1 00:00:00,000 --> 00:00:01,920 2 00:00:01,920 --> 00:00:03,610 GUY WHITE: And hello, everybody. 3 00:00:03,610 --> 00:00:07,820 Welcome to teaching CS50, Practice with Pedagogy. 4 00:00:07,820 --> 00:00:11,010 I'm Guy White, one of the long-time teaching fellows here at CS50. 5 00:00:11,010 --> 00:00:13,380 And I'm so excited to be joining all of you 6 00:00:13,380 --> 00:00:18,010 from around the world here for this educator workshop in 2024. 7 00:00:18,010 --> 00:00:22,290 So to begin our time together today, I know that so many of us 8 00:00:22,290 --> 00:00:26,450 are here and so many of us are here live, here on the camera. 9 00:00:26,450 --> 00:00:29,920 Some of you, of course, are listening more passively today. 10 00:00:29,920 --> 00:00:33,520 If you'd take a moment, go ahead and let's head to the chat box together. 11 00:00:33,520 --> 00:00:35,490 And I'd like you just to take a moment, if you 12 00:00:35,490 --> 00:00:39,870 would type in the country from which you're joining us today 13 00:00:39,870 --> 00:00:43,700 as a quick warm-up as we say hello to one another today. 14 00:00:43,700 --> 00:00:44,700 Thank you so much. 15 00:00:44,700 --> 00:00:49,740 I see lots of people from the USA, Brazil, Iran, the UK, Egypt, Uganda, 16 00:00:49,740 --> 00:00:55,680 South Africa, Latvia, Bangladesh, Singapore, India, Canada, Thailand, 17 00:00:55,680 --> 00:00:56,920 and on Turkey. 18 00:00:56,920 --> 00:00:57,540 My goodness. 19 00:00:57,540 --> 00:00:59,190 And so many others. 20 00:00:59,190 --> 00:01:03,970 I'm so happy to be joining all of you here from beautiful Portland, Oregon, 21 00:01:03,970 --> 00:01:05,600 here in the United States. 22 00:01:05,600 --> 00:01:09,050 And we're all here in service of many things today. 23 00:01:09,050 --> 00:01:12,490 Like, first of all, we're here in service of you. 24 00:01:12,490 --> 00:01:15,850 We're here in service of helping you either adopt 25 00:01:15,850 --> 00:01:23,020 or adapt CS50 curriculum, technology, and pedagogy into your own classroom. 26 00:01:23,020 --> 00:01:28,090 But really, we're here because we're here on behalf of our students. 27 00:01:28,090 --> 00:01:30,520 I want you to think about all those people 28 00:01:30,520 --> 00:01:35,110 that you're serving daily in your job as an educator. 29 00:01:35,110 --> 00:01:36,308 Many of you have-- 30 00:01:36,308 --> 00:01:38,350 there are many of you that have even joined today 31 00:01:38,350 --> 00:01:43,040 that have the aspiration of becoming a teacher in computer science. 32 00:01:43,040 --> 00:01:46,390 I want you to picture the students that you are working with 33 00:01:46,390 --> 00:01:50,677 or the students that you will be working with in your classes. 34 00:01:50,677 --> 00:01:52,510 There's a few of you that we've been talking 35 00:01:52,510 --> 00:01:56,260 in the chat box that have just been told-- the summer is just ended-- 36 00:01:56,260 --> 00:02:01,630 or the summer's just started in terms of your teaching year, and you're off, 37 00:02:01,630 --> 00:02:04,180 and you've just been told, a couple of you, that you're 38 00:02:04,180 --> 00:02:06,920 going to be teaching computer science for the first time 39 00:02:06,920 --> 00:02:09,560 starting in the fall when you return to school. 