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AUDRA YOCOM: All right,
so hello, everyone.

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Thank you for having me today.

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I am excited to be here and
to be able to participate.

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Before I begin and introduce
myself or anything,

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I do want to give a huge
shout out to the CS50 team

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for putting on this conference,
especially the production team.

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If y'all want to give them some cool
reactions, or a thanks in the chat,

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I think they definitely deserve it.

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It's been very professional.

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I'm excited to see the finished
product when these are all recorded.

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So thank you for taking
a moment to do that.

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My name is Audra Yocom You can
see here a little bit about me.

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I got my bachelor's degree in
technology and engineering education,

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and my master's degree is in
information technology management.

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I am currently working
on my admin license.

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So I could eventually
maybe become a principal.

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I don't know if I'm going to do
that, but we'll see how things go.

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And I honestly have no idea
what I'm going to do with myself

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when I'm no longer in school.

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So we'll see what I
do with my free time.

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A little background information--

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I teach at Pleasant Grove High
School in the Alpine School District.

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You can see here some quick
demographics about where

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I teach, how many students are
at our school in our district.

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We are the largest
school district in Utah.

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I just finished my
ninth year of teaching,

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8 and 1/2 at Pleasant Grove High School.

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And this next school year, I will be
teaching programming, game development,

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web development, computer science
principles, and computer systems,

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which is our fancy way of
saying computer hardware.

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So in true K-12 fashion,
lots going on for me

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as the sole teacher at my high
school in this subject area.

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Today, I do want to discuss
with you four topics--

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enrollment, engagement, curriculum
and outcomes, and resources.

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Please feel free to ask questions
or make comments as we go.

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I do have the chat open.

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And I do teach a class that is virtual,
so I am pretty used to watching the chat

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while I'm going.

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So if you have any comments, I
would love to hear them or see them.

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But I also want to point out the
link there for the resource document

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that I've created--

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two things that I'll be referencing
throughout the presentation, as well

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as the QR code, the link in the
QR code goes to the same place.

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And I'll pull those up again
towards the end of the presentation

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if you missed it, or the slides are
available on the conference website,

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if you need to review those again.

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So I'll be sharing with you some
examples of what has worked for me

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in my teaching situation.

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I do want to point out--

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I think a couple others today have also
pointed this out-- a dangerous habit

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to fall into is comparison.

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Please don't compare
yourself with teachers

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that have a varied level of
experience and knowledge.

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My hope is that you walk away today
with at least one new idea or resource

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that you are excited to
take back to your school.

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So let's start with enrollment.

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Strategies to promote and
advocate for your classes.

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If your district or your teaching
situation is anything like mine,

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computer science courses
are elective courses.

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And students in Utah do not--

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only need one CTE course to graduate.

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So it doesn't have to be
a computer science course.

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They could take a shop class.

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They could take a sewing class.

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Lots of different
things qualify for that.

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And so that situation
leads to teachers needing

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to do some PR and advertisement
for their classes.

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And that's PR among students,
but also among parents, and even

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administrators and counselors who are
influencing what students are signing up

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for throughout the school year.

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So one strategy I'm
going to touch on briefly

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is to talk about concurrent enrollment.

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This is one that, especially among
parents, counselors, and administrators,

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is a really powerful motivator.

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Concurrent enrollment or dual
enrollment, as it's often referred to,

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is a cheap way for students who are in
high school to also get college credit.

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Teachers do have to apply to be
approved by the university department

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to participate in annual trainings.

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But it's absolutely worth it if
you have the ability to offer this.

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And the institution that we work with is
the university, Utah Valley University,

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just a few minutes south of
where our high school is at.

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And in Utah, this is
pretty common practice.

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I know up in Salt Lake County, they
work with Salt Lake Community College

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for concurrent enrollment
credit, and even further north,

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Weber State University for
some of our schools up north.

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So coming back to UVU, one of the
things I'm really excited about

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is they actually just
announced that they

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are going to be adopting the
CS50 curriculum for their CS 1030

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course, which is their
foundations of computer science.

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That's the one that I offer concurrent
enrollment for my computer science

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principles course, that I've already
been using that curriculum for.

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So they're just adopting it for
themselves at the university.

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And I'm hoping that this brings
in a lot more teachers in Utah

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into using this curriculum.

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So some really cool and
exciting things going on there.

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And just to give you
an idea, if you aren't

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familiar with concurrent
enrollment, students

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who participate in this,
at least in my school,

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they only have to pay the
application fee to the college,

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and then it's $5 a credit hour.

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It's a screaming deal
for those students.

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And that's why the parents are
so motivated, if you offer that,

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to sign their kids up for it.

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And a lot of students
will go through, and they

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can earn-- if they
register strategically,

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they can earn a certificate in
information technology systems,

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or even their associate's degree if
they take a couple of distance education

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courses on top of that.

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So these are all of the
concurrent enrollment

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courses I'm going to be offering this
next year, just to give you an idea of--

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it's so motivating to parents
that it's something that's

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motivating for me to try and offer.

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So another strategy that I've
found to work really well

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to boost enrollment in my courses
is with middle school outreach.

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And I'll go to the middle schools that
directly feed into my high school.

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And there are two in the area that
feed into Pleasant Grove High School.

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And just to give you
some context, as we're

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talking about ninth graders in
Utah, most of the ninth graders

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are in the middle school,
even though ninth grade

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counts as high school courses.

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They physically don't move into the high
school until they're in their 10th grade

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year.

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So I connect with the tech
teachers at the middle schools.

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And I work with them to actually bring
my own students down to present to them.

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And I'm going to sidebar
for a second here.

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And then I'll talk a
little bit more about that.

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But as a teacher, I think you
inherently have to be pretty self-aware.

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And one of the reasons I love
teaching computer science

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is I get to be a lifelong learner,
as the industry is always changing.

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But as a teacher of
any subject, you also

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have the opportunity to be a lifelong
learner when it comes to your teaching

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style, and knowing where your strengths
and weaknesses are in your practice,

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or even in learning how to connect
with the latest generation of students.

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And for me, an obstacle I've
had to learn how to manage

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is I can come across to students
in a pretty intimidating way.

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This has always surprised me,
because I know how chill I am.

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But obviously, new people
who are meeting me don't.

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But I've learned in the
last nine years that I

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have a pretty great natural RBF,
which, if you don't know what that is,

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look it up on Urban Dictionary.

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I'm not going to say it here.

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But I am naturally not a super
extroverted or peppy personality.

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And obviously, I'm fine
speaking in front of crowds

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or teaching to a classroom, but my
comfort zone is to be in the background,

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observing.

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And apparently, I don't look very
friendly or approachable when

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doing that.

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So all of that to say the middle school
outreach is vital for me and my program,

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because it helps break that
wall of intimidation and fear

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that many ninth graders coming
into the high school have.

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And that could be an intimidation
of being in a new building,

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or a fear of, what's the next three
years of my life going to be like?

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Or they're interested in tech, but
that teacher is a little bit scary.

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So trying to break through those
walls and those barriers early on

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is something that makes all the
difference for me and my students.

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So going back to the
middle school outreach,

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there are a few different things
that we do with the middle schools.

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Tours at the high school
are a new addition

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that my CTE department has organized.

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Groups of ninth graders will walk
around to the different CTE classrooms

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and hear from the teachers a quick
little spiel about their classes.

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And this is great, not only for
the reasons I previously mentioned,

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but it familiarizes the students with
the physical space of the high school,

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just to help them overall be more
comfortable with that transition

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that they're about to make.

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And for my program specifically,
having those students physically

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in my classroom is a big deal,
because my classroom is situated

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in a part of the school that
you wouldn't even know it

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existed, unless you were looking for it.

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And so getting those students physically
into the classroom is a really big deal.

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And as some of the
comments have mentioned,

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thank you for saying it's a nice school.

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This classroom, when I inherited
it, did not have carpet.

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There were things-- we repainted it.

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We put new carpet in.

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Fortunately, my admin was
supportive of me making this look

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like a welcoming space for students.

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And yes, that is an
old Mac in the corner.

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Some of the stuff I inherited.

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It was basically a museum
when I inherited it,

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a museum that needed some
curating and updating, for sure.

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So also something else,
your eye was really

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good for seeing the Macs
in the corner over there,

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but I don't know if they're
good enough to pick out what

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is on top of the shelves above the TVs.

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But they are lined with a rubber ducks.

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And we've talked a little
bit-- a lot about rubber ducks

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today, and rubber duck debugging,
and the rubber duck AI.

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So students in my classroom,
when we get to that conversation,

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they get to pick their rubber
duck from my collection

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that I've got displayed around the room.

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And then I keep a bin
that I call the duck pond.

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And that's where their
duck stays for the year,

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and they just pick it up
on their way into class.

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And then at the end of
the school year, they

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get to take their duck home with them.

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Now, before the high
school tours were a thing,

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I was already connecting with technology
teachers at the middle schools,

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like I said earlier, to bring my
students down to their classrooms,

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to present about the courses and the
clubs that I run at the high school.

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Now, I purposefully have the current
students give these presentations.

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I'll introduce myself, make sure
the students are aware of who I am

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and my face, but I like to leave
the bulk of the presentation

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to my current students,
because having them

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talk about what they like
about the courses I teach,

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or what they like about
being in high school

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is so much more convincing
than somebody who's

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not close to their age or relatable.

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It's the cool older kids telling
them what classes are fun.

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And we strategically do this right
before freshman registration.

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And we make sure, in
addition to the presentation,

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we have some sort of hands-on activity.

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So I have included one of my favorites
here that I want to take a few minutes

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and have you experience for yourself.

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It is a couple of years old, so
maybe it is starting to get dated.

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But please take a moment, and go
to the phishingquiz.withgoogle.com.

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And I included some screenshots here,
just to show you what to expect,

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or if you can't quite
go there on your own.

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As soon as you hit, Take the Quiz,
it's going to ask for a name and email.

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And if you're worried about
your students' data privacy,

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that this website is
asking for information,

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it's actually just to feed the
simulator for the simulation.

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So it could be Bob Smith for the name,
and bob@bob.com, or whatever random.

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It doesn't have to be real.

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So I'm going to pause for 2 minutes
while you speedrun the phishing quiz.

