> 00:19:33,458
they have seven classes
they're taking, right?

431
00:19:33,458 --> 00:19:35,000
They're writing college applications.

432
00:19:35,000 --> 00:19:36,042
They have a lot going on.

433
00:19:36,042 --> 00:19:38,870
They're working a part time job
or have family responsibilities.

434
00:19:38,870 --> 00:19:41,930
So I want to get them
moving a little slower,

435
00:19:41,930 --> 00:19:44,100
but have interesting
problems for them to continue

436
00:19:44,100 --> 00:19:46,030
to work and learn as they go.

437
00:19:46,030 --> 00:19:48,870
So I've slowed down the pace a lot.

438
00:19:48,870 --> 00:19:50,550
I have an example here in a moment.

439
00:19:50,550 --> 00:19:55,260
I'll show you what it might look
like once I get to unit 1 or unit 2.

440
00:19:55,260 --> 00:19:59,160
So again, I might assign a couple
of chapters of a lecture video

441
00:19:59,160 --> 00:20:00,120
for homework.

442
00:20:00,120 --> 00:20:02,460
And then, the practice problems.

443
00:20:02,460 --> 00:20:04,560
So there are a number
of practice problems.

444
00:20:04,560 --> 00:20:08,040
And I'll assign those to students--
not the p set problems you did,

445
00:20:08,040 --> 00:20:09,270
different problems.

446
00:20:09,270 --> 00:20:11,730
I'll let them do them collaboratively.

447
00:20:11,730 --> 00:20:14,670
Maybe struggle with it for
a day or two and see if they

448
00:20:14,670 --> 00:20:16,500
could figure out what to do with it.

449
00:20:16,500 --> 00:20:19,467
And then, eventually, I'll
give them some pseudo code.

450
00:20:19,467 --> 00:20:21,300
And then, I'll give
them a little more help.

451
00:20:21,300 --> 00:20:23,280
And then, at the end of
the day, I'll actually

452
00:20:23,280 --> 00:20:27,570
walk through the solution with them so
that the practice problem some of them

453
00:20:27,570 --> 00:20:30,810
can help prepare you for
the next p set problem.

454
00:20:30,810 --> 00:20:34,130
So they have some idea now
of how to start a problem

455
00:20:34,130 --> 00:20:36,120
and that maybe iterates
through a string.

456
00:20:36,120 --> 00:20:40,130
Or how to solve a problem that looks
character by character through a name

457
00:20:40,130 --> 00:20:42,560
or something like that, right?

458
00:20:42,560 --> 00:20:45,560
And so these code-alongs I use
with these practice problems

459
00:20:45,560 --> 00:20:48,150
and I think that they've
worked out pretty well.

460
00:20:48,150 --> 00:20:50,900
So again, you could adopt
it, you could adapt it.

461
00:20:50,900 --> 00:20:53,150
There's so many different
ways to do this.

462
00:20:53,150 --> 00:20:55,940
I would say I'm kind of a little adop--

463
00:20:55,940 --> 00:20:58,040
kind of adapter, really.

464
00:20:58,040 --> 00:21:00,830
Also, I allow students
to have a lot of choice

465
00:21:00,830 --> 00:21:04,370
because there's the more comfy
and the less comfy programs.

466
00:21:04,370 --> 00:21:07,310
So I find that to be
really valuable, right?

467
00:21:07,310 --> 00:21:10,850
So the students that have been coding
since the seventh grade can come in

468
00:21:10,850 --> 00:21:13,130
and they'll just do the
more advanced problems.

469
00:21:13,130 --> 00:21:14,240
And they like that, right?

470
00:21:14,240 --> 00:21:18,540
They'll do credit instead of cash
and they'll be challenged by that.

471
00:21:18,540 --> 00:21:20,900
So that's really worked out well.

472
00:21:20,900 --> 00:21:22,550
Because I like to give students choice.

473
00:21:22,550 --> 00:21:24,560
I want them to take ownership of this.

474
00:21:24,560 --> 00:21:28,760
And again, I never want
students to get bored.

475
00:21:28,760 --> 00:21:32,660
So if they need extra time,
they need an explanation,

476
00:21:32,660 --> 00:21:35,600
again, I might point them to
a chapter of the lecture video

477
00:21:35,600 --> 00:21:38,060
if I don't have chance to
do it that day in class.

478
00:21:38,060 --> 00:21:40,260
I'll point them to a short, right?

479
00:21:40,260 --> 00:21:42,003
So there are so many
resources out there.

480
00:21:42,003 --> 00:21:43,920
They could look at the
notes from the lecture.

481
00:21:43,920 --> 00:21:47,250
They could look at the source code that
David used in lecture that week, right?

482
00:21:47,250 --> 00:21:49,500
You can download all the
source code or teach students

483
00:21:49,500 --> 00:21:53,010
how to do that so they have
little examples of different codes

484
00:21:53,010 --> 00:21:57,510
that they could use to learn from and to
use as an example for the next program

485
00:21:57,510 --> 00:21:58,900
that they're going to work on.

486
00:21:58,900 --> 00:22:03,390
So again, it works for me
because, with so many students

487
00:22:03,390 --> 00:22:07,410
and with such a wide range of
abilities, all of these resources

488
00:22:07,410 --> 00:22:09,810
and the large selection
of problems really

489
00:22:09,810 --> 00:22:14,030
means there's something
there for everybody, OK?

490
00:22:14,030 --> 00:22:16,940
So the practice problems, there's
about three practice problems--

491
00:22:16,940 --> 00:22:18,980
short practice problems per unit.

492
00:22:18,980 --> 00:22:22,040
And I'll show you a little bit where
you'll find them in a moment, right?

493
00:22:22,040 --> 00:22:26,090
And each one is really
about one particular topic.

494
00:22:26,090 --> 00:22:30,530
So there's one just very
simple one on how to debug.

495
00:22:30,530 --> 00:22:34,430
You just have to practice taking
code that's not syntactically correct

496
00:22:34,430 --> 00:22:38,750
and figure out what's wrong with
it and how do you debug it, right?

497
00:22:38,750 --> 00:22:41,270
And again, to demonstrate new concepts.

498
00:22:41,270 --> 00:22:46,260
So there's a program for
unit 2 called Password,

499
00:22:46,260 --> 00:22:52,610
which is determining if a password has
a number, a letter, a lowercase letter,

500
00:22:52,610 --> 00:22:53,330
a symbol.

501
00:22:53,330 --> 00:22:55,490
And so that's been really
helpful for students

502
00:22:55,490 --> 00:22:57,890
to understand how to do readability.

503
00:22:57,890 --> 00:23:00,590
Because now they need
to understand, how do I

504
00:23:00,590 --> 00:23:02,840
check if something is
uppercase or lowercase

505
00:23:02,840 --> 00:23:05,420
or if it's a digit or et cetera, right?

506
00:23:05,420 --> 00:23:08,750
So it gives them those ideas of,
where do I find those functions?

507
00:23:08,750 --> 00:23:10,700
Where do I find like--

508
00:23:10,700 --> 00:23:12,560
is alpha, how do I figure that out?

