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YULIIA ZHUKOVETS: Hi, everyone.

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This is a session on CS50's Curriculum.

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And my name is Yuliia.

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I am a preceptor here at Harvard.

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And today, we're going to talk about
CS50's curriculum, what materials

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are there available, how
do you put them together

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and ultimately create your own
curriculum for your classroom

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and for your students.

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But before we jump into the
specific materials themselves,

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let's talk about three key principles
that we like to adapt here at CS50.

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First of them being
accessibility, so we really

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want to make sure that all
of the materials, lectures,

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problem set that we use
here at Harvard campus

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and Yale campus are also
available to all of you

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online to teach in your
own classrooms and schools.

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And in addition to that, we also make
sure to include notes, subtitles,

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transcripts, anything
else that will make

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the teaching experience and the
learning experience for students

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the most accessible.

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The second kind of, like, pillar
of our principles is community.

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So, again, be it the
big events on Harvard

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campus, like the Hackathon and the
Fair, and also the online communities

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that we have, for example,
on Discord, community

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is an integral part of
the CS50 experience,

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both for teachers and for students.

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And you, by being here,
participating in this workshop,

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are definitely immensely
contributing to that.

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And last one and not
least, though, is rigor.

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So last year, we actually
asked our workshop participants

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to define rigor, what it means for them.

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And some of them said it means
being very precise or meticulous.

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But also one of the
participants mentioned

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that it is setting high expectations
for his students in the classroom

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and being their biggest supporter
and cheerleader on the sidelines,

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supporting them and guiding them
through this learning process.

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Now that we've talked
about these few principles,

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let's actually talk about how
to build your own curriculum.

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What exists out there?

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How do you put it all together?

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So we're going to look at
this tool called cs50.tf.

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And so if you would like
to follow along with me,

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feel free to put that
link in your web browser.

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And as you open up that link, you
should see the following screenshot

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where it would say CS50 Handbook.

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And this is not only the tool that
we provide for educators online,

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this is also something that we use
here on campus when we teach our CS50

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flagship course, or other courses
like CS50 Python, SQL, and R,

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as you see on the nav bar on the left.

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But what we're going to focus on today
is the highlighted portion, CS50 AP

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and CS50 X. The main
difference between the two

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is that CS50 AP includes just a few
more modules, and the CS50T course

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that Professor Malan
mentioned earlier, just

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to make sure we comply
with the AP standards

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and hitting all the
necessary requirements.

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So if we go to, for example, CS50
AP link, this is what you would see.

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A table of contents that really should
link all the necessary things that you

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would need to create your own
curriculum and facilitate the learning

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experience in the classroom.

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And where we're going to look
first is the curriculum component

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that I highlighted here on the slides.

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So, again, we will
jump to the next link,

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which would be a different website
that you can see above in the tab.

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And maybe my helpers behind the
scenes can put the links in the chat

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so that people can easily click on them.

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But one of the biggest
pages on this website

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is the curriculum page, where you can
see the whole plan outline in one place.

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And as I mentioned before, it would
include the CS50 X curriculum that we

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teach here on campus and also available
on EdX, but also the CS50T component

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[? has ?] some specific
AP modules below.

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But that's a lot of stuff, right?

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You might not have enough
class time or enough resources.

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So how do you fit it
all and make it work?

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It is really the principle take
what you need, or adapt and adopt,

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as David mentioned earlier.

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And for example, if I
have, say, six weeks,

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and I want to teach these five
topics, how would I structure it?

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Classically in CS50, we
allocate one week for each unit.

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But it is a college class, right.

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It can be really intensive.

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But what if you want to teach this
material to middle school students

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or maybe to high schoolers that are
not necessarily taking AP class?

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It is up to you how you
want to structure it.

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For example, you can dedicate
the first four days to Scratch,

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get some experience with that.

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Then spend a little bit
more time on C, getting

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into the details of the new
language, kind of glance

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through arrays and memory, making
sure you complete those exercises.

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But maybe ultimately focusing
the last two weeks on Python.

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And a very cool thing that I'm
also going to mention in the end

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is that it is there are
a lot of other courses

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that are not necessarily the
CS50 flagship course that you

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could incorporate into your curriculum.