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All righty, even if you're not
done, if you'll circle back to us,

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you can definitely go back and
finish the phishing challenges later.

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00:13:24,740 --> 00:13:26,920
But I'd love to hear in the chat.

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Did anybody get phished?

236
00:13:28,470 --> 00:13:36,930


237
00:13:36,930 --> 00:13:42,840
Now, the fun thing is when you do this
with students, they think that they're--

238
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think they know it all.

239
00:13:43,840 --> 00:13:45,507
They think they're not going to get got.

240
00:13:45,507 --> 00:13:51,360
And it's really an eye opener for
them and a great conversation starter

241
00:13:51,360 --> 00:13:57,240
for online safety, and
what to look for in emails

242
00:13:57,240 --> 00:14:01,100
for keeping yourself protected.

243
00:14:01,100 --> 00:14:05,960
So hopefully that is a valuable
and interesting resource.

244
00:14:05,960 --> 00:14:10,517
Nobody is maybe willing
to share that they got,

245
00:14:10,517 --> 00:14:12,350
or maybe you're just
not quite finished yet.

246
00:14:12,350 --> 00:14:15,800
But I'm going to go ahead and keep
rolling so we stay on schedule.

247
00:14:15,800 --> 00:14:19,220
But in addition to
middle school outreach,

248
00:14:19,220 --> 00:14:26,940
the other thing I wanted to talk about
in this enrollment section is hype.

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00:14:26,940 --> 00:14:29,750
And I couldn't think of a
word that better described

250
00:14:29,750 --> 00:14:31,350
the sentiment I was going for.

251
00:14:31,350 --> 00:14:33,560
So hype was what I landed on.

252
00:14:33,560 --> 00:14:37,370
But I already talked about the current
students getting the ninth graders

253
00:14:37,370 --> 00:14:39,060
excited for the classes.

254
00:14:39,060 --> 00:14:42,500
But it's just as true for the current
high school students with each other.

255
00:14:42,500 --> 00:14:46,590
Word of mouth is your
best advertisement.

256
00:14:46,590 --> 00:14:49,040
And just like Patrick
said in the chat, there's

257
00:14:49,040 --> 00:14:51,750
no substitute for
peer-to-peer interactions.

258
00:14:51,750 --> 00:14:57,420
And that has really been what gets
a lot of students into my classes.

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00:14:57,420 --> 00:15:00,960
Their friend took it, or they heard from
a friend, or their sibling that took it.

260
00:15:00,960 --> 00:15:03,870
And that's really valuable.

261
00:15:03,870 --> 00:15:07,010
So I would say, also,
don't be afraid to tell

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00:15:07,010 --> 00:15:10,710
your current students to tell their
friends if they enjoyed the class

263
00:15:10,710 --> 00:15:12,060
or not.

264
00:15:12,060 --> 00:15:16,650
A lot of times students need that
scaffolding, or that extra little push

265
00:15:16,650 --> 00:15:18,780
to advocate for you.

266
00:15:18,780 --> 00:15:23,570
And I think that's
totally OK for you to do.

267
00:15:23,570 --> 00:15:26,450
As you plan different
activities or events

268
00:15:26,450 --> 00:15:30,920
that you are doing with your students,
my other recommendation on this slide

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00:15:30,920 --> 00:15:34,190
is to invite your admins and
counselors whenever possible.

270
00:15:34,190 --> 00:15:37,763
I already spoke about how
they are talking to students

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00:15:37,763 --> 00:15:39,680
throughout the year about
what courses they're

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00:15:39,680 --> 00:15:41,550
going to take in the following years.

273
00:15:41,550 --> 00:15:45,440
And if your admin are busy, or
they can't attend something,

274
00:15:45,440 --> 00:15:47,100
please just keep inviting them.

275
00:15:47,100 --> 00:15:49,370
I would say invite them to
come into your classroom

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00:15:49,370 --> 00:15:53,240
when you're doing a cool activity,
or if you have a guest speaker.

277
00:15:53,240 --> 00:15:56,300
It doesn't have to be your
evaluation when your admin is--

278
00:15:56,300 --> 00:15:58,400
if that's the only time
they're in your classroom,

279
00:15:58,400 --> 00:16:00,530
then they're definitely
not getting a full picture

280
00:16:00,530 --> 00:16:02,520
of the cool things that you're doing.

281
00:16:02,520 --> 00:16:04,970
So definitely keep inviting them back.

282
00:16:04,970 --> 00:16:08,660
And I think this has been
one of the keys to my success

283
00:16:08,660 --> 00:16:12,200
is keeping the admin in the
loop as much as possible,

284
00:16:12,200 --> 00:16:16,130
trying to make it easy for them to
know what I'm doing in my classroom,

285
00:16:16,130 --> 00:16:21,440
and aware of all of the efforts
that I am doing with my students.

286
00:16:21,440 --> 00:16:25,260
I even-- for my club, I
do put out a newsletter.

287
00:16:25,260 --> 00:16:27,270
And this is a complete suggestion.

288
00:16:27,270 --> 00:16:29,430
This is obviously over the top.

289
00:16:29,430 --> 00:16:32,970
And it doesn't have to be weekly,
or daily, or even monthly.

290
00:16:32,970 --> 00:16:35,520
I think I did mine quarterly.

291
00:16:35,520 --> 00:16:40,020
And I would put up pictures and send it
out to parents, and say, we did this.

292
00:16:40,020 --> 00:16:43,300
This student earned this
certification, or this recognition.

293
00:16:43,300 --> 00:16:47,140
And it's really-- and I added
my admin to that newsletter.

294
00:16:47,140 --> 00:16:51,540
And so just really taking the
effort to keep what I'm doing

295
00:16:51,540 --> 00:16:56,260
visible in the eyes of parents
and administrators and counselors.

296
00:16:56,260 --> 00:17:00,100
So with that in mind, I just
want to talk about what's

297
00:17:00,100 --> 00:17:01,910
going on in some of these pictures.

298
00:17:01,910 --> 00:17:05,569
That top photo there was
during our CTE month.

299
00:17:05,569 --> 00:17:09,740
We did a week in my classroom
during lunch of retro gaming.

300
00:17:09,740 --> 00:17:13,160
And like I said earlier, the
students can walk by my class

301
00:17:13,160 --> 00:17:15,910
and not even realize that they've
walked by it, because of the way

302
00:17:15,910 --> 00:17:18,560
that it is built into
the school building.

303
00:17:18,560 --> 00:17:22,630
And so this was fun to get kids
into my classroom who had never been

304
00:17:22,630 --> 00:17:25,990
in there before and to interact
with-- the counselors came up,

305
00:17:25,990 --> 00:17:30,520
and they're really competitive
in Dr. Mario, apparently.

306
00:17:30,520 --> 00:17:34,030
So that was a lot of fun to
have a Dr. Mario leaderboard.

307
00:17:34,030 --> 00:17:38,950
And you can see there my student
playing with our librarian.

308
00:17:38,950 --> 00:17:41,170
In the bottom left photo
there, that's my principal

309
00:17:41,170 --> 00:17:42,740
learning how to play Smash Brothers.

310
00:17:42,740 --> 00:17:45,380
We did an event in the Commons area.

311
00:17:45,380 --> 00:17:51,580
And that was purposeful, because it
was easy for anyone in the office

312
00:17:51,580 --> 00:17:56,270
to step out for a moment to come and
talk to us and see what we were doing,

313
00:17:56,270 --> 00:17:58,820
because my classroom is kind
of far away from the office.

314
00:17:58,820 --> 00:18:02,600
So putting things in visible
areas of the school, if you can.

315
00:18:02,600 --> 00:18:04,910
Don't always do everything
in your classroom.

316
00:18:04,910 --> 00:18:10,340
And along those lines, that middle photo
there, we had an industry guest come in.

317
00:18:10,340 --> 00:18:13,230
And we did a tear down
with a bunch of old PCs.

318
00:18:13,230 --> 00:18:16,290
So we weren't necessarily
scared of hurting anything.

319
00:18:16,290 --> 00:18:20,210
But the students got to have this
hands-on experience of taking apart

320
00:18:20,210 --> 00:18:21,000
a computer.

321
00:18:21,000 --> 00:18:23,450
And we did it in a meeting
room in the office,

322
00:18:23,450 --> 00:18:26,000
again, very purposefully
not in my classroom,

323
00:18:26,000 --> 00:18:30,500
so that people could walk by
and see what was going on.

324
00:18:30,500 --> 00:18:34,940
And then, finally, that pixel art
donut that you see in the bottom right,

325
00:18:34,940 --> 00:18:38,480
this is very similar to
what David shared earlier.

326
00:18:38,480 --> 00:18:42,440
The pixel art activity, or students
expressing their creativity

327
00:18:42,440 --> 00:18:48,090
through pixel art is one of my favorite
activities to do with students.

328
00:18:48,090 --> 00:18:51,620
And we take over the media
center windows and the office

329
00:18:51,620 --> 00:18:54,530
windows for a whole
month, displaying our art.

330
00:18:54,530 --> 00:18:57,290
And I put up signs
next to everyone's art

331
00:18:57,290 --> 00:19:00,110
with what they named it,
who made it, and then

332
00:19:00,110 --> 00:19:04,190
what class they were in when they made
that pixel art so that students walking

333
00:19:04,190 --> 00:19:09,030
by can see that, and then know, oh, that
looks like something I would want to do,

334
00:19:09,030 --> 00:19:11,425
and possibly then come
and sign up for the class.

335
00:19:11,425 --> 00:19:18,952


336
00:19:18,952 --> 00:19:20,910
Now, the last thing I'm
going to say about hype

337
00:19:20,910 --> 00:19:23,790
is celebrate with your students.

338
00:19:23,790 --> 00:19:27,120
They usually hesitate to celebrate
themselves or make a big deal out

339
00:19:27,120 --> 00:19:32,520
of anything, because they don't
want to be seen as someone trying

340
00:19:32,520 --> 00:19:38,850
to draw attention to themselves, or
they're not comfortable with that

341
00:19:38,850 --> 00:19:39,700
necessarily.

342
00:19:39,700 --> 00:19:43,343
But if you make a big deal out of things
to them, even if it's not in front--

343
00:19:43,343 --> 00:19:46,260
you don't have to stand up in front
of the class and call someone out.