509
00:23:12,560 --> 00:23:15,960
So by doing some of these practice
problems, that it kind of sets them up,

510
00:23:15,960 --> 00:23:20,400
I feel, for success so they
have a model now, all right?

511
00:23:20,400 --> 00:23:23,140
And so they're available.

512
00:23:23,140 --> 00:23:25,140
I will show you where
they are in a few moments.

513
00:23:25,140 --> 00:23:28,170
And they come with the Check50
so that you could use it

514
00:23:28,170 --> 00:23:30,870
and also to have students check
for their own correctness.

515
00:23:30,870 --> 00:23:34,140
There's no Submit50 because
they are practice problems.

516
00:23:34,140 --> 00:23:37,590
But we can figure that out, all right?

517
00:23:37,590 --> 00:23:41,520
So I teach the very short
lesson after they watch

518
00:23:41,520 --> 00:23:43,200
a little bit of the lecture video.

519
00:23:43,200 --> 00:23:45,120
I'll do the code-alongs.

520
00:23:45,120 --> 00:23:48,360
I'll allow them to collaborate
on the practice problems.

521
00:23:48,360 --> 00:23:51,930
I'll help the struggling students
by going through pseudo code

522
00:23:51,930 --> 00:23:54,510
with them, maybe even
a little starter code,

523
00:23:54,510 --> 00:23:56,910
maybe the do while loop at
the beginning of the program

524
00:23:56,910 --> 00:23:58,260
to validate the user input.

525
00:23:58,260 --> 00:23:59,670
We may do that together.

526
00:23:59,670 --> 00:24:02,430
And then, let them take over from there.

527
00:24:02,430 --> 00:24:05,590
So again, for some of the
practice problems we'll do that.

528
00:24:05,590 --> 00:24:09,780
So for unit 1, this is kind of
the way that I will do unit 1.

529
00:24:09,780 --> 00:24:12,060
So unit 0, we do Scratch.

530
00:24:12,060 --> 00:24:15,030
Now, unit 1, this is the
first time for most students

531
00:24:15,030 --> 00:24:17,100
that they're seeing a
text-based programming

532
00:24:17,100 --> 00:24:19,830
language with semicolons
and curly braces,

533
00:24:19,830 --> 00:24:24,690
having to use a compiler
to compile the programs.

534
00:24:24,690 --> 00:24:28,710
So the bold ones, Hello,
Mario, Cash or Credit,

535
00:24:28,710 --> 00:24:31,830
those are the problems you've
already done, all right?

536
00:24:31,830 --> 00:24:33,870
So I'll share with you
some of these others.

537
00:24:33,870 --> 00:24:37,540
So I have these listed on another page.

538
00:24:37,540 --> 00:24:42,480
So debug and half and prime
are practice problems.

539
00:24:42,480 --> 00:24:45,930
So those are problems that are there
just to allow-- so you could use them

540
00:24:45,930 --> 00:24:46,740
or not.

541
00:24:46,740 --> 00:24:49,050
They're just another resource, right?

542
00:24:49,050 --> 00:24:52,500
So if you want to have maybe
a code along with a student.

543
00:24:52,500 --> 00:24:53,610
Let me code with you.

544
00:24:53,610 --> 00:24:54,870
Let's code it together.

545
00:24:54,870 --> 00:24:58,200
Maybe you don't want to do the full
code along for Mario or for Cash.

546
00:24:58,200 --> 00:24:59,890
You want them to think about that.

547
00:24:59,890 --> 00:25:03,210
But maybe you want to do a couple
of programs and code with them.

548
00:25:03,210 --> 00:25:06,690
A couple of these programs,
like Fahrenheit and ISBN,

549
00:25:06,690 --> 00:25:10,350
are actually older CS50
problems that I still use.

550
00:25:10,350 --> 00:25:11,580
And I've reformatted.

551
00:25:11,580 --> 00:25:14,100
I give you links to all
of these, all right?

552
00:25:14,100 --> 00:25:17,460
So the idea with those, again,
they're like Fahrenheit, just

553
00:25:17,460 --> 00:25:20,040
converts a temperature
from Celsius to Fahrenheit.

554
00:25:20,040 --> 00:25:22,200
It's about three lines of code.

555
00:25:22,200 --> 00:25:25,380
But students are very satisfied
when they get it to work.

556
00:25:25,380 --> 00:25:28,740
It doesn't sound like much now that
you've all done finance, right?

557
00:25:28,740 --> 00:25:31,350
You could go back and think,
oh my gosh, this is simple.

558
00:25:31,350 --> 00:25:36,010
But for a brand new student, after
they do Hello and it's pretty basic.

559
00:25:36,010 --> 00:25:37,272
We do a lot of it together.

560
00:25:37,272 --> 00:25:38,980
A little bit of a
temperature conversion.

561
00:25:38,980 --> 00:25:40,090
It's like, I made it work.

562
00:25:40,090 --> 00:25:42,910
They have that sense of success, right?

563
00:25:42,910 --> 00:25:47,710
So for me, a lot of the key is
really allowing them to feel success.

564
00:25:47,710 --> 00:25:50,860
Because I feel like that's going to
allow them to feel like I can do this.

565
00:25:50,860 --> 00:25:53,780
It's going to give them the
encouragement to keep trying.

566
00:25:53,780 --> 00:25:55,390
And who knows?

567
00:25:55,390 --> 00:25:57,882
And I do have a number
of students that ends up

568
00:25:57,882 --> 00:25:59,590
wanting to major in
computer science when

569
00:25:59,590 --> 00:26:03,250
they get to college that knew nothing
about it and just fall in love with it.

570
00:26:03,250 --> 00:26:05,440
Really loved the algorithmic thinking.

571
00:26:05,440 --> 00:26:07,000
Loved the challenge.

572
00:26:07,000 --> 00:26:10,630
And even we'll share sometimes that
it's helped them in other subjects

573
00:26:10,630 --> 00:26:14,920
learning how to break down
and solve problems, right?

574
00:26:14,920 --> 00:26:18,520
And not being afraid to take
on a hard problem knowing

575
00:26:18,520 --> 00:26:20,950
that you could look at a
problem and start feeling like,

576
00:26:20,950 --> 00:26:23,170
I have no idea how to solve this.

577
00:26:23,170 --> 00:26:27,130
But if I think about it and work
through it, I can get a plan together

578
00:26:27,130 --> 00:26:28,360
and I can do it.

579
00:26:28,360 --> 00:26:31,870
So I think even if the students
never take another computer science

580
00:26:31,870 --> 00:26:34,840
course after your
course, it's so valuable

581
00:26:34,840 --> 00:26:37,750
to feel comfortable
getting a hard problem

582
00:26:37,750 --> 00:26:39,730
and figuring out how to solve it.

583
00:26:39,730 --> 00:26:42,790
So all of that problem
solving, algorithmic thinking,

584
00:26:42,790 --> 00:26:46,930
it's going to benefit them
in any walk of life, right?

585
00:26:46,930 --> 00:26:49,030
So this is kind of how I pace unit 1.