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For example, CS50 P class,
you can peek into it

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and grab some lectures, shorts,
materials, or other problem sets

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and wean them into your
CS50 curriculum, so to say.

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And, again, as I mentioned
before, it is really

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all based on adapting and
adopting and taking what you need,

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and making sure that you're crafting
the unique experience that you need

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for your students in the classroom.

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But as we all know, and as Guy
touched on in the previous session,

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there are certain standards that
you need to meet in your school,

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or even in your district or state.

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And there are so many different ones.

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And so we, as kind of the
central part of this endeavor,

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cannot really facilitate
the exact standards.

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But we can help you figure out what
exactly we can provide for you.

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And, again, you can take what
you need from our materials.

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So, for example, if you go on that
same AP website into the Syllabus link,

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you can see a breakdown
for each unit, the topics

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within each module, the sample
problems, and also the big ideas

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covered in these topics as outlined
in the College Board AP guidelines.

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And maybe not so as to standards
for specific CS classes,

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but maybe for yourself,
there's also a list

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of topics atop of each
lecture that can help

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you see what lecture-specific
weeks you actually want to use.

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For example, if I want to touch
on return values or variables,

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I can go into a specific lecture
and grab some material from there.

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So what are actually weeks comprised of?

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I can mention in weeks and units.

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But what is the exact
breakdown of those things?

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So let's focus first on the video
content and maybe the educational part

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that students can
observe and learn from.

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So there are three parts
lectures, shorts, and sections.

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And so let's jump into lectures first.

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So as you know, every
fall here on campus,

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we film these big lectures in Sanders
that Harvard kids come watch live.

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But we also record everything
and post online for all of you

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to watch and for all of
your students to access.

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But sometimes these lectures
can be a little long, right?

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They can be 3, 3 and 1/2,
2 and 1/2 hours long.

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Not to say that you probably don't have
time to watch that with your students

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during the classroom time.

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Probably it is hard for students to
watch the whole thing in one sitting.

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So we've also created a tool that
could help you kind of like crop them,

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subset them into specific sections
that students can watch by themselves.

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For example, 20 or 30 minute segments
of specific topics or parts of

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lecture that you want students
to watch before a specific class.

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There are also shorts, which
are, as the name suggests,

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shorter videos that dive
into a specific subject.

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For example, in this
case, variables and scope

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that provides sort of a different
teaching perspective, very often

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recorded by Doug in our
CS50 course, but also

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by Brian and Carter and others
that really allow you to dive

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into a more specific topic.

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And the others are sections that are
also pre-recorded in the Fall semester.

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It is a very similar format of
how we do sections here on campus,

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and they're really meant to be timed to
get hands on practice with the concepts

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that students just learned
about in the lectures.

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It is also time to connect with the
instructor or the teaching fellow

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to ask those questions
that arise during lectures.

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You can have it as assigned
material for the students

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to watch before they
come to your classroom,

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or watch these sections
yourself and use it

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as an inspiration for
your own classroom time.

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Now that we've covered the content
that students can watch on themselves

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and you can draw inspiration
from, let's actually

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get into assignments, what kind of
problem sets or practice problems

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students can complete on their
own, or together in the classroom.

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And one thing that we, again, try to
emphasize here on campus and overall

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in CS50 is that--

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and, again, anchoring on
the accessibility pillar,

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is that we want to make sure anyone
with any kind of computer science

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background can participate in CS50
and get whatever they want out of it.

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So we try to distinguish
people into comfy categories.

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So for example, those more comfortable,
those somewhere in between,

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those less comfortable, and
those least comfortable.

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And actually, in most of the weeks we
provide different comfy levels of psets.

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So for example, if we're looking at Week
2, students who are less comfortable

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might complete Caesar, but
students who are more comfortable

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might complete Substitution.

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This differentiation
ensures that each student

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can be challenged according
to their background,

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and they're not necessarily
uniformly assessed across the board.

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Again, kind of going to the point
of what if one of my students

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is certainly more comfortable and they
already completed all the problems

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as they watched all the lectures.