344
00:19:46,260 --> 00:19:48,302
But you can just have a
conversation with someone

345
00:19:48,302 --> 00:19:51,600
like, I saw that you made
the honor roll, or I went

346
00:19:51,600 --> 00:19:54,900
and I saw the play that you were in.

347
00:19:54,900 --> 00:19:59,790
Those little things are going to go
a long way in the students trusting

348
00:19:59,790 --> 00:20:02,650
you and building that rapport with you.

349
00:20:02,650 --> 00:20:08,500
And if you're willing to celebrate
those moments, it's a ripple effect.

350
00:20:08,500 --> 00:20:11,730
Honestly, the students will
start doing it with each other.

351
00:20:11,730 --> 00:20:15,870
And that's what is really contributing
to building a positive culture

352
00:20:15,870 --> 00:20:19,660
within your classes and
anything that you do in or out

353
00:20:19,660 --> 00:20:22,000
of the classroom with students.

354
00:20:22,000 --> 00:20:27,490
And one of my favorite
events that I've attended

355
00:20:27,490 --> 00:20:32,410
was I had this student,
who I don't think

356
00:20:32,410 --> 00:20:35,200
I ever heard him say anything
except here when I called roll

357
00:20:35,200 --> 00:20:37,100
the first day before I knew names.

358
00:20:37,100 --> 00:20:41,800
And he was so quiet and not--

359
00:20:41,800 --> 00:20:47,960
he was a good student, but we just never
really got past that initial stage.

360
00:20:47,960 --> 00:20:52,960
And I went and saw our school was
doing The Secret Garden as a play.

361
00:20:52,960 --> 00:20:54,490
And I went and saw the school play.

362
00:20:54,490 --> 00:20:58,070
And he was playing one
of the main characters.

363
00:20:58,070 --> 00:21:01,660
I can't remember his name now, but he's
the boy that gets to go in the garden

364
00:21:01,660 --> 00:21:04,060
with the girl who's
in the secret garden.

365
00:21:04,060 --> 00:21:05,710
He had this bird on his shoulder.

366
00:21:05,710 --> 00:21:07,540
And he was singing solos.

367
00:21:07,540 --> 00:21:11,660
And it was this side of him
that I didn't even know existed.

368
00:21:11,660 --> 00:21:15,400
And it was so fun to be able to go back
to class the next week and tell him,

369
00:21:15,400 --> 00:21:16,910
"I saw you in the play.

370
00:21:16,910 --> 00:21:18,460
You're such a good singer."

371
00:21:18,460 --> 00:21:22,750
And those little things,
if you can make the effort,

372
00:21:22,750 --> 00:21:27,100
or if you're already going to an event,
or maybe you get paid to go to an event

373
00:21:27,100 --> 00:21:30,490
because they need more
chaperones, just trying

374
00:21:30,490 --> 00:21:34,120
to be aware and keep your eyes
open for those opportunities.

375
00:21:34,120 --> 00:21:37,860
That will go a long way for you.

376
00:21:37,860 --> 00:21:41,520
And then, lastly, here on this
slide, building traditions.

377
00:21:41,520 --> 00:21:44,640
You can see there we have
quite the group of students

378
00:21:44,640 --> 00:21:47,050
who dressed up for Halloween.

379
00:21:47,050 --> 00:21:51,700
And I have a couple different pictures
over the years of Halloween costumes.

380
00:21:51,700 --> 00:21:54,600
We even-- it became such
a thing that last year

381
00:21:54,600 --> 00:21:57,540
we did a Phineas and
Ferb themed costume.

382
00:21:57,540 --> 00:21:59,470
And I got to be Perry the Platypus.

383
00:21:59,470 --> 00:22:02,020
And it was just really funny.

384
00:22:02,020 --> 00:22:06,960
And so building those traditions
and finding things for students

385
00:22:06,960 --> 00:22:12,030
to be excited about, they will,
in turn, just become more excited

386
00:22:12,030 --> 00:22:13,355
and celebrate each other more.

387
00:22:13,355 --> 00:22:17,760


388
00:22:17,760 --> 00:22:20,960
So moving on to
engagement, we talked a lot

389
00:22:20,960 --> 00:22:24,560
about the different strategies for
kids getting excited about your class

390
00:22:24,560 --> 00:22:25,940
and signing up for it.

391
00:22:25,940 --> 00:22:28,560
But what do you do with them
once they're actually in class?

392
00:22:28,560 --> 00:22:32,390
And these are some strategies
for ongoing student engagement.

393
00:22:32,390 --> 00:22:34,850
I've already shared
some of the strategies

394
00:22:34,850 --> 00:22:39,540
I like to utilize building
relationships and the phishing quiz.

395
00:22:39,540 --> 00:22:44,600
And you can find these links,
again, in that resource document

396
00:22:44,600 --> 00:22:47,060
I shared at the beginning.

397
00:22:47,060 --> 00:22:51,730
Or if you need to go click
on the slides in the website,

398
00:22:51,730 --> 00:22:54,105
you should be able to get to
that resource page as well.

399
00:22:54,105 --> 00:22:56,650


400
00:22:56,650 --> 00:23:00,760
So diving a little deeper
into the topic of engagement,

401
00:23:00,760 --> 00:23:04,330
the thing I want to focus on
today is industry partnerships.

402
00:23:04,330 --> 00:23:08,060
And that is a huge untapped
resource in a lot of schools.

403
00:23:08,060 --> 00:23:11,800
And I think mostly because it does
take a bit of effort to set up,

404
00:23:11,800 --> 00:23:13,605
but I think it can be worth it.

405
00:23:13,605 --> 00:23:18,390


406
00:23:18,390 --> 00:23:20,390
If you live somewhere
where maybe you don't feel

407
00:23:20,390 --> 00:23:22,340
like you have a lot of tech companies--

408
00:23:22,340 --> 00:23:24,890
I'm fortunate I live in--

409
00:23:24,890 --> 00:23:27,920
we've coined the phrase Silicon
Slopes for here in Utah.

410
00:23:27,920 --> 00:23:33,000
And it's somewhat turned into a
tech hub with a lot of startups.

411
00:23:33,000 --> 00:23:37,610
And if you think you live somewhere
where you don't have a lot of those tech

412
00:23:37,610 --> 00:23:40,790
company resources, I would
challenge you to just go

413
00:23:40,790 --> 00:23:45,560
to any company or organization that
you have and ask about their tech.

414
00:23:45,560 --> 00:23:50,610
We're living in a time where nearly
every company is a tech company.

415
00:23:50,610 --> 00:23:53,180
And it would be
fascinating for students,

416
00:23:53,180 --> 00:23:55,610
especially if it's a local
business or organization,

417
00:23:55,610 --> 00:24:01,300
to understand how tech plays into what
they are doing on a day-to-day basis.

418
00:24:01,300 --> 00:24:07,730
And another, probably, thing
that you haven't thought about

419
00:24:07,730 --> 00:24:09,540
is your Department of Transportation.

420
00:24:09,540 --> 00:24:12,890
If you're in the United
States, every state

421
00:24:12,890 --> 00:24:14,910
has a Department of Transportation.

422
00:24:14,910 --> 00:24:19,010
This top picture right here is
actually my students at the UDOT,

423
00:24:19,010 --> 00:24:21,870
Utah Department of
Transportation, Conference.

424
00:24:21,870 --> 00:24:26,210
And you don't initially think, oh,
I'm going to take my computer science

425
00:24:26,210 --> 00:24:28,290
students to an engineering conference.

426
00:24:28,290 --> 00:24:31,950
But engineering is all
about problem solving.

427
00:24:31,950 --> 00:24:34,950
And we have fiber optics that
are running all over the state.

428
00:24:34,950 --> 00:24:37,940
There's some really intense
networking going on.

429
00:24:37,940 --> 00:24:41,850
There are databases to maintain
and traffic systems to program.

430
00:24:41,850 --> 00:24:47,520
And there's so much crossover that
the students always have a great time.

431
00:24:47,520 --> 00:24:52,620
And if food is involved, that's,
honestly, the only criteria you need.

432
00:24:52,620 --> 00:24:56,340
And teenagers will probably have
a great time is if you feed them.

433
00:24:56,340 --> 00:25:00,050
But anything like that, if
you have the opportunity

434
00:25:00,050 --> 00:25:03,270
to take your students to a conference,
they're going to love the free food,

435
00:25:03,270 --> 00:25:07,200
and, especially in the vendor hall,
if there's a vendor hall, the swag.

436
00:25:07,200 --> 00:25:12,600
And then it's opening their eyes to
all of these different opportunities

437
00:25:12,600 --> 00:25:16,410
and possibilities of this tech world
that they are just barely dipping

438
00:25:16,410 --> 00:25:18,230
their toe into at the school level.

439
00:25:18,230 --> 00:25:23,090


440
00:25:23,090 --> 00:25:27,590
So again, industry partnerships can
look like a few different things.

441
00:25:27,590 --> 00:25:32,570
You could have industry partners come
into your classroom as guest speakers.

442
00:25:32,570 --> 00:25:35,030
But if you have access
to busing, like I said,

443
00:25:35,030 --> 00:25:38,100
students love field trips,
especially if there's food involved.

444
00:25:38,100 --> 00:25:43,200
And a couple of ideas if you're
wondering where to start.

445
00:25:43,200 --> 00:25:47,030
One of the first field trips
that I took my students on,

446
00:25:47,030 --> 00:25:49,910
and this is quite a big group up here.

447
00:25:49,910 --> 00:25:53,060
We actually had three
schools in our district

448
00:25:53,060 --> 00:25:55,585
that were doing these
industry visits together.

449
00:25:55,585 --> 00:25:57,710
So instead of me just taking
a handful of students,

450
00:25:57,710 --> 00:26:01,040
we would fill up a whole bus,
because we worked together,

451
00:26:01,040 --> 00:26:03,290
and we collaborated with
other schools in the district

452
00:26:03,290 --> 00:26:07,250
to bring even more students to
these opportunities that we set up.

453
00:26:07,250 --> 00:26:10,520
And one of the first ones
that we took our students to

454
00:26:10,520 --> 00:26:14,210
was actually a tour of the
district tech facilities.