586
00:26:49,030 --> 00:26:53,380
And I might take a month
or 2 to do it, right?

587
00:26:53,380 --> 00:26:54,970
I don't do it in one week.

588
00:26:54,970 --> 00:26:57,010
Because also we have short periods.

589
00:26:57,010 --> 00:27:00,010
I don't want them to have to do a
lot of programming for homework.

590
00:27:00,010 --> 00:27:02,020
I'll let them do it in class.

591
00:27:02,020 --> 00:27:02,800
Sorry.

592
00:27:02,800 --> 00:27:05,200
So I might take a number
of weeks to do this.

593
00:27:05,200 --> 00:27:07,000
And every year is a little different.

594
00:27:07,000 --> 00:27:07,930
Students go fast.

595
00:27:07,930 --> 00:27:10,360
Actually, this year they went
faster because of the Duck.

596
00:27:10,360 --> 00:27:11,820
The Duck helped them so much.

597
00:27:11,820 --> 00:27:14,320
They were getting through with
their program so much faster.

598
00:27:14,320 --> 00:27:17,800
It's like, what do I do now?

599
00:27:17,800 --> 00:27:21,535
And then, in unit 2, I
kind of pace it like this.

600
00:27:21,535 --> 00:27:25,340


601
00:27:25,340 --> 00:27:31,060
So again, initials, old
friends, and calc and visionaire

602
00:27:31,060 --> 00:27:36,820
are all older CS50 problems and I've
given you links to all of these, OK?

603
00:27:36,820 --> 00:27:39,850
Are we good so far?

604
00:27:39,850 --> 00:27:44,813
And password no vowels are
some of the practice problems.

605
00:27:44,813 --> 00:27:46,480
Scrabble I think you've all seen, right?

606
00:27:46,480 --> 00:27:47,730
So Scrabble is a nice little--

607
00:27:47,730 --> 00:27:50,410
I'd probably use that
as a practice problem.

608
00:27:50,410 --> 00:27:52,368
Yeah, so I really like
to have the ability,

609
00:27:52,368 --> 00:27:55,660
particularly here now, they're working
with strings, we're working with arrays.

610
00:27:55,660 --> 00:27:58,210
And so there's a number
of things here that I

611
00:27:58,210 --> 00:28:01,210
allow them to kind of get
comfortable with the material

612
00:28:01,210 --> 00:28:04,553
before they get into doing what I call
the performance-based assessments,

613
00:28:04,553 --> 00:28:06,220
the ones that count towards their grade.

614
00:28:06,220 --> 00:28:09,730


615
00:28:09,730 --> 00:28:12,670
So the practice problems
right now are on this site.

616
00:28:12,670 --> 00:28:15,430
So you have access to these slides.

617
00:28:15,430 --> 00:28:20,920
And when you go here, see
how this opens, right?

618
00:28:20,920 --> 00:28:25,870
So you'll see there's practice problems
after week one after, week two.

619
00:28:25,870 --> 00:28:30,730
So you have links to these
problems on the CS50 X site.

620
00:28:30,730 --> 00:28:32,560
Let me make this full screen.

621
00:28:32,560 --> 00:28:37,000
And the past problems, I
have links directly in here.

622
00:28:37,000 --> 00:28:41,410
So the problem specs, I rewrote them to
be a little more current and formatted.

623
00:28:41,410 --> 00:28:44,020
And you're welcome to
use them if you want.

624
00:28:44,020 --> 00:28:47,770
Also you're welcome to write your
own programs eventually, right?

625
00:28:47,770 --> 00:28:51,880
Maybe you make your own ideas on what
would be a good program for a student.

626
00:28:51,880 --> 00:28:55,360
So what I love about this is once
you get comfortable taking the class

627
00:28:55,360 --> 00:28:58,780
and you're teaching it, maybe not
the first year or the second year.

628
00:28:58,780 --> 00:29:02,020
But eventually, you come up
with your own ideas, right?

629
00:29:02,020 --> 00:29:04,540
And maybe you and you're in
touch with other teachers here,

630
00:29:04,540 --> 00:29:07,982
you maybe share your resources
now and have a nice community say,

631
00:29:07,982 --> 00:29:09,940
gee, it would be nice to
have a little program.

632
00:29:09,940 --> 00:29:12,460
Let's write up a little
problem spec to be

633
00:29:12,460 --> 00:29:16,570
able to ask students to create
this type of a problem, all right?

634
00:29:16,570 --> 00:29:21,220
So anyway, I find all of these
additional problems for me very helpful

635
00:29:21,220 --> 00:29:24,200
to give the students some time
to get used to everything,

636
00:29:24,200 --> 00:29:27,620
get used to the algorithmic thinking,
and we take it a little at a time.

637
00:29:27,620 --> 00:29:30,790


638
00:29:30,790 --> 00:29:36,220
Now, I do have some students who totally
finish the entire CS50 curriculum.

639
00:29:36,220 --> 00:29:38,950
I had one student, I think,
finished it in two months.

640
00:29:38,950 --> 00:29:40,240
Just did everything.

641
00:29:40,240 --> 00:29:41,890
Two months.

642
00:29:41,890 --> 00:29:43,390
Faster than they do at Harvard even.

643
00:29:43,390 --> 00:29:44,620
I mean, crazy, right?

644
00:29:44,620 --> 00:29:45,938
He just fell in love with it.

645
00:29:45,938 --> 00:29:47,230
And that's all he did at night.

646
00:29:47,230 --> 00:29:49,600
He would just work out all
the programming problems.

647
00:29:49,600 --> 00:29:52,150
So eventually, I do have
those kind of students.

648
00:29:52,150 --> 00:29:55,630
And again, the nice thing about this
is that I just let them move ahead

649
00:29:55,630 --> 00:29:57,010
or I point them to the resources.

650
00:29:57,010 --> 00:29:58,630
Just keep going do what you can.

651
00:29:58,630 --> 00:29:59,980
I'm there to support you.

652
00:29:59,980 --> 00:30:03,820
And now that you've taken the course,
you're there to support them, right?

653
00:30:03,820 --> 00:30:07,660
But there's also other CS50
courses in this CS50 world, right?

654
00:30:07,660 --> 00:30:09,550
So there's a Python course.

655
00:30:09,550 --> 00:30:12,100
There's an artificial
intelligence course.

656
00:30:12,100 --> 00:30:12,970
And there's others.

657
00:30:12,970 --> 00:30:15,555
Now there's a SQL course.

658
00:30:15,555 --> 00:30:16,930
A new R course that's coming out.

659
00:30:16,930 --> 00:30:22,390
So there's all these other CS50
courses that I point my students

660
00:30:22,390 --> 00:30:24,700
to to keep them going
because the format they're

661
00:30:24,700 --> 00:30:26,680
familiar now with how the format works.

662
00:30:26,680 --> 00:30:28,750
These use the same coding--

663
00:30:28,750 --> 00:30:30,880
code space, the same coding environment.