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What do they do?

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So one of our friends, Margaret tans,
who is a computer science teacher

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here in the states in New York,
actually helped us come up

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with these practice problems.

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They're little, smaller exercises
that students can complete, again,

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either in their own as extra
homework or maybe during class time

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or, again, for those more comfy students
to just get a little bit more challenge.

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And next thing that we're going to
talk about is teaching resources.

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So we've covered lectures and problem
sets and the kind of materials

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that exist out there, but
what are the tools that

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can help you put this all together
and create a successful curriculum?

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So on the same page that we saw
before in the table of contents,

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we have the following section
called Teaching Resources.

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And let's dive into one of them.

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So for example, on the
very bottom, you can

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see a hyperlink for lesson materials.

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So these are materials that we use
in sections that I mentioned before.

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It is the when our students
get hands on practice

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and get to ask our
teaching fellows questions.

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So each week, [? again, ?]
unit will have

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its own page where we will
outline sort of like topics

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that you might want to
cover during that section,

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or discussion questions to spark
interactions between the students.

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But also, some annotated slides
that can be helpful for you

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as you build your lesson plan.

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Again, going with our theme
of adapting and adapting,

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you can take these
slides as an inspiration,

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or you can use them all together and
incorporate them in your lesson plan.

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Another really helpful tool that one
of our friends Douglas helped us create

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is daily checks.

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These are small, warm up
questions and exercises that,

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again, get students thinking
about these week's concepts

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and get them prepared to
engage in the exercises

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and problems throughout the lessons.

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And lastly, feedback and
grading, it is not just all

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about presenting the materials and
having students complete the exercises.

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It's really important
for us as educators

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to provide feedback and
grade these assignments

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so that students can continue their
learning journey successfully.

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And for that, we also
have a couple of tools.

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First is the grading and
feedback page that again you

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can navigate to from the CS50 Handbook.

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And before jumping into a
specific outline for each week,

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we discuss overall what feedback is in
CS50 and how we do it here on campus.

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And really all the problem sets
are graded along three axes.

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First one is correctness,
that is assessed by Check50.

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The second one is style, that we
can run our style50 command on.

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And the last one is design, which
is where all of us humans come in.

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It is really a way to assess
is this program efficient,

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can it be optimized more,
did the students really

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grasp all of the concepts and content
that we taught them this week,

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and did they master
this unit, so to say.

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And to grade design, we like to provide
a 1 to 5 point scale, 5 being this

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was exceptional.

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Right?

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There is nothing else the student
could have done, this is perfect.

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And in fact, we try to emphasize
the point that most of the students

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will mostly get 3's or even 2's in the
beginning of their learning journey.

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Because they're just
starting to program.

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They don't know what an efficient
program might be or how to optimize it.

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But as we progress through
the class, we definitely

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see their design points increasing
and, in fact, receiving a 3 on design

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for a specific problem set doesn't
mean that a student scored a 60%.

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It just means that there is some way
for improvement, and you as an educator

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can guide them towards that.

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Provide some suggestions
of how they could

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have improved that specific program.

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And as I mentioned
before, there's problems

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with specific grading guidelines.

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And if you click on one
of those hyperlinks,

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you'll be taken to another page
that will outline it problem set

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by problem set for that specific week.

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And if some of you are trying to access
this right now, it might be locked.

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So to access that, there
is another form that you

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can submit to get teacher
access to the Vault50 resource

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and also to the grading guidelines.

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And to wrap this up, I just wanted to,
again, mention our additional courses.

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CS50 doesn't stop in
our flagship course.

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We also have courses on, as
David said, Python and SQL

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and R, which we are just rolling
out, which is super exciting.

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And, again, there's nothing stopping
you from incorporating all of these

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into your curriculum.

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Maybe you want to start with a
little bit of the 50x course.

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And then you're, like, wait, hold on.

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I'm going to do a whole
semester in Python.

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So you'd go into the Python course
and you grab some of the materials

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from there.

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The real magic of it all is that we have
all of these materials available online.

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There's nothing stopping
you at any point.

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And you can take exactly
what you need to make

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your students' journey successful.

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