455
00:26:14,210 --> 00:26:17,660
We wanted to show them kind of
the behind the scenes of how

456
00:26:17,660 --> 00:26:19,380
their tech was managed.

457
00:26:19,380 --> 00:26:22,410
And that's actually what this
lower picture is right here.

458
00:26:22,410 --> 00:26:27,330
They are in the IT
building, and this is where

459
00:26:27,330 --> 00:26:31,350
they were setting up some new
Chromebooks for students that they

460
00:26:31,350 --> 00:26:32,710
were getting ready to pass out.

461
00:26:32,710 --> 00:26:34,510
And they did that.

462
00:26:34,510 --> 00:26:37,380
And they also got to go see the
server room where all of the servers

463
00:26:37,380 --> 00:26:38,770
were kept for the district.

464
00:26:38,770 --> 00:26:42,780
And as you can imagine, in a
district of 80,000-plus students,

465
00:26:42,780 --> 00:26:44,530
there is a lot of tech to manage.

466
00:26:44,530 --> 00:26:48,750
And so it was a lot of fun for them to
get that behind-the-scenes look of what

467
00:26:48,750 --> 00:26:51,200
was going on.

468
00:26:51,200 --> 00:26:54,422
That also included a
visit on the same trip--

469
00:26:54,422 --> 00:26:57,380
because they were close enough
together, we didn't need to take the bus

470
00:26:57,380 --> 00:26:59,450
to a second location--

471
00:26:59,450 --> 00:27:02,180
a visit to our district
surplus warehouse.

472
00:27:02,180 --> 00:27:05,840
And most school districts
and public agencies

473
00:27:05,840 --> 00:27:08,120
are going to have a surplus warehouse.

474
00:27:08,120 --> 00:27:12,050
And if you've never been
to your district's surplus,

475
00:27:12,050 --> 00:27:17,270
I highly recommend it, because it's
a great place to find tech for cheap,

476
00:27:17,270 --> 00:27:19,140
or resources for your classroom.

477
00:27:19,140 --> 00:27:22,790
That's where I got some of
the tables for my classroom.

478
00:27:22,790 --> 00:27:26,480
But anyways, the students, it was really
important for them, and really valuable

479
00:27:26,480 --> 00:27:28,820
for them, because they
got to go see, oh, this

480
00:27:28,820 --> 00:27:32,360
is what happens to all of the
technology when a lab gets rotated,

481
00:27:32,360 --> 00:27:35,130
or when I turn in my Chromebook
and it doesn't get reused,

482
00:27:35,130 --> 00:27:37,470
the district then
sells it to the public.

483
00:27:37,470 --> 00:27:41,180
And for students who are on
their way to college, or maybe

484
00:27:41,180 --> 00:27:45,800
they don't have a device at home,
being able to buy a Chromebook for $30,

485
00:27:45,800 --> 00:27:47,915
or even probably even cheaper than that.

486
00:27:47,915 --> 00:27:49,790
I'm trying to think how
much they might cost.

487
00:27:49,790 --> 00:27:53,810
But it's really cheap compared
to what it would be to buy new.

488
00:27:53,810 --> 00:27:57,470
And it's a great opportunity
if they need parts,

489
00:27:57,470 --> 00:27:59,070
if they're building a computer.

490
00:27:59,070 --> 00:28:01,920
So just some things to keep in mind.

491
00:28:01,920 --> 00:28:06,560
If you're trying to think of fun ideas
that maybe you don't have tech companies

492
00:28:06,560 --> 00:28:08,570
or companies around,
you can just utilize

493
00:28:08,570 --> 00:28:12,190
your district, utilize your school,
and the resources you already have.

494
00:28:12,190 --> 00:28:14,870


495
00:28:14,870 --> 00:28:18,920
Even the IT folks who we were
visiting had a great time.

496
00:28:18,920 --> 00:28:21,380
If you think about
it, a lot of time they

497
00:28:21,380 --> 00:28:25,460
are dealing with students who are
trying to get past the filters,

498
00:28:25,460 --> 00:28:28,490
or trying to break into the
system and change passwords,

499
00:28:28,490 --> 00:28:29,700
and change their grades.

500
00:28:29,700 --> 00:28:33,290
And so they get to see a lot of
the negative side of the network

501
00:28:33,290 --> 00:28:34,800
and what's going on.

502
00:28:34,800 --> 00:28:38,635
And it was a lot of fun to
bring students into their area,

503
00:28:38,635 --> 00:28:41,760
where they got to brag a little bit
about themselves and what was going on.

504
00:28:41,760 --> 00:28:45,950
And maintaining that good
relationship with my tech department

505
00:28:45,950 --> 00:28:48,920
is definitely really
important to me, because if I

506
00:28:48,920 --> 00:28:50,900
want to do something
cool with cyber security,

507
00:28:50,900 --> 00:28:54,080
or I do esports for my
students, like there's

508
00:28:54,080 --> 00:28:57,770
so much value in maintaining
those relationships

509
00:28:57,770 --> 00:29:02,575
and showing the students how much work
goes into making all these things work.

510
00:29:02,575 --> 00:29:05,080


511
00:29:05,080 --> 00:29:08,800
And then before I leave this slide,
I even had-- this is another thought

512
00:29:08,800 --> 00:29:09,940
that I had.

513
00:29:09,940 --> 00:29:14,690
The tech at my school, he came and was
a guest speaker for one of my classes

514
00:29:14,690 --> 00:29:15,190
once.

515
00:29:15,190 --> 00:29:18,350
And before he was a tech
at the school district,

516
00:29:18,350 --> 00:29:23,000
he actually worked for a tech
company during the Y2K era.

517
00:29:23,000 --> 00:29:25,000
And he came in and told
us all of the stories

518
00:29:25,000 --> 00:29:28,340
about what it was like to work
at a tech company during Y2K,

519
00:29:28,340 --> 00:29:33,680
and how everyone was worried that at
midnight everything was going to reset.

520
00:29:33,680 --> 00:29:38,410
And this tech specialist,
who's at my school,

521
00:29:38,410 --> 00:29:43,240
is literally next door to my
classroom and is a valuable resource

522
00:29:43,240 --> 00:29:44,420
that I had right there.

523
00:29:44,420 --> 00:29:45,535
And I'm sure--

524
00:29:45,535 --> 00:29:48,220


525
00:29:48,220 --> 00:29:50,830
I'm always surprised at how
willing and excited people are

526
00:29:50,830 --> 00:29:53,570
to speak to my students,
because I see them all the time.

527
00:29:53,570 --> 00:29:55,720
It's nothing-- it's not
new and novel to me.

528
00:29:55,720 --> 00:29:58,430
But they're excited to come
in and see a classroom.

529
00:29:58,430 --> 00:30:02,068
They're excited to come in and share
their expertise, because a lot of times

530
00:30:02,068 --> 00:30:05,110
they don't get that opportunity to
brag about themselves or what they do.

531
00:30:05,110 --> 00:30:12,740


532
00:30:12,740 --> 00:30:18,400
So if thinking about finding a guest
speaker is maybe a little intimidating

533
00:30:18,400 --> 00:30:24,100
or all of that extra legwork, I actually
even made an assignment one year.

534
00:30:24,100 --> 00:30:25,600
I put students in groups.

535
00:30:25,600 --> 00:30:30,700
And I said, this group, you need
to come up with one guest speaker.

536
00:30:30,700 --> 00:30:33,820
Between the three or
four of you, I'm sure you

537
00:30:33,820 --> 00:30:36,400
can find someone, one of your
parents, one of your parents

538
00:30:36,400 --> 00:30:39,880
knows somebody, someone at your work.

539
00:30:39,880 --> 00:30:42,850
I put the onus on them, and we
picked out all of the dates.

540
00:30:42,850 --> 00:30:46,130
Every Friday that we had class,
we're on an A-B schedule.

541
00:30:46,130 --> 00:30:49,220
So every Friday that we had
class was guest speaker day.

542
00:30:49,220 --> 00:30:54,660
And I was really impressed with
who the students came up with.

543
00:30:54,660 --> 00:30:56,970
I didn't know what to expect.

544
00:30:56,970 --> 00:30:59,600
It was a-- I was taking
a gamble, opening this up

545
00:30:59,600 --> 00:31:01,380
to them to find the guest speakers.

546
00:31:01,380 --> 00:31:03,000
And they really delivered.

547
00:31:03,000 --> 00:31:06,870
And I think that's something
if your students are old enough

548
00:31:06,870 --> 00:31:11,010
and you want to try that, I think
you would be pleasantly surprised.

549
00:31:11,010 --> 00:31:15,670


550
00:31:15,670 --> 00:31:20,940
And then if you're looking at the
resource page that I shared before,

551
00:31:20,940 --> 00:31:22,940
there is also on there a link.

552
00:31:22,940 --> 00:31:25,300
Amazon also does virtual guest speakers.

553
00:31:25,300 --> 00:31:27,480
So if you're ever in
need of a guest speaker,

554
00:31:27,480 --> 00:31:32,370
I would totally go and fill out
that link there and request one

555
00:31:32,370 --> 00:31:34,170
for your classroom.

556
00:31:34,170 --> 00:31:35,220
I've done it before.

557
00:31:35,220 --> 00:31:37,560
And it was really interesting
to hear from somebody

558
00:31:37,560 --> 00:31:39,570
who works on the back end of Amazon.

559
00:31:39,570 --> 00:31:45,390
And it's really a good tool if you
are struggling to find somebody,

560
00:31:45,390 --> 00:31:46,990
or maybe you only need one person.

561
00:31:46,990 --> 00:31:50,170
You don't need all your students
to find a guest speaker.

562
00:31:50,170 --> 00:31:54,640
But really, this industry
partnership helps the students

563
00:31:54,640 --> 00:31:57,470
make that application connection.

564
00:31:57,470 --> 00:31:59,620
There's a lot of theory
going on in the classroom.

565
00:31:59,620 --> 00:32:02,800
And sometimes we can do hands-on
activities like the PC teardowns

566
00:32:02,800 --> 00:32:04,330
that I showed earlier.

567
00:32:04,330 --> 00:32:10,850
But in all reality, it's making
that connect from the classroom--

568
00:32:10,850 --> 00:32:14,810
I'm in school-- to the actual workplace,
the real world, for the students to see,

569
00:32:14,810 --> 00:32:18,640
oh, I didn't even think about working
for the Department of Transportation,

570
00:32:18,640 --> 00:32:21,970
or I didn't even think that I could
do network engineering for a school

571
00:32:21,970 --> 00:32:24,010
district.