664
00:30:30,880 --> 00:30:33,880
And so I'll point them towards
this to kind of keep them engaged,

665
00:30:33,880 --> 00:30:39,510
keep them learning to see if they can
get as much out of it as possible.

666
00:30:39,510 --> 00:30:43,410
Now, what I do-- and I also have
students that finish up more quickly--

667
00:30:43,410 --> 00:30:48,210
is that I do make them
into class experts, right?

668
00:30:48,210 --> 00:30:52,110
So sometimes, I'll have a poster
on the wall for each problem.

669
00:30:52,110 --> 00:30:55,920
I might have readability
and Caesar and substitution.

670
00:30:55,920 --> 00:30:59,130
And then, when a student
finishes early, I'll

671
00:30:59,130 --> 00:31:03,090
offer them an extra credit point
to put their name on the poster

672
00:31:03,090 --> 00:31:05,460
and to be a helper to other students.

673
00:31:05,460 --> 00:31:09,240
Because especially if you have a
very large class, as you can imagine,

674
00:31:09,240 --> 00:31:13,980
it's very helpful to have your own
experts, or we could say TAs, right?

675
00:31:13,980 --> 00:31:16,830
And sometimes in my
school, I do get a TA--

676
00:31:16,830 --> 00:31:19,380
rarely, but sometimes,
that took my class

677
00:31:19,380 --> 00:31:21,540
that the school lets them
come back and be a TA.

678
00:31:21,540 --> 00:31:25,800
So I occasionally, not often,
have a TA as well, right?

679
00:31:25,800 --> 00:31:28,470
But I like to encourage
them to be experts.

680
00:31:28,470 --> 00:31:29,910
They feel good about that.

681
00:31:29,910 --> 00:31:32,490
And also, they're
explaining to somebody else,

682
00:31:32,490 --> 00:31:34,650
they get to learn it
better as well, right?

683
00:31:34,650 --> 00:31:38,130
I think it's a really great process.

684
00:31:38,130 --> 00:31:40,330
So again, I've mentioned
this before where

685
00:31:40,330 --> 00:31:45,700
the scaffolding has been just
huge in terms of getting students

686
00:31:45,700 --> 00:31:48,310
to have that sense of success, OK?

687
00:31:48,310 --> 00:31:50,230
So again, breaking it down.

688
00:31:50,230 --> 00:31:51,160
I'll work with them.

689
00:31:51,160 --> 00:31:51,760
We'll code.

690
00:31:51,760 --> 00:31:55,630
We'll put comments in the code--
the starter code together, right?

691
00:31:55,630 --> 00:31:58,180
Maybe little snippets
developed together or something

692
00:31:58,180 --> 00:32:00,100
like that and allow them to--

693
00:32:00,100 --> 00:32:03,850
I encourage them to
pseudo code together.

694
00:32:03,850 --> 00:32:08,200
Work with your table Mates and
figure out the pseudo code together.

695
00:32:08,200 --> 00:32:12,303
I always say that's certainly allowed,
even on the graded problems, right?

696
00:32:12,303 --> 00:32:14,470
And on the others, allow
them to struggle through it

697
00:32:14,470 --> 00:32:16,600
and see what they can figure out.

698
00:32:16,600 --> 00:32:19,760
I always find it so nice when two
students are struggling together

699
00:32:19,760 --> 00:32:21,760
to get through it and
they're learning together.

700
00:32:21,760 --> 00:32:23,800
And then, they have a
peer, they have a friend.

701
00:32:23,800 --> 00:32:28,280
And I think it just makes it
more fun for them as well.

702
00:32:28,280 --> 00:32:31,780
So again, my goals for
my computer science class

703
00:32:31,780 --> 00:32:36,350
is I want them to get comfortable
with the idea of programming, right?

704
00:32:36,350 --> 00:32:39,850
It's not about learning to
program and being an expert in C,

705
00:32:39,850 --> 00:32:43,210
but learning about how
programming works, right?

706
00:32:43,210 --> 00:32:45,790
That there's syntax
rules you have to follow.

707
00:32:45,790 --> 00:32:49,150
There sometimes are strange
symbols, and it takes time.

708
00:32:49,150 --> 00:32:52,940
But basically, it's about learning
how to break down and solve a problem.

709
00:32:52,940 --> 00:32:57,160
So again, feel that sense of confidence,
that I know I can do this, right?

710
00:32:57,160 --> 00:32:59,620
I just have to keep asking for help.

711
00:32:59,620 --> 00:33:02,050
I need to stick with
it and I can get there.

712
00:33:02,050 --> 00:33:06,760
And keeping beginners and more advanced
students engaged at the same time.

713
00:33:06,760 --> 00:33:08,915
So it's a little challenging sometimes.

714
00:33:08,915 --> 00:33:09,790
I'm not going to lie.

715
00:33:09,790 --> 00:33:11,290
There's challenges.

716
00:33:11,290 --> 00:33:14,170
But using CS50 allows
me to do it in a way

717
00:33:14,170 --> 00:33:17,320
that I feel a lot of other
curriculums just wouldn't, right?

718
00:33:17,320 --> 00:33:20,260
So it's been really very
successful like that.

719
00:33:20,260 --> 00:33:22,052
Knowing that they are--

720
00:33:22,052 --> 00:33:24,010
there's a sense of
satisfaction, like you said,

721
00:33:24,010 --> 00:33:25,552
when you solve a really hard problem.

722
00:33:25,552 --> 00:33:28,580
You can kind of get that--
that light bulb goes off.

723
00:33:28,580 --> 00:33:31,070
And eventually, my goal
is that they can become

724
00:33:31,070 --> 00:33:35,570
independent in learning how to figure
out what they need to do, right?

725
00:33:35,570 --> 00:33:37,100
Because especially when you finish--

726
00:33:37,100 --> 00:33:39,050
C is a little harder
to look up sometimes.

727
00:33:39,050 --> 00:33:43,310
But once you get to
Python and HTML and CSS,

728
00:33:43,310 --> 00:33:47,540
there are so many wonderful resources
now, they can easily go out in Google.

729
00:33:47,540 --> 00:33:50,600
They can find resources on W3 schools.

730
00:33:50,600 --> 00:33:52,730
That they don't need
just the CS50 resource.

731
00:33:52,730 --> 00:33:55,400
They can go out now to
the internet and Google

732
00:33:55,400 --> 00:33:58,200
and find all these great ways
of figuring out how to do that.

733
00:33:58,200 --> 00:34:02,540
So I really-- my goal, again, for them
is to become independent learners.

734
00:34:02,540 --> 00:34:04,880
To know that we have a start now.

735
00:34:04,880 --> 00:34:06,680
I know how to break that problem down.

736
00:34:06,680 --> 00:34:09,770
And now, I just need to figure
out my approach to this problem.

737
00:34:09,770 --> 00:34:13,429
So I really want them to be able
to do it more like on their own

738
00:34:13,429 --> 00:34:15,760
by the end of the year.

739
00:34:15,760 --> 00:34:18,060
So who has questions?

740
00:34:18,060 --> 00:34:18,909
Any questions?

741
00:34:18,909 --> 00:34:20,370
You see a lot of questions.