40 00:02:09,560 --> 00:02:15,035 And so many of you are here because you want to serve your students, 41 00:02:15,035 --> 00:02:17,410 but there's many of you also that are here because you're 42 00:02:17,410 --> 00:02:19,680 feeling like-- you're feeling lost. 43 00:02:19,680 --> 00:02:22,510 You're feeling like you want to understand how you can best 44 00:02:22,510 --> 00:02:25,270 teach computer science to your students and how 45 00:02:25,270 --> 00:02:27,970 to make the best of the situation that you're 46 00:02:27,970 --> 00:02:31,430 in with the curriculum, the technology that you have at hand. 47 00:02:31,430 --> 00:02:36,820 And so to begin this, rather than hearing more about your teaching 48 00:02:36,820 --> 00:02:40,690 context, because we've heard so much already from you and your survey 49 00:02:40,690 --> 00:02:42,790 response, I'd like to take a moment and I'd 50 00:02:42,790 --> 00:02:48,940 like you to think about, who is the best teacher that you've ever had? 51 00:02:48,940 --> 00:02:52,360 I'd like you to think about some teacher in your life 52 00:02:52,360 --> 00:02:55,240 that has had a major impact upon you. 53 00:02:55,240 --> 00:03:01,260 One of my teaching values is that no one gets anywhere without a teacher. 54 00:03:01,260 --> 00:03:04,810 Every human on the planet has had the advantage 55 00:03:04,810 --> 00:03:07,280 of a teacher at some point in their life. 56 00:03:07,280 --> 00:03:12,140 I'd like you, just in service to you, but my goodness, 57 00:03:12,140 --> 00:03:15,760 just to honor the legacy of that teacher, take a moment 58 00:03:15,760 --> 00:03:19,150 and go to that chat box, and I want you to type in the last name 59 00:03:19,150 --> 00:03:22,480 or the first name potentially of that teacher 60 00:03:22,480 --> 00:03:26,760 that has had such a profound impact upon you. 61 00:03:26,760 --> 00:03:30,630 Name that teacher there in that chat box. 62 00:03:30,630 --> 00:03:35,010 As you're doing that, I want you to think about that teacher. 63 00:03:35,010 --> 00:03:40,860 I want you to think about what made every other teacher not 64 00:03:40,860 --> 00:03:45,140 reach to the level of this one teacher you have in mind. 65 00:03:45,140 --> 00:03:48,470 There was something special about that educator. 66 00:03:48,470 --> 00:03:53,360 Perhaps it was the way that they engaged with you one-on-one. 67 00:03:53,360 --> 00:03:56,660 Perhaps it was the way that they taught. 68 00:03:56,660 --> 00:04:00,050 Perhaps it was the way that they were in the room 69 00:04:00,050 --> 00:04:03,230 and very present with their students. 70 00:04:03,230 --> 00:04:08,915 It's possible that your teacher helped you overcome adversity in your life. 71 00:04:08,915 --> 00:04:13,010 And dare I say, much of what that teacher 72 00:04:13,010 --> 00:04:19,160 did that made a difference for you did not cost thousands, tens of thousands, 73 00:04:19,160 --> 00:04:20,950 millions of dollars. 74 00:04:20,950 --> 00:04:25,550 Instead, it was something that they were able to give from themselves 75 00:04:25,550 --> 00:04:28,370 free of charge in some way. 76 00:04:28,370 --> 00:04:31,760 They didn't have the best equipment, the best laptops, 77 00:04:31,760 --> 00:04:34,550 the best internet connection potentially, 78 00:04:34,550 --> 00:04:37,080 but they had something within them. 79 00:04:37,080 --> 00:04:41,060 And that today, that something within you 80 00:04:41,060 --> 00:04:44,470 is what we're going to be focusing on, because go figure. 81 00:04:44,470 --> 00:04:49,910 What helps in your teaching is great curriculum and great technology. 82 00:04:49,910 --> 00:04:55,040 But in fact, it's the great pedagogy, the working with students 83 00:04:55,040 --> 00:04:57,080 that really makes the difference. 