572
00:32:24,010 --> 00:32:26,710
There's so many connections
that can be made

573
00:32:26,710 --> 00:32:29,225
that I think bringing in
these industry partnerships

574
00:32:29,225 --> 00:32:31,600
to get some different perspectives
and help your students

575
00:32:31,600 --> 00:32:35,170
make those connections is a
really valuable thing that's

576
00:32:35,170 --> 00:32:42,570
going to make them remember your
class and what they learned there.

577
00:32:42,570 --> 00:32:46,950
So I do want to jump into
curriculum and outcomes now,

578
00:32:46,950 --> 00:32:52,030
and why I believe CS50 is
the best AP CSP curriculum.

579
00:32:52,030 --> 00:32:54,340
I'm a little biased, but that's OK.

580
00:32:54,340 --> 00:32:55,990
That's this whole conference.

581
00:32:55,990 --> 00:33:00,030
So hopefully, since you're
here, you're convinced as well

582
00:33:00,030 --> 00:33:03,880
that you think this is a great
curriculum for your students.

583
00:33:03,880 --> 00:33:08,580
But I've been teaching computer
science principles since 2018.

584
00:33:08,580 --> 00:33:11,640
And I have been using
the CS50 curriculum

585
00:33:11,640 --> 00:33:17,490
exclusively in my classroom
since 2022, and even before that

586
00:33:17,490 --> 00:33:21,120
for students who needed
extension or were looking

587
00:33:21,120 --> 00:33:22,750
for something to challenge them.

588
00:33:22,750 --> 00:33:27,660
It took me a while to get the GitHub
approval through my district technology

589
00:33:27,660 --> 00:33:29,370
folks.

590
00:33:29,370 --> 00:33:32,400
But it was really apparent that
it's an industry standard tool

591
00:33:32,400 --> 00:33:34,480
that the students needed access to.

592
00:33:34,480 --> 00:33:39,420
And again, in that resources
document, I included a link.

593
00:33:39,420 --> 00:33:42,760
I saw in the chat earlier we were having
some conversations about permission

594
00:33:42,760 --> 00:33:46,640
slips for students and how
GitHub is not COPPA compliant.

595
00:33:46,640 --> 00:33:50,980
And we found it really difficult to
get a data privacy agreement on file

596
00:33:50,980 --> 00:33:51,770
with GitHub.

597
00:33:51,770 --> 00:33:55,240
And so I finally
convinced the tech folks

598
00:33:55,240 --> 00:33:57,350
to let us have a parent permission slip.

599
00:33:57,350 --> 00:34:02,350
And I've yet to have students
come back and not get it signed.

600
00:34:02,350 --> 00:34:06,910
But I would, as a teacher, need to have
alternative resources or opportunities

601
00:34:06,910 --> 00:34:12,139
for those students if we couldn't get
a GitHub permission slip for them.

602
00:34:12,139 --> 00:34:15,070
So that is something to keep
in mind as you're figuring out

603
00:34:15,070 --> 00:34:17,530
how to implement this
is the GitHub permission

604
00:34:17,530 --> 00:34:20,590
and the COPPA requirements there.

605
00:34:20,590 --> 00:34:23,770
But honestly, I would
probably just end up

606
00:34:23,770 --> 00:34:27,219
manually grading their
assignments instead of having--

607
00:34:27,219 --> 00:34:30,590
running them through the
submit50, check50 checkers.

608
00:34:30,590 --> 00:34:34,679
So a little bit more legwork
on my part, but still

609
00:34:34,679 --> 00:34:38,290
totally worth it so that they have
that access to that curriculum

610
00:34:38,290 --> 00:34:39,665
and the lessons that we're doing.

611
00:34:39,665 --> 00:34:42,469


612
00:34:42,469 --> 00:34:46,560
So one of the reasons I love CS50
is the foundational knowledge.

613
00:34:46,560 --> 00:34:51,050
And everyone who's spoken
today has talked a little bit

614
00:34:51,050 --> 00:34:55,820
about this, how having that
scaffolding lesson over lesson

615
00:34:55,820 --> 00:35:00,650
is really vital to the students
having that strong, strong foundation.

616
00:35:00,650 --> 00:35:03,980
And they come out of the class
with a much better understanding

617
00:35:03,980 --> 00:35:08,310
than I feel like they did with the
other curriculums that I was using.

618
00:35:08,310 --> 00:35:12,690
And I teach this as a full-year course.

619
00:35:12,690 --> 00:35:15,350
A lot of people I know have to
rush through it in a semester,

620
00:35:15,350 --> 00:35:18,950
but that does give me a little more
time to get through the lessons

621
00:35:18,950 --> 00:35:20,716
with my students, which I appreciate.

622
00:35:20,716 --> 00:35:23,230


623
00:35:23,230 --> 00:35:27,610
Kind of the flow that we follow
as we do it is we actually do

624
00:35:27,610 --> 00:35:33,250
watch David's lectures together as a
class, but we make an event out of it.

625
00:35:33,250 --> 00:35:36,940
Those are the days-- the students know
when it's movie day, or not movie day,

626
00:35:36,940 --> 00:35:38,750
but lecture day.

627
00:35:38,750 --> 00:35:41,080
And I tell them to bring snacks.

628
00:35:41,080 --> 00:35:44,170
We pause all the time so that we
can code along with the examples,

629
00:35:44,170 --> 00:35:46,930
because I don't want them
just watching the examples.

630
00:35:46,930 --> 00:35:50,090
I want them really understanding
what's going on in these examples.

631
00:35:50,090 --> 00:35:53,230
So some of these lectures
are kind of long.

632
00:35:53,230 --> 00:35:56,890
And we make them go even longer because
we want to go through those examples

633
00:35:56,890 --> 00:35:58,926
together to make sure
students understand.

634
00:35:58,926 --> 00:36:01,480


635
00:36:01,480 --> 00:36:05,930
Another example of what we-- as we're
going through it together as a class,

636
00:36:05,930 --> 00:36:09,700
I do have some computer hardware,
some old parts that I keep on hand

637
00:36:09,700 --> 00:36:13,960
so that when we're watching the
CS50T lecture, we can go through

638
00:36:13,960 --> 00:36:17,033
and David's talking about RAM,
so I hand out the RAM sticks.

639
00:36:17,033 --> 00:36:18,200
We're talking about storage.

640
00:36:18,200 --> 00:36:20,350
I hand out the hard drives
and the flash drives

641
00:36:20,350 --> 00:36:24,350
that have been opened up, that have the
actual disks, that show the chip sets,

642
00:36:24,350 --> 00:36:29,330
that show everything that is being
talked about so they have that tactile

643
00:36:29,330 --> 00:36:32,743
experience as we're watching
some of these lectures.

644
00:36:32,743 --> 00:36:35,960


645
00:36:35,960 --> 00:36:38,720
And this works really
well for the students

646
00:36:38,720 --> 00:36:41,390
who need a little extra
support, because I'm there

647
00:36:41,390 --> 00:36:43,360
going through the process with them.

648
00:36:43,360 --> 00:36:47,290
I do tell students who maybe
feel like we're going too slow,

649
00:36:47,290 --> 00:36:51,260
I give them permission to move
ahead on their own with the caveat

650
00:36:51,260 --> 00:36:54,980
that they do have to do
the activities with us

651
00:36:54,980 --> 00:36:58,910
when we do things like the
pixel art, and they also

652
00:36:58,910 --> 00:37:02,272
have to make sure they're not
distracting anyone in the class.

653
00:37:02,272 --> 00:37:04,980
If we're watching a lecture and
they're working on an assignment,

654
00:37:04,980 --> 00:37:07,430
and they want to talk to
their buddy, that's a no go.

655
00:37:07,430 --> 00:37:09,830
Part of our agreement
for you to work ahead

656
00:37:09,830 --> 00:37:13,580
is that we're not interrupting
each other's learning experience.

657
00:37:13,580 --> 00:37:20,690
So I love that CS50 gives the
ability for us to do that.

658
00:37:20,690 --> 00:37:23,840
Everything I just described really
follows the "I do, we do, you do"

659
00:37:23,840 --> 00:37:28,160
education model, where David in
the lectures is doing the I do.

660
00:37:28,160 --> 00:37:31,520
Me pausing and going through with the
examples with the students is the we do.

661
00:37:31,520 --> 00:37:37,100
And then the sets are the you
do portion for the students.

662
00:37:37,100 --> 00:37:41,750
And as was mentioned previously, the
levels of comfort for the lessons

663
00:37:41,750 --> 00:37:44,960
also really helps with
some of that scaffolding.

664
00:37:44,960 --> 00:37:49,890
And I've even gone as far-- if I
have students who are struggling,

665
00:37:49,890 --> 00:37:53,930
who are really struggling,
I take it back a step.

666
00:37:53,930 --> 00:37:56,640
And I say, OK, we're
going to pause here.

667
00:37:56,640 --> 00:38:00,930
And I'm actually going to have you go
do the Scratch lessons first before we

668
00:38:00,930 --> 00:38:04,780
jump back into the CS50x curriculum.

669
00:38:04,780 --> 00:38:07,815
So I pull them off of--
sometimes I'll pull them off.

670
00:38:07,815 --> 00:38:09,190
I'm not taking them away from it.

671
00:38:09,190 --> 00:38:10,450
We'll come back and revisit it.

672
00:38:10,450 --> 00:38:13,533
But then I'm like, let's go do-- let's
get some more foundational concepts

673
00:38:13,533 --> 00:38:15,450
with the Scratch lessons first.

674
00:38:15,450 --> 00:38:17,700
And that's a more comfortable
place for a lot of them,

675
00:38:17,700 --> 00:38:19,500
because they are familiar with Scratch.

676
00:38:19,500 --> 00:38:24,160
And it's something that they've
seen since they were really young.

677
00:38:24,160 --> 00:38:28,620
And I think they're
surprised, especially

678
00:38:28,620 --> 00:38:31,877
the more advanced students
when we do week zero.

679
00:38:31,877 --> 00:38:33,460
They're like, oh, we're doing Scratch.