742
00:34:20,370 --> 00:34:20,977
Thank you.

743
00:34:20,977 --> 00:34:21,810
That would be great.

744
00:34:21,810 --> 00:34:24,659
Let's start up here.

745
00:34:24,659 --> 00:34:28,409
AUDIENCE: Thank you, Miss Margaret
for your clear explanation

746
00:34:28,409 --> 00:34:31,380
about your journey in
teaching computer science.

747
00:34:31,380 --> 00:34:36,130
So as you said that you like-- the
students comfortable to make mistakes,

748
00:34:36,130 --> 00:34:36,630
right?

749
00:34:36,630 --> 00:34:40,230
And I believe it's a long way
to make the students become

750
00:34:40,230 --> 00:34:42,540
comfortable for their mistakes.

751
00:34:42,540 --> 00:34:49,650
So how you handle that kind of situation
when the students feel stressful, even

752
00:34:49,650 --> 00:34:52,620
frustrated?

753
00:34:52,620 --> 00:34:57,190
Like us here when we are
finishing the problem set.

754
00:34:57,190 --> 00:35:01,300
So how to make them keep
like, OK, I can do this.

755
00:35:01,300 --> 00:35:02,760
I can finish this.

756
00:35:02,760 --> 00:35:05,850
Yeah, maybe you can share
with us the solution.

757
00:35:05,850 --> 00:35:09,990
Because I think our students will
have that kind of condition too.

758
00:35:09,990 --> 00:35:10,710
Thank you.

759
00:35:10,710 --> 00:35:12,085
MARGARET TANZOSH: No, absolutely.

760
00:35:12,085 --> 00:35:12,870
I agree with you.

761
00:35:12,870 --> 00:35:13,620
Well, a couple of things.

762
00:35:13,620 --> 00:35:15,610
So I try to get them
excited at the beginning.

763
00:35:15,610 --> 00:35:18,550
I'll start my year also
by showing them some

764
00:35:18,550 --> 00:35:21,220
of the previous years' final projects.

765
00:35:21,220 --> 00:35:23,470
And just letting them know
that most of these students

766
00:35:23,470 --> 00:35:25,512
knew nothing about
programming when they started.

767
00:35:25,512 --> 00:35:27,855
And if you stay with it
that, eventually, you

768
00:35:27,855 --> 00:35:29,230
could do something like this too.

769
00:35:29,230 --> 00:35:32,200
Just to kind of show them what the
ends of it could look like, right?

770
00:35:32,200 --> 00:35:33,910
So I will do that.

771
00:35:33,910 --> 00:35:36,340
And then, a lot of it is just to--

772
00:35:36,340 --> 00:35:40,365
I put up anchor charts in my
room with a little bit of syntax

773
00:35:40,365 --> 00:35:42,490
where I'll have this is
what a for loop looks like.

774
00:35:42,490 --> 00:35:45,760
This is what a do while loop
looks like, something like

775
00:35:45,760 --> 00:35:47,980
that so they have those references.

776
00:35:47,980 --> 00:35:53,800
And there is-- and I do stress over
and over again that it's totally normal

777
00:35:53,800 --> 00:35:56,290
to have that sense of that--

778
00:35:56,290 --> 00:36:00,226
[LAUGHTER]

779
00:36:00,226 --> 00:36:04,170


780
00:36:04,170 --> 00:36:09,210
That it's totally normal to
have that sense of frustration.

781
00:36:09,210 --> 00:36:14,790
When I'm demonstrating little bits of
code, I'll often make mistakes too.

782
00:36:14,790 --> 00:36:20,010
Sometimes on purpose, sometimes
not on purpose, right?

783
00:36:20,010 --> 00:36:24,390
And so I want them to see that
we all make mistakes, right?

784
00:36:24,390 --> 00:36:25,650
That it's normal.

785
00:36:25,650 --> 00:36:26,850
And I'll help them.

786
00:36:26,850 --> 00:36:30,510
If they're so frustrated that
they don't know what to do next,

787
00:36:30,510 --> 00:36:32,010
I'll give them a hint.

788
00:36:32,010 --> 00:36:34,770
I might give them one
line of code, right?

789
00:36:34,770 --> 00:36:38,910
And now with the CS50 Duck, they
have that as a resource too.

790
00:36:38,910 --> 00:36:40,950
That's been a massive help, as I said.

791
00:36:40,950 --> 00:36:44,170
Beginning of the year, the programs
were being finished like this.

792
00:36:44,170 --> 00:36:46,350
And it's like, oh my gosh.

793
00:36:46,350 --> 00:36:47,400
Were you cheating?

794
00:36:47,400 --> 00:36:48,930
How did you do it so fast?

795
00:36:48,930 --> 00:36:50,670
We asked the Duck.

796
00:36:50,670 --> 00:36:51,600
It was like, got it.

797
00:36:51,600 --> 00:36:54,420
OK, good.

798
00:36:54,420 --> 00:36:57,690
Again, just to keep stressing,
we all make mistakes.

799
00:36:57,690 --> 00:37:00,240
That's why there's
something called debugging.

800
00:37:00,240 --> 00:37:01,800
That it's going to take time.

801
00:37:01,800 --> 00:37:04,740
It's like learning a
new language, all right?

802
00:37:04,740 --> 00:37:06,180
So who else has a question?

803
00:37:06,180 --> 00:37:06,930
Over here, Ika.

804
00:37:06,930 --> 00:37:11,990


805
00:37:11,990 --> 00:37:13,310
AUDIENCE: OK, thank you.

806
00:37:13,310 --> 00:37:14,120
My name is Ika.

807
00:37:14,120 --> 00:37:16,370
I'm from [INAUDIBLE] Java.

808
00:37:16,370 --> 00:37:19,940
So first of all, I would like
to say thank you for Margaret

809
00:37:19,940 --> 00:37:23,240
for assisting me during this course.

810
00:37:23,240 --> 00:37:27,500
Yeah, I like the way how you
explain material, especially

811
00:37:27,500 --> 00:37:31,610
for me who has no computer
science background.

812
00:37:31,610 --> 00:37:37,400
And so what I want to
ask you is how to enhance

813
00:37:37,400 --> 00:37:41,630
the student's active engagement,
especially in the computer science

814
00:37:41,630 --> 00:37:44,120
class for beginners.

815
00:37:44,120 --> 00:37:46,730
I mean, here for both the
teachers and students.

816
00:37:46,730 --> 00:37:51,440
For example, like me, I just
learned about computer science

817
00:37:51,440 --> 00:37:53,720
for the first time here in CS50.

818
00:37:53,720 --> 00:38:01,490
But I want to make my students
interested and motivated in it.

819
00:38:01,490 --> 00:38:05,150
But sometimes, when my student--

820
00:38:05,150 --> 00:38:09,810
when I ask my students, for
example, do you have any questions?

821
00:38:09,810 --> 00:38:11,670
They just keep silence.

822
00:38:11,670 --> 00:38:16,440
And there's just two choices in my mind,
whether they have understood all of them

823
00:38:16,440 --> 00:38:19,920
or whether they know nothing about it.