84 00:04:57,080 --> 00:05:00,740 And I just want to say, as I could not read all these names out here out loud, 85 00:05:00,740 --> 00:05:02,490 but I just want to say as I'm seeing this, 86 00:05:02,490 --> 00:05:06,780 I'm just so honored to be sitting amongst these names that 87 00:05:06,780 --> 00:05:09,870 are sitting here in this chat box, because what 88 00:05:09,870 --> 00:05:14,100 a beautiful thing to conjure as we enter this time together 89 00:05:14,100 --> 00:05:15,237 to talk about pedagogy. 90 00:05:15,237 --> 00:05:16,570 So I want to welcome all of you. 91 00:05:16,570 --> 00:05:19,030 I'm so excited to be here with you today. 92 00:05:19,030 --> 00:05:21,580 So let's begin by talking about pedagogy itself. 93 00:05:21,580 --> 00:05:22,600 What is pedagogy? 94 00:05:22,600 --> 00:05:24,940 Basically, the question is, what is teaching? 95 00:05:24,940 --> 00:05:25,720 Take a moment. 96 00:05:25,720 --> 00:05:26,820 Go to the chat box again. 97 00:05:26,820 --> 00:05:28,360 Type out your definition. 98 00:05:28,360 --> 00:05:29,740 What is pedagogy? 99 00:05:29,740 --> 00:05:31,650 What is teaching in your mind? 100 00:05:31,650 --> 00:05:33,460 Think about it. 101 00:05:33,460 --> 00:05:39,970 There are teachers that they go and they present. 102 00:05:39,970 --> 00:05:45,650 There are some teachers that go and they facilitate. 103 00:05:45,650 --> 00:05:50,060 There are some teachers that work in the classroom and they serve. 104 00:05:50,060 --> 00:05:53,360 And looking at this, many of you talk about the method 105 00:05:53,360 --> 00:05:56,810 of teaching, the science of effective teaching, the behavior 106 00:05:56,810 --> 00:06:01,790 according to a student's situation, how to create a learned situation, 107 00:06:01,790 --> 00:06:05,670 sharing a set of skills, sharing what we know. 108 00:06:05,670 --> 00:06:06,635 I got a long-- 109 00:06:06,635 --> 00:06:09,830 [LAUGHS] I got a long response from one of you that I can't read. 110 00:06:09,830 --> 00:06:12,200 But basically, what I see there is giving 111 00:06:12,200 --> 00:06:14,560 the right steps at the right time. 112 00:06:14,560 --> 00:06:19,770 And the key to a new world of having students that we've never seen before. 113 00:06:19,770 --> 00:06:23,060 These are all things that are pedagogy. 114 00:06:23,060 --> 00:06:25,580 For the sake of our time here today, we're 115 00:06:25,580 --> 00:06:28,130 just going to say that pedagogy has something 116 00:06:28,130 --> 00:06:34,760 to do with facilitating fun, engaging students in some way, 117 00:06:34,760 --> 00:06:39,150 and then providing them content and having them come back with content. 118 00:06:39,150 --> 00:06:42,890 We'll get back to the definition of pedagogy a little bit later, 119 00:06:42,890 --> 00:06:48,960 but generally, pedagogy is what we teach, how we teach in a certain way. 120 00:06:48,960 --> 00:06:51,690 You know, you imagine there are times in your life 121 00:06:51,690 --> 00:06:56,370 where content has been available to you in many different forms 122 00:06:56,370 --> 00:06:57,400 about the same subject. 123 00:06:57,400 --> 00:06:59,910 I mean, right behind me here, right past my duck, 124 00:06:59,910 --> 00:07:02,520 I have a bunch of computer science books. 125 00:07:02,520 --> 00:07:06,000 And those computer science books, before I came to CS50, 126 00:07:06,000 --> 00:07:09,060 I had little programming knowledge, but I 127 00:07:09,060 --> 00:07:12,100 had loads of books back there about how to program. 128 00:07:12,100 --> 00:07:14,010 And I thought, oh my gosh. 129 00:07:14,010 --> 00:07:17,198 If I just read this book and implement what's in this book, 130 00:07:17,198 --> 00:07:18,240 everything will be right. 131 00:07:18,240 --> 00:07:19,150 Everything will be OK. 132 00:07:19,150 --> 00:07:20,775 And then I'm sitting there with