680
00:38:33,460 --> 00:38:36,540
And they kind of roll their eyes,
like, oh my heck, it's Scratch, right?

681
00:38:36,540 --> 00:38:40,740
And I'm like, guys, this
is a Harvard level course.

682
00:38:40,740 --> 00:38:43,840
Don't knock it until you try it.

683
00:38:43,840 --> 00:38:48,843
And they're always surprised at
how in depth Scratch can get.

684
00:38:48,843 --> 00:38:50,760
And we go and we look
at some of the projects,

685
00:38:50,760 --> 00:38:55,480
and look at some of the underlying
code that people have done.

686
00:38:55,480 --> 00:39:00,075
And it's really fun to break
their biases about Scratch.

687
00:39:00,075 --> 00:39:03,750


688
00:39:03,750 --> 00:39:07,990
I saw a couple comments in the
chat about these shirts here.

689
00:39:07,990 --> 00:39:11,160
I put this picture in because
it supported what I talked

690
00:39:11,160 --> 00:39:13,860
about earlier with building traditions.

691
00:39:13,860 --> 00:39:16,640


692
00:39:16,640 --> 00:39:17,910
Something I've started doing--

693
00:39:17,910 --> 00:39:22,950
I get a little bit of funding from my
admin when students pass the AP test.

694
00:39:22,950 --> 00:39:28,680
And fortunately for me, since I'm a CTE
course, I do get some funding that way.

695
00:39:28,680 --> 00:39:34,220
So the AP funding, I'm able to put
towards something cool for my students.

696
00:39:34,220 --> 00:39:39,980
And right before they go in to take
their AP exam, I hand out these shirts.

697
00:39:39,980 --> 00:39:43,110
And for two years we
did this one right here.

698
00:39:43,110 --> 00:39:45,540
That's what you see these
guys wearing right here.

699
00:39:45,540 --> 00:39:47,250
And it has the duck on the back.

700
00:39:47,250 --> 00:39:49,290
And it's a lot of fun.

701
00:39:49,290 --> 00:39:53,090
And then this year, because AP
testing is happening in May,

702
00:39:53,090 --> 00:39:55,320
it's warming up in
Utah around that time.

703
00:39:55,320 --> 00:39:58,760
So this year, I decided
to do a binary duck.

704
00:39:58,760 --> 00:40:05,420
And it's actually a PCSP if you
decode the binary on the ASCII chart.

705
00:40:05,420 --> 00:40:10,290
So some fun things going
on there-- definitely

706
00:40:10,290 --> 00:40:14,490
worth looking into how you can build
some traditions or things that you

707
00:40:14,490 --> 00:40:16,160
can do with your students.

708
00:40:16,160 --> 00:40:17,460
A couple questions coming in--

709
00:40:17,460 --> 00:40:20,340


710
00:40:20,340 --> 00:40:21,850
yeah, oh, great question.

711
00:40:21,850 --> 00:40:23,560
I will share the binary duck.

712
00:40:23,560 --> 00:40:26,710
I can put that in my
resources document, for sure.

713
00:40:26,710 --> 00:40:30,400
And yes, the duck T-shirt--

714
00:40:30,400 --> 00:40:33,780
so I usually get the
shirts made locally.

715
00:40:33,780 --> 00:40:39,490
There is a company here local that
I try and go through for my shirts.

716
00:40:39,490 --> 00:40:42,520
I did do this one through a
website called Sticker Mule.

717
00:40:42,520 --> 00:40:45,030
If you've ever heard of Sticker
Mule, they do do T-shirts,

718
00:40:45,030 --> 00:40:46,570
and they do them really fast.

719
00:40:46,570 --> 00:40:49,470
So if you need something
fast, they can do them,

720
00:40:49,470 --> 00:40:52,930
but they don't give the flexibility
of the multiple locations.

721
00:40:52,930 --> 00:40:56,500
I've got the Viking here on the front
of the shirt with the duck on the back.

722
00:40:56,500 --> 00:40:59,100
You can only do a T-shirt
with something in the middle.

723
00:40:59,100 --> 00:41:05,020
So something to keep in mind, but I'll
add that to the document, for sure.

724
00:41:05,020 --> 00:41:07,070
Ooh, great question from Bo.

725
00:41:07,070 --> 00:41:11,010
How much or how little do you use the AP
classroom stuff from the College Board?

726
00:41:11,010 --> 00:41:16,360
So we go in, and we set up
our College Board accounts

727
00:41:16,360 --> 00:41:18,640
pretty early in the
year so that students

728
00:41:18,640 --> 00:41:23,920
are familiar with what it looks like
in there and where everything is.

729
00:41:23,920 --> 00:41:30,670
And also, because they have to opt into
the test that they're going to take,

730
00:41:30,670 --> 00:41:32,080
I will assign--

731
00:41:32,080 --> 00:41:35,770
and I tell my students I teach
my AP and my non-AP course

732
00:41:35,770 --> 00:41:37,910
at the same time in the same classroom.

733
00:41:37,910 --> 00:41:44,270
And the biggest difference is the
non-AP kids just don't take the test.

734
00:41:44,270 --> 00:41:46,400
But they'll take a
test that I give them.

735
00:41:46,400 --> 00:41:48,910
Everyone's still doing the projects.

736
00:41:48,910 --> 00:41:54,250
But then the non-AP students do not do
the College Board videos or the practice

737
00:41:54,250 --> 00:41:55,160
questions.

738
00:41:55,160 --> 00:41:58,390
And I tell my AP students
up front, since you're

739
00:41:58,390 --> 00:42:00,280
taking the AP version
of this course, you

740
00:42:00,280 --> 00:42:02,200
are going to have a
little extra homework.

741
00:42:02,200 --> 00:42:05,890
And you are going to need
to watch these videos

742
00:42:05,890 --> 00:42:09,130
and do these questions on your own time.

743
00:42:09,130 --> 00:42:13,780
And then when they come back,
I'll try and give them some time

744
00:42:13,780 --> 00:42:15,340
every other week or so.

745
00:42:15,340 --> 00:42:20,530
If I do a practice test, we will go over
some of the questions that they had,

746
00:42:20,530 --> 00:42:25,300
or you'll give them time
to do stuff in class.

747
00:42:25,300 --> 00:42:29,590
A lot of times these kids are going
to finish the CS50 stuff a lot earlier

748
00:42:29,590 --> 00:42:31,830
than my non-AP students do.

749
00:42:31,830 --> 00:42:33,920
And so they have time to
do their practice tests

750
00:42:33,920 --> 00:42:36,920
and think about their projects.

751
00:42:36,920 --> 00:42:39,450
I put them on a little more
of an accelerated timeline,

752
00:42:39,450 --> 00:42:44,100
but they do have more homework
than my non-AP students do.

753
00:42:44,100 --> 00:42:46,100
Eric, great question.

754
00:42:46,100 --> 00:42:49,105
For a 2.5-hour lesson from David,
how many hours does it take you,

755
00:42:49,105 --> 00:42:50,267
or how many classes?

756
00:42:50,267 --> 00:42:51,600
It does take more than one week.

757
00:42:51,600 --> 00:42:53,870
It depends on how often I pause.

758
00:42:53,870 --> 00:42:59,450
How often I pause and reinforce some
concepts definitely changes from lecture

759
00:42:59,450 --> 00:43:02,630
to lecture, and even from year to year.

760
00:43:02,630 --> 00:43:09,590
If I'm feeling like kids have a
pretty good feel for the concept,

761
00:43:09,590 --> 00:43:10,970
I probably won't pause.

762
00:43:10,970 --> 00:43:14,968
But as you're coding
along with the examples

763
00:43:14,968 --> 00:43:17,510
and you're walking around, and
looking at the students' code,

764
00:43:17,510 --> 00:43:19,177
you'll see what they're struggling with.

765
00:43:19,177 --> 00:43:21,990
And that will give you
some frame of reference.

766
00:43:21,990 --> 00:43:26,420
And I've even-- sometimes I
will say, all right, guys,

767
00:43:26,420 --> 00:43:28,550
we didn't make it as
far as I hoped today.

768
00:43:28,550 --> 00:43:30,590
You do have a little
bit of homework tonight.

769
00:43:30,590 --> 00:43:35,420
I don't give a lot of homework
in the high school level.

770
00:43:35,420 --> 00:43:41,110
For my classes, I find students'
homework time is really

771
00:43:41,110 --> 00:43:44,540
eaten up by some of their core classes,
like English, and math, and science.

772
00:43:44,540 --> 00:43:47,150
And I think my class is
just as important as those.

773
00:43:47,150 --> 00:43:50,450
But I also recognize that
students need some balance.

774
00:43:50,450 --> 00:43:52,330
And so I try not to
give a lot of homework,

775
00:43:52,330 --> 00:43:55,630
but sometimes if we don't get
as far as I hoped, I'll say,

776
00:43:55,630 --> 00:43:59,895
OK, I do need you to go and watch the
rest of this lecture on your own time.

777
00:43:59,895 --> 00:44:03,930


778
00:44:03,930 --> 00:44:05,700
I'm going to keep going.

779
00:44:05,700 --> 00:44:07,930
But I do see some of those questions.

780
00:44:07,930 --> 00:44:10,330
And I will-- I think we'll
have time for them at the end.

781
00:44:10,330 --> 00:44:12,760
So I will definitely get to those.

782
00:44:12,760 --> 00:44:15,440
Don't you worry.

783
00:44:15,440 --> 00:44:17,430
So here, actually, I'm going to go back.

784
00:44:17,430 --> 00:44:19,730
This is Ben right here.

785
00:44:19,730 --> 00:44:26,330
Ben was one of my first students to take
the course with the CS50 curriculum.

786
00:44:26,330 --> 00:44:33,590
And I asked him to share with us what
his thoughts on PCSP were and to give--

787
00:44:33,590 --> 00:44:38,600
if he were talking to a group of new
AP CSP teachers who were teaching CS50,

788
00:44:38,600 --> 00:44:40,693
what he would say to them.

789
00:44:40,693 --> 00:44:41,360
[VIDEO PLAYBACK]

790
00:44:41,360 --> 00:44:46,080
- I enjoyed CS50 because it's
self-paced, but incredibly in depth.