824
00:38:19,920 --> 00:38:22,590
Yeah, that's what I want to ask you.

825
00:38:22,590 --> 00:38:25,770
Maybe you have some suggestions,
especially for computer science.

826
00:38:25,770 --> 00:38:28,800
Because this is-- it's not my field.

827
00:38:28,800 --> 00:38:32,145
But I want to try to
practice in my classroom.

828
00:38:32,145 --> 00:38:32,730
OK, thank you.

829
00:38:32,730 --> 00:38:34,480
MARGARET TANZOSH:
That's a great question.

830
00:38:34,480 --> 00:38:36,835
I have the same thing
happens to me all the time.

831
00:38:36,835 --> 00:38:37,710
I'm not going to lie.

832
00:38:37,710 --> 00:38:39,390
It happens like all the time.

833
00:38:39,390 --> 00:38:43,260
And one thing I try to make sure
because I've had some students sometimes

834
00:38:43,260 --> 00:38:47,100
that ended up sitting next
to a very advanced student.

835
00:38:47,100 --> 00:38:49,950
Like a real beginner next
to a very advanced student.

836
00:38:49,950 --> 00:38:54,180
And then, often a girl sitting next to a
guy sometimes, I'm going to say, right?

837
00:38:54,180 --> 00:38:55,583
And a very confident guy.

838
00:38:55,583 --> 00:38:57,000
He knows he's been coding forever.

839
00:38:57,000 --> 00:39:00,480
And it makes her feel like
she's not good enough sometimes.

840
00:39:00,480 --> 00:39:03,210
So I try to be very careful
about that and make sure

841
00:39:03,210 --> 00:39:04,980
that those arrangements don't happen.

842
00:39:04,980 --> 00:39:07,860
That people sit with people
they can struggle together with

843
00:39:07,860 --> 00:39:09,898
and they can have fun with it together.

844
00:39:09,898 --> 00:39:11,690
Well, certainly, we do
the Scratch project.

845
00:39:11,690 --> 00:39:12,890
I give them some extra time.

846
00:39:12,890 --> 00:39:15,740
We might take a couple of weeks
to do the Scratch project just

847
00:39:15,740 --> 00:39:18,740
to get used to the concept
of these different computing

848
00:39:18,740 --> 00:39:22,460
structures like loops and
conditional statements, variables.

849
00:39:22,460 --> 00:39:24,762
So I don't rush through it.

850
00:39:24,762 --> 00:39:26,220
I mean, that is another thing I do.

851
00:39:26,220 --> 00:39:27,428
I just don't rush through it.

852
00:39:27,428 --> 00:39:30,920
I actually often give them extra time
for their problems if they need it.

853
00:39:30,920 --> 00:39:34,340
Because I don't want them to feel
like, oh my God, it's due tomorrow.

854
00:39:34,340 --> 00:39:35,630
I don't know what to do.

855
00:39:35,630 --> 00:39:39,020
I better copy a friend's
program or I'm going to fail.

856
00:39:39,020 --> 00:39:41,300
I don't want them to have that feeling.

857
00:39:41,300 --> 00:39:45,660
So I let them come to me and I'll
usually give them a little extra time.

858
00:39:45,660 --> 00:39:48,140
Ask them to come see me
during their lunch period

859
00:39:48,140 --> 00:39:51,660
and maybe we'll take a look together
and walk through it a bit together.

860
00:39:51,660 --> 00:39:54,440
So it's a process.

861
00:39:54,440 --> 00:39:56,780
It's a process.

862
00:39:56,780 --> 00:39:58,010
I think it's hard sometimes--

863
00:39:58,010 --> 00:39:58,940
I do the same thing.

864
00:39:58,940 --> 00:40:00,050
Who has questions?

865
00:40:00,050 --> 00:40:01,610
What questions do you have?

866
00:40:01,610 --> 00:40:03,860
Silence, right?

867
00:40:03,860 --> 00:40:05,690
Nobody says anything, right?

868
00:40:05,690 --> 00:40:10,887
So sometimes, I'll try to ask a
little more specific question.

869
00:40:10,887 --> 00:40:11,970
Instead of just questions.

870
00:40:11,970 --> 00:40:16,260
Who could answer like, what is this
for loop doing or something like that.

871
00:40:16,260 --> 00:40:22,770
Or what is this little snippet of code
going to print to try to get something.

872
00:40:22,770 --> 00:40:26,670
Because I think, very general-- and
I fall into it all the time myself.

873
00:40:26,670 --> 00:40:29,640
Very general questions
sometimes like people

874
00:40:29,640 --> 00:40:32,610
are afraid to sound like
they don't know anything,

875
00:40:32,610 --> 00:40:34,980
like they're embarrassed
to ask a question, right?

876
00:40:34,980 --> 00:40:39,720
And then, sometimes, I end up having
the most advanced students say something

877
00:40:39,720 --> 00:40:44,400
that sounds so smart that everybody else
feels like they're not up for it, right?

878
00:40:44,400 --> 00:40:49,200
So I think it's just a matter of finding
your own way and trying to encourage.

879
00:40:49,200 --> 00:40:50,590
What did you think about this?

880
00:40:50,590 --> 00:40:54,390
I'll have students also sometimes
talk at their table groups.

881
00:40:54,390 --> 00:40:55,650
So here's a question.

882
00:40:55,650 --> 00:40:57,480
I want you to talk about this together.

883
00:40:57,480 --> 00:41:00,690
And then, I'll share out like
for each table have something

884
00:41:00,690 --> 00:41:03,390
that somebody talked
about that problem to try

885
00:41:03,390 --> 00:41:06,420
to get everybody engaged in talking.

886
00:41:06,420 --> 00:41:08,550
OK, other questions?

887
00:41:08,550 --> 00:41:11,570
OK, over here.

888
00:41:11,570 --> 00:41:13,385
OK, thank you.

889
00:41:13,385 --> 00:41:14,135
Thank you, Carter.

890
00:41:14,135 --> 00:41:17,330


891
00:41:17,330 --> 00:41:18,890
AUDIENCE: Hello, Miss Margaret.

892
00:41:18,890 --> 00:41:22,490
I am Lily from [INAUDIBLE].

893
00:41:22,490 --> 00:41:23,660
MARGARET TANZOSH: Hey, guys.

894
00:41:23,660 --> 00:41:24,952
I think we can help each other.

895
00:41:24,952 --> 00:41:28,040
We all have questions that are
good for each other as well.

896
00:41:28,040 --> 00:41:32,300
AUDIENCE: Coincidently, I also
teach software engineering.

897
00:41:32,300 --> 00:41:38,120
And I want to ask, what if
my student lack of interest

898
00:41:38,120 --> 00:41:43,040
to read the error message?

899
00:41:43,040 --> 00:41:45,680
How to improve their interest to--

900
00:41:45,680 --> 00:41:51,500
for them to able to read that message?

901
00:41:51,500 --> 00:41:58,610
Because every time their program give
error, they always ask the teacher?