791
00:44:46,080 --> 00:44:50,840
CS50 piqued my interest in things
like human and machine problem solving

792
00:44:50,840 --> 00:44:53,990
and gave me plenty of
opportunities to explore both.

793
00:44:53,990 --> 00:44:59,090
To future teachers of CS50, it will
be very difficult for some students,

794
00:44:59,090 --> 00:45:04,160
but I cannot stress enough just how
worth it that is if they push through.

795
00:45:04,160 --> 00:45:06,830
Years later, I'm still
calling back on knowledge

796
00:45:06,830 --> 00:45:11,940
I got from CS50 because of just how
unshakable the foundation it gave is.

797
00:45:11,940 --> 00:45:13,270
[END PLAYBACK]

798
00:45:13,270 --> 00:45:20,120
AUDRA YOCOM: So Ben is probably
my biggest testimonial student.

799
00:45:20,120 --> 00:45:25,356
He fell in love with CS50, and he
was one of those students that I--

800
00:45:25,356 --> 00:45:29,530
I said he was one of the first
CS50 students I had in my class

801
00:45:29,530 --> 00:45:30,380
take the course.

802
00:45:30,380 --> 00:45:31,760
And I could not hold him back.

803
00:45:31,760 --> 00:45:34,250
I could not keep him with the class.

804
00:45:34,250 --> 00:45:39,760
He needed his freedom to run with it,
because it was that engaging for him.

805
00:45:39,760 --> 00:45:42,710
And he was that
interested in the topics.

806
00:45:42,710 --> 00:45:45,250
And so I let him run with it.

807
00:45:45,250 --> 00:45:48,590
And now he's studying computer
engineering in college.

808
00:45:48,590 --> 00:45:50,950
I'm super happy and excited for him.

809
00:45:50,950 --> 00:45:54,430
But he is like my number
one testimony of this

810
00:45:54,430 --> 00:45:57,100
is really great for
those advanced students,

811
00:45:57,100 --> 00:46:03,430
but it's also great scaffolding
for those who are still trying

812
00:46:03,430 --> 00:46:05,715
to learn what all of this is all about.

813
00:46:05,715 --> 00:46:11,460


814
00:46:11,460 --> 00:46:14,650
I am going to share with
you now some data points.

815
00:46:14,650 --> 00:46:18,180
I have my AP exam scores
over the last few years,

816
00:46:18,180 --> 00:46:22,530
as well as my state test scores
that I want to share with you.

817
00:46:22,530 --> 00:46:26,460
This is a very vulnerable moment for
any teacher who shares their test scores

818
00:46:26,460 --> 00:46:28,890
with other teachers, so please be kind.

819
00:46:28,890 --> 00:46:34,100
But here you can see my scores.

820
00:46:34,100 --> 00:46:39,750
This is just the passing students,
so anyone who got a 3 or higher.

821
00:46:39,750 --> 00:46:42,680
And there are, obviously,
other factors to consider

822
00:46:42,680 --> 00:46:45,590
here, besides the
curriculum that I was using.

823
00:46:45,590 --> 00:46:49,910
Honestly, 2020, I'm shocked that
it stayed at that percentage,

824
00:46:49,910 --> 00:46:55,010
because COVID shut us down.

825
00:46:55,010 --> 00:46:57,950
March 13 was the last
day of school for us.

826
00:46:57,950 --> 00:47:04,160
And I had to pivot because
the curriculum I was using

827
00:47:04,160 --> 00:47:07,760
that year was very device specific.

828
00:47:07,760 --> 00:47:12,260
And all of a sudden my kids were at
home with only their Chromebooks,

829
00:47:12,260 --> 00:47:16,920
and they couldn't do the curriculum
that we were working on at home.

830
00:47:16,920 --> 00:47:20,330
And so we had to pivot in March.

831
00:47:20,330 --> 00:47:25,410
The AP test is end of April, May,
and we had to make that pivot.

832
00:47:25,410 --> 00:47:28,100
And kudos to the students
for putting in the work

833
00:47:28,100 --> 00:47:31,730
and still keeping their
scores at that point.

834
00:47:31,730 --> 00:47:37,100
And 2021 was definitely a
recovery year from all of that.

835
00:47:37,100 --> 00:47:42,240
2020 is the first year that I
was using the CS50 curriculum.

836
00:47:42,240 --> 00:47:46,970
And that's like a super proud data point
for me that I had 100% of my students

837
00:47:46,970 --> 00:47:50,270
get a 3 or higher that year.

838
00:47:50,270 --> 00:47:53,990
And the hardest part of
pivoting was the projects,

839
00:47:53,990 --> 00:47:56,390
because they were working
on their portfolio projects.

840
00:47:56,390 --> 00:48:00,200
And everything they had been
working on in my classroom,

841
00:48:00,200 --> 00:48:02,580
they didn't have access
to on their Chromebooks.

842
00:48:02,580 --> 00:48:06,600
And their Chromebooks
couldn't handle the way

843
00:48:06,600 --> 00:48:09,160
that we were making
our projects that year.

844
00:48:09,160 --> 00:48:11,800
And so they had to start from scratch.

845
00:48:11,800 --> 00:48:14,340
They had to start over
from scratch using--

846
00:48:14,340 --> 00:48:15,630
a couple did Scratch.

847
00:48:15,630 --> 00:48:17,200
A couple were using--

848
00:48:17,200 --> 00:48:19,800


849
00:48:19,800 --> 00:48:21,030
I'm trying to remember--

850
00:48:21,030 --> 00:48:23,980
Mobile App Inventor.

851
00:48:23,980 --> 00:48:26,250
It was App Inventor, or Scratch.

852
00:48:26,250 --> 00:48:28,500
And so we had to really pivot hard.

853
00:48:28,500 --> 00:48:31,375
And that was the hardest part, was
they were starting over with a lot

854
00:48:31,375 --> 00:48:33,530
of their projects,
because they just didn't--

855
00:48:33,530 --> 00:48:37,370
my students didn't have the same
machines that I had at school.

856
00:48:37,370 --> 00:48:43,970
So similar to my AP data
here, in Utah, there

857
00:48:43,970 --> 00:48:46,430
are CTE exams that we
have to give, a state

858
00:48:46,430 --> 00:48:48,265
test at the end of every CTE course.

859
00:48:48,265 --> 00:48:51,590


860
00:48:51,590 --> 00:48:53,840
And these tests get
rewritten every three years,

861
00:48:53,840 --> 00:48:56,340
so it's always hard to know
what's going to be on them.

862
00:48:56,340 --> 00:49:01,190
And if a test is poorly written, you are
stuck with a bad test for three years.

863
00:49:01,190 --> 00:49:03,870
Passing for this exam is 80%.

864
00:49:03,870 --> 00:49:11,490
And so, again, 2019 through 2021,
kind of a rough couple of years there.

865
00:49:11,490 --> 00:49:15,500
But then, again, 2022, when I
switched to the CS50 curriculum,

866
00:49:15,500 --> 00:49:19,490
you can see it's just gotten
better ever since then

867
00:49:19,490 --> 00:49:23,120
as far as my state test scores go.

868
00:49:23,120 --> 00:49:23,930
Great question, Bo.

869
00:49:23,930 --> 00:49:26,600
"What curriculum were you using before?"

870
00:49:26,600 --> 00:49:29,240
I had tried a couple of different ones--

871
00:49:29,240 --> 00:49:30,050
Mobile CSP.

872
00:49:30,050 --> 00:49:31,890
And they all have
strengths and weaknesses.

873
00:49:31,890 --> 00:49:35,370
If you find one that works for
you and you really love, awesome.

874
00:49:35,370 --> 00:49:38,150
I feel like that's been CS50 for me.

875
00:49:38,150 --> 00:49:40,470
Mobile CSP was the
first one I ever used.

876
00:49:40,470 --> 00:49:44,150
I also supplement sometimes with
resources from Khan Academy,

877
00:49:44,150 --> 00:49:46,800
or code.org.

878
00:49:46,800 --> 00:49:49,340
Their unplugged activities
are pretty great.

879
00:49:49,340 --> 00:49:52,460
I do like the daily questions on CodeHS.

880
00:49:52,460 --> 00:49:54,330
They do their daily AP questions.

881
00:49:54,330 --> 00:49:57,680
That's a great bell ringer
for your AP students.

882
00:49:57,680 --> 00:50:00,640
So again, strengths and
weaknesses to a lot--

883
00:50:00,640 --> 00:50:04,790
I feel like CS50 has been the most
comprehensive and the best foundation

884
00:50:04,790 --> 00:50:06,820
for my students.

885
00:50:06,820 --> 00:50:13,540
Yeah, 2021 was the big learning year.

886
00:50:13,540 --> 00:50:17,930
To talk about resources,
again, I'm just going to skip--

887
00:50:17,930 --> 00:50:21,180
I'll come back to this outreach slide
that I'm about to skip over really fast.

888
00:50:21,180 --> 00:50:24,100
Don't freak out, because I know
there were questions about that.

889
00:50:24,100 --> 00:50:28,210
But I wanted to bring this back up
again, the resources slide here.

890
00:50:28,210 --> 00:50:30,890


891
00:50:30,890 --> 00:50:33,450
That's the link to the page
that I was talking about.

892
00:50:33,450 --> 00:50:37,490
That's where I will put
the duck image that I

893
00:50:37,490 --> 00:50:40,495
had created, if anyone wants that.

894
00:50:40,495 --> 00:50:43,790


895
00:50:43,790 --> 00:50:45,270
But here's that information.

896
00:50:45,270 --> 00:50:46,740
So I'm going to go back a slide.

897
00:50:46,740 --> 00:50:52,200
There was a question earlier about
getting girls motivated and excited.

898
00:50:52,200 --> 00:50:54,620
And honestly, when I
first started teaching,

899
00:50:54,620 --> 00:50:59,510
I was like, oh, just being a female
computer science teacher in the school

900
00:50:59,510 --> 00:51:03,650
is going to solve this
issue, because I knew

901
00:51:03,650 --> 00:51:09,920
that representation and role
models are a big part of trying

902
00:51:09,920 --> 00:51:13,220
to fix that disparity.

903
00:51:13,220 --> 00:51:15,350
I quickly learned that is not the case.

904
00:51:15,350 --> 00:51:16,970
You can't just be there.

905
00:51:16,970 --> 00:51:20,480
And it doesn't fix all the problems.

906
00:51:20,480 --> 00:51:24,170
The biggest thing that I have
found to work for my students

907
00:51:24,170 --> 00:51:28,340
is purposeful personal invitations.

908
00:51:28,340 --> 00:51:32,848
I was part-time teaching
for the last few years.

909
00:51:32,848 --> 00:51:34,640
I was doing a district
position, then I was

910
00:51:34,640 --> 00:51:36,300
working at the state level for a while.

911
00:51:36,300 --> 00:51:40,760
I was still in the classroom, but
not as much as I was previously.

912
00:51:40,760 --> 00:51:46,140
And I had to let go of some
of my intro level courses

913
00:51:46,140 --> 00:51:49,930
because that's what they hired another
teacher to take on while I was away.

914
00:51:49,930 --> 00:51:55,800
And I found that my female students, the
number of female students in my classes,

915
00:51:55,800 --> 00:52:00,780
dropped so much, because they
were no longer taking those intro

916
00:52:00,780 --> 00:52:01,630
classes from me.

917
00:52:01,630 --> 00:52:03,010
They didn't know me anymore.

918
00:52:03,010 --> 00:52:06,660
It was the story of, I'm
that intimidating teacher

919
00:52:06,660 --> 00:52:07,570
that they don't know.

920
00:52:07,570 --> 00:52:10,710
So why are they going to sign up for
an advanced hard class with somebody

921
00:52:10,710 --> 00:52:11,680
that they don't even know?

922
00:52:11,680 --> 00:52:13,222
They'd never had this teacher before.

923
00:52:13,222 --> 00:52:17,970
And so this next school year is my first
time being full time in the classroom

924
00:52:17,970 --> 00:52:18,970
again in a few years.

925
00:52:18,970 --> 00:52:21,178
And I'm really excited
because I'm getting to pick up

926
00:52:21,178 --> 00:52:22,780
some of those intro level courses.

927
00:52:22,780 --> 00:52:28,330
Web Development 1 is a big one
that I see a lot of girls taking.

928
00:52:28,330 --> 00:52:30,600
They're interested in web development.

929
00:52:30,600 --> 00:52:34,770
I had-- Computer Science Principles
is the one that I get the most in,

930
00:52:34,770 --> 00:52:36,550
but it was still pretty low.

931
00:52:36,550 --> 00:52:41,130
And so I'm excited to pick up
some of those intro level courses.

932
00:52:41,130 --> 00:52:43,690
And then anything that I can do--

933
00:52:43,690 --> 00:52:46,810
I'm fortunate that in Utah we have
an organization called the Women Tech

934
00:52:46,810 --> 00:52:47,310
Council.

935
00:52:47,310 --> 00:52:51,240
I think it exists nationally.

936
00:52:51,240 --> 00:52:55,050
But they do an event
every year called SheTech.

937
00:52:55,050 --> 00:52:59,260
And it is a tech event
focused all around girls.

938
00:52:59,260 --> 00:53:04,585
And this is an early picture,
I think, from 2017, I think.

939
00:53:04,585 --> 00:53:07,930
It was the first time that I was able
to take girls to this conference.

940
00:53:07,930 --> 00:53:12,390
And that's where that purposeful
personal invitations-- that's

941
00:53:12,390 --> 00:53:14,640
how I discovered that is what works.

942
00:53:14,640 --> 00:53:18,200
It's because if you send out an email
to all of the parents or you send out

943
00:53:18,200 --> 00:53:19,950
an email to all of
your students, and say,

944
00:53:19,950 --> 00:53:21,450
"Hey, here's this really cool thing.

945
00:53:21,450 --> 00:53:24,360
You should look into
it," they don't do it.

946
00:53:24,360 --> 00:53:27,000
But as soon as I printed
out an invitation

947
00:53:27,000 --> 00:53:30,750
and I wrote them on that
invitation, like, "Hey, we

948
00:53:30,750 --> 00:53:32,250
would love to have you come to this.

949
00:53:32,250 --> 00:53:34,110
Here's the permission slip."

950
00:53:34,110 --> 00:53:37,720
And then I handed that to them and
had a conversation with them about it.

951
00:53:37,720 --> 00:53:39,700
That was the game changer for me.

952
00:53:39,700 --> 00:53:43,380
And so I try and do
very similar things when

953
00:53:43,380 --> 00:53:45,150
I'm interacting with the ninth graders.

954
00:53:45,150 --> 00:53:46,440
Have those interactions.

955
00:53:46,440 --> 00:53:48,180
Talk to them.

956
00:53:48,180 --> 00:53:50,850
You can't just have it be available.

957
00:53:50,850 --> 00:53:54,630
And I tell my students
this all the time when

958
00:53:54,630 --> 00:53:56,400
we're trying to recruit for our club.

959
00:53:56,400 --> 00:54:00,160
You can't just be welcoming.

960
00:54:00,160 --> 00:54:02,110
You have to be inviting.

961
00:54:02,110 --> 00:54:05,370
Sure, you don't care if anyone
comes in to talk to you,

962
00:54:05,370 --> 00:54:06,760
and you'll be nice to them.

963
00:54:06,760 --> 00:54:09,850
You need to go out and get
them and bring them in.

964
00:54:09,850 --> 00:54:13,540
You need to be inviting,
not just welcoming.

965
00:54:13,540 --> 00:54:17,550
And that has been a
big mind shift for me

966
00:54:17,550 --> 00:54:21,248
as I try and do some of this outreach.

967
00:54:21,248 --> 00:54:24,040
Yeah, I will add SheTech, the women
council to the reference sheet,

968
00:54:24,040 --> 00:54:25,810
for sure.

969
00:54:25,810 --> 00:54:27,075
I don't teach ninth graders.

970
00:54:27,075 --> 00:54:28,950
Our school is just 10th
through 12th graders.

971
00:54:28,950 --> 00:54:32,090


972
00:54:32,090 --> 00:54:33,340
So here's the reference sheet.

973
00:54:33,340 --> 00:54:35,730
I will go in and update that
with some of the things that

974
00:54:35,730 --> 00:54:38,010
have been requested in the chat.

975
00:54:38,010 --> 00:54:41,550
But this is what it looks like
if you're interested in it.

976
00:54:41,550 --> 00:54:44,793
I did also include in there
a Ted Talk from James Veitch.

977
00:54:44,793 --> 00:54:46,710
If you've never watched
that, that's a fun one

978
00:54:46,710 --> 00:54:50,280
to show students when you're
talking about security and spam.

979
00:54:50,280 --> 00:54:52,180
I would watch before you share it.

980
00:54:52,180 --> 00:54:58,170
There's one part that I do edit out
before I share it with my students.

981
00:54:58,170 --> 00:55:01,270
Again, the pixel art design
tool, we like to use Piskel app.

982
00:55:01,270 --> 00:55:04,592
That one has a few nuances
to not have students log in,

983
00:55:04,592 --> 00:55:06,300
but they can still
use it without logging

984
00:55:06,300 --> 00:55:09,690
in, or just use the template
that David shared earlier.

985
00:55:09,690 --> 00:55:14,460
That is a super easy way to do it
and encourage more collaboration.

986
00:55:14,460 --> 00:55:18,760
I was going to do a GimKit, but
we do not have time for that.

987
00:55:18,760 --> 00:55:22,290
But I did want to share
with you I did include--

988
00:55:22,290 --> 00:55:25,810
if you don't know what GimKit is, I
would highly recommend you look into it.

989
00:55:25,810 --> 00:55:29,740
I try-- this is a way
that I prep students for--

990
00:55:29,740 --> 00:55:33,490
our state test is all multiple
choice, which is not ideal,

991
00:55:33,490 --> 00:55:36,010
but you do what you've got to do.

992
00:55:36,010 --> 00:55:38,350
I'll take the vocab that they
need to be familiar with,

993
00:55:38,350 --> 00:55:40,970
or the concepts they
need to be familiar with,

994
00:55:40,970 --> 00:55:45,190
and I try and do a GimKit at
least once every two weeks so

995
00:55:45,190 --> 00:55:48,440
that they are getting
that reinforcement.

996
00:55:48,440 --> 00:55:55,700
And you can go through the CS50 lectures
and make vocab lists out of the lectures

997
00:55:55,700 --> 00:55:58,580
so that your students are getting
those concepts reinforced.

998
00:55:58,580 --> 00:56:02,500
Obviously, GimKit and multiple choice,
that's a very low level learning,

999
00:56:02,500 --> 00:56:05,420
but that's what scaffolding
your higher level learning.

1000
00:56:05,420 --> 00:56:08,290
So being familiar with that
vocabulary and those concepts

1001
00:56:08,290 --> 00:56:11,600
is only going to help
them in the future.

1002
00:56:11,600 --> 00:56:14,960
And GimKit is the popular one right now.

1003
00:56:14,960 --> 00:56:16,160
So I did include there--

1004
00:56:16,160 --> 00:56:18,610
I did do vocabulary for CS50T.

1005
00:56:18,610 --> 00:56:22,240
If you're interested in
that, that's that link there.

1006
00:56:22,240 --> 00:56:25,327
That is available for you as well.

1007
00:56:25,327 --> 00:56:27,160
I'm going to jump into
the chat really quick

1008
00:56:27,160 --> 00:56:32,230
and see if I can answer a couple
of questions here before time ends.

1009
00:56:32,230 --> 00:56:35,270
If you have any questions,
please drop them in the chat.

1010
00:56:35,270 --> 00:56:39,760
I'm happy to respond to things, or if
you want to connect with me on LinkedIn

1011
00:56:39,760 --> 00:56:42,070
or anything like that,
that's totally fine.

1012
00:56:42,070 --> 00:56:48,090
I'll also drop my email in the
chat if you want to ever reach out.

1013
00:56:48,090 --> 00:56:51,870
Again, thank you to CS50 for having
me and for this presentation.

1014
00:56:51,870 --> 00:56:54,870
I'll go ahead and add some of
that stuff to the resource sheet.

1015
00:56:54,870 --> 00:56:58,240
And it was great being here.

1016
00:56:58,240 --> 00:56:59,960
Thank you.

1017
00:56:59,960 --> 00:57:01,000