902
00:41:58,610 --> 00:42:01,490


903
00:42:01,490 --> 00:42:08,300
But actually, the error, especially
in Word line or in Word file,

904
00:42:08,300 --> 00:42:11,255
it's already written in their terminal.

905
00:42:11,255 --> 00:42:13,130
MARGARET TANZOSH: But
you're saying when they

906
00:42:13,130 --> 00:42:15,963
get an error, rather than looking
at it and trying to understand it,

907
00:42:15,963 --> 00:42:21,180
AUDIENCE: Rather than look at it,
they directly ask the teacher.

908
00:42:21,180 --> 00:42:26,220
How to improve that so
they can read it their own.

909
00:42:26,220 --> 00:42:26,912
Thank you.

910
00:42:26,912 --> 00:42:27,870
MARGARET TANZOSH: Sure.

911
00:42:27,870 --> 00:42:29,280
Now, that happens to me too.

912
00:42:29,280 --> 00:42:33,450
Well now, to be honest with
the AI Duck, it helps a lot.

913
00:42:33,450 --> 00:42:35,730
[LAUGHTER]

914
00:42:35,730 --> 00:42:38,303
I'll have them paste
their error message.

915
00:42:38,303 --> 00:42:40,470
You could just paste the
whole error message, right?

916
00:42:40,470 --> 00:42:43,230
It explains to you a
little more what it means.

917
00:42:43,230 --> 00:42:44,250
I'll try to go around.

918
00:42:44,250 --> 00:42:48,510
I mean, I will try to go and I'll say,
oh look, it's saying it's on line 19.

919
00:42:48,510 --> 00:42:49,590
Let's look at 19.

920
00:42:49,590 --> 00:42:50,670
What is that telling us?

921
00:42:50,670 --> 00:42:53,130
Oh, it looks like there's
a semicolon over here.

922
00:42:53,130 --> 00:42:54,720
It's giving us a hint, right?

923
00:42:54,720 --> 00:42:58,350
So I try to help them
interpret the error messages.

924
00:42:58,350 --> 00:43:00,420
But again, it takes time.

925
00:43:00,420 --> 00:43:02,760
It doesn't happen like overnight.

926
00:43:02,760 --> 00:43:05,910
And it's interesting, a couple
of months into the class,

927
00:43:05,910 --> 00:43:09,795
I see most students at that point
are getting more comfortable

928
00:43:09,795 --> 00:43:10,920
and they're so proud of it.

929
00:43:10,920 --> 00:43:12,810
It's like, I didn't
know what I was doing.

930
00:43:12,810 --> 00:43:17,790
Now, I did Caesar all by myself
and I didn't need any help.

931
00:43:17,790 --> 00:43:20,250
So but it takes time.

932
00:43:20,250 --> 00:43:23,220
And so I do try to explain
the error codes a bit.

933
00:43:23,220 --> 00:43:25,080
I try to ask them to decipher it.

934
00:43:25,080 --> 00:43:28,530
But honestly, this year, we have
taken a lot of advantage of the Duck.

935
00:43:28,530 --> 00:43:31,170
So the Duck explains it pretty well.

936
00:43:31,170 --> 00:43:35,055
And I'll just have them paste and paste
the whole error message in the Duck.

937
00:43:35,055 --> 00:43:37,930
So I think that's a tool that's
going to be extremely helpful for you

938
00:43:37,930 --> 00:43:38,900
all as well.

939
00:43:38,900 --> 00:43:40,507
So let's take a question.

940
00:43:40,507 --> 00:43:41,590
Any questions at the back?

941
00:43:41,590 --> 00:43:46,180
I see a bunch of hands
in the back over here.

942
00:43:46,180 --> 00:43:47,770
We'll go over there next, OK?

943
00:43:47,770 --> 00:43:49,000
We'll take up here.

944
00:43:49,000 --> 00:43:49,810
Thank you.

945
00:43:49,810 --> 00:43:56,275


946
00:43:56,275 --> 00:43:58,900
Here and here and I think that's
probably all we have time for.

947
00:43:58,900 --> 00:44:01,180
So let's do one here then one here.

948
00:44:01,180 --> 00:44:01,680
Yes.

949
00:44:01,680 --> 00:44:02,680
AUDIENCE: Miss Margaret.

950
00:44:02,680 --> 00:44:03,430
My name is Anne.

951
00:44:03,430 --> 00:44:05,080
I'm from [INAUDIBLE].

952
00:44:05,080 --> 00:44:06,580
MARGARET TANZOSH: I want to
make sure I can hear, please.

953
00:44:06,580 --> 00:44:07,150
Thank you.

954
00:44:07,150 --> 00:44:08,692
AUDIENCE: Yeah, I'm from [INAUDIBLE].

955
00:44:08,692 --> 00:44:10,600
I teach in vocational school.

956
00:44:10,600 --> 00:44:12,670
I want to ask you how about--

957
00:44:12,670 --> 00:44:19,150
how can you evaluate your students
whether they are success in this field

958
00:44:19,150 --> 00:44:21,760
or not in the future?

959
00:44:21,760 --> 00:44:26,857
I mean, are they failed
or not like that?

960
00:44:26,857 --> 00:44:29,190
MARGARET TANZOSH: So I want
to understand your question.

961
00:44:29,190 --> 00:44:30,950
How to direct them in the future?

962
00:44:30,950 --> 00:44:32,790
AUDIENCE: How can you
evaluate your students

963
00:44:32,790 --> 00:44:38,040
that they are going to be success
in this field in the future?

964
00:44:38,040 --> 00:44:45,780
Or they can just move to another
field not in CS like that.

965
00:44:45,780 --> 00:44:49,200
MARGARET TANZOSH: Right,
so how do I encourage them.

966
00:44:49,200 --> 00:44:52,500
So again, I kind of feel
like it's, in some sense,

967
00:44:52,500 --> 00:44:54,570
they're going to want
to go into this or not.

968
00:44:54,570 --> 00:44:57,240
I can't force them to go
into computer science.

969
00:44:57,240 --> 00:45:01,920
I do try to make the material and
I do think the CS50 problem sets.

970
00:45:01,920 --> 00:45:05,790
Make the material pretty
interesting and rewarding

971
00:45:05,790 --> 00:45:09,060
and just, occasionally,
we'll have speakers come in

972
00:45:09,060 --> 00:45:12,645
and talk about opportunities in
the field of computer science.

973
00:45:12,645 --> 00:45:13,770
We'll have people who work.

974
00:45:13,770 --> 00:45:18,000
I have somebody maybe recently
who works for Facebook came in

975
00:45:18,000 --> 00:45:21,090
and talked about a little bit
of what their day looks like

976
00:45:21,090 --> 00:45:23,730
or somebody who works--

977
00:45:23,730 --> 00:45:25,530
actually, not even a
programmer, but more

978
00:45:25,530 --> 00:45:30,840
in like English in kind
of the interpreting

979
00:45:30,840 --> 00:45:33,120
language for their AIs with Google.

980
00:45:33,120 --> 00:45:36,720
So I sometimes we'll have different
industry people come in and talk.

981
00:45:36,720 --> 00:45:41,392
I don't know if you have access to
any parents or people in the community

982
00:45:41,392 --> 00:45:42,600
or maybe you could reach out.

983
00:45:42,600 --> 00:45:46,470
Create like a you know a community
here of each other of people

984
00:45:46,470 --> 00:45:50,310
that you can share like
what they were able to do

985
00:45:50,310 --> 00:45:54,180
with a degree in computer science or
with having studied computer science.

986
00:45:54,180 --> 00:45:56,670
Sometimes, I'll have
old students come back

987
00:45:56,670 --> 00:46:00,240
that will decided to take
computer science in college.

988
00:46:00,240 --> 00:46:02,160
And they could talk
to the class and say--

989
00:46:02,160 --> 00:46:06,060
and a lot of them will say, gee,
taking CS50 here in high school

990
00:46:06,060 --> 00:46:08,670
was so helpful for me
because it allowed me

991
00:46:08,670 --> 00:46:12,150
to have a better sense of what was
happening when I got to college.

992
00:46:12,150 --> 00:46:14,790
So that's actually a great
thing to have students--

993
00:46:14,790 --> 00:46:19,920
if you have contact with some old
students maybe that have graduated

994
00:46:19,920 --> 00:46:22,920
and have taken the courses and they
could come and talk to your students

995
00:46:22,920 --> 00:46:23,740
as well.

996
00:46:23,740 --> 00:46:25,145
So some of those ideas.

997
00:46:25,145 --> 00:46:26,770
I said I know we're almost out of time.

998
00:46:26,770 --> 00:46:28,580
Can we take one more question?

999
00:46:28,580 --> 00:46:29,830
How about up here in the back?

1000
00:46:29,830 --> 00:46:31,788
We have kind of been
ignoring the back up here.

1001
00:46:31,788 --> 00:46:38,300


1002
00:46:38,300 --> 00:46:39,620
AUDIENCE: Thank you so much.

1003
00:46:39,620 --> 00:46:41,120
Well, my name is [INAUDIBLE].

1004
00:46:41,120 --> 00:46:42,830
Just call me Dang.

1005
00:46:42,830 --> 00:46:46,520
I have two very simple question,
though, but I need more details

1006
00:46:46,520 --> 00:46:52,190
about-- you just already explained about
ongoing teacher communication helpful.

1007
00:46:52,190 --> 00:46:54,920
And then, this is basically
was related to what

1008
00:46:54,920 --> 00:47:00,080
we were talking in the small discussion
in those window shopping like activity

1009
00:47:00,080 --> 00:47:06,410
or something when we were talking about
how can you make the students excited

1010
00:47:06,410 --> 00:47:07,910
about computer science.

1011
00:47:07,910 --> 00:47:12,650
And then, I called it like--
provide a help desk or something.

1012
00:47:12,650 --> 00:47:16,520
And then, got this term like ongoing
teacher communication helpful.

1013
00:47:16,520 --> 00:47:19,400
So how do you think about that one?

1014
00:47:19,400 --> 00:47:22,580
I mean, would you like to
suggest us what kind of activity

1015
00:47:22,580 --> 00:47:28,130
that we-- that you think can be
implemented for the senior high school

1016
00:47:28,130 --> 00:47:30,320
students, especially for us?

1017
00:47:30,320 --> 00:47:34,550
Because sometimes, let's see, if
we come to the real classroom,

1018
00:47:34,550 --> 00:47:37,580
like me, I don't have any like--

1019
00:47:37,580 --> 00:47:38,450
how do you call it?

1020
00:47:38,450 --> 00:47:40,460
Like office hour.

1021
00:47:40,460 --> 00:47:42,050
We don't provide that kind of things.

1022
00:47:42,050 --> 00:47:44,720
And then, I think that
office hours really help

1023
00:47:44,720 --> 00:47:46,610
the students to solve their problems.

1024
00:47:46,610 --> 00:47:51,620
So would you like to suggest us or
any kind of activities that you can--

1025
00:47:51,620 --> 00:47:55,550
that you can recommend us
that we can implement in order

1026
00:47:55,550 --> 00:47:58,220
to help the students for
their project or something.

1027
00:47:58,220 --> 00:47:59,690
Thank you.

1028
00:47:59,690 --> 00:48:04,340
MARGARET TANZOSH: So my class, about
a good half of my class every day

1029
00:48:04,340 --> 00:48:06,830
is like office hours.

1030
00:48:06,830 --> 00:48:09,230
That's what my class is, all right?

1031
00:48:09,230 --> 00:48:13,130
So again, I teach a very
short, little bit every day.

1032
00:48:13,130 --> 00:48:14,720
Sometimes I don't at all.

1033
00:48:14,720 --> 00:48:16,820
Sometimes I don't even
teach a new lesson.

1034
00:48:16,820 --> 00:48:19,417
I might just have a question
I ask, a little discussion.

1035
00:48:19,417 --> 00:48:22,250
And then, everybody is just moving
on and working on their programs.

1036
00:48:22,250 --> 00:48:27,650
So a good chunk of my
class most days, allowing

1037
00:48:27,650 --> 00:48:32,330
them to do the programming in class
is really kind of like office hours.

1038
00:48:32,330 --> 00:48:35,030
So rather than just
teaching all day, lecturing

1039
00:48:35,030 --> 00:48:36,860
all day where they're
going to fall asleep,

1040
00:48:36,860 --> 00:48:39,990
they're not going to half of them
may not understand what I'm saying.

1041
00:48:39,990 --> 00:48:42,090
I also bring a lot of enthusiasm.

1042
00:48:42,090 --> 00:48:45,630
Because I really like the
curriculum so much myself.

1043
00:48:45,630 --> 00:48:49,470
I still feel-- I was so happy to find
this when I was looking for a way

1044
00:48:49,470 --> 00:48:50,220
to teach.

1045
00:48:50,220 --> 00:48:54,210
I'm so excited about watching even
still now the lecture videos that

1046
00:48:54,210 --> 00:48:55,950
get better and better every year.

1047
00:48:55,950 --> 00:48:59,850
David does a better job of
presenting the material.

1048
00:48:59,850 --> 00:49:03,720
But honestly, my class every day,
almost half of it is like office hours.

1049
00:49:03,720 --> 00:49:08,010
And unless you have to do it in a
particular way, what a better way where

1050
00:49:08,010 --> 00:49:10,410
they're going to learn
when you're helping them

1051
00:49:10,410 --> 00:49:12,390
get past that to the next step, right?

1052
00:49:12,390 --> 00:49:14,130
So that's my goal.

1053
00:49:14,130 --> 00:49:16,020
All right, so I think we're good.

1054
00:49:16,020 --> 00:49:16,590
Yeah.

1055
00:49:16,590 --> 00:49:18,012
Anyway, thank you all.

1056
00:49:18,012 --> 00:49:18,720
CARTER: Margaret.

1057
00:49:18,720 --> 00:49:19,620
A round of applause.

1058
00:49:19,620 --> 00:49:23,270
[APPLAUSE]

1059
00:49:23,270 --> 00:49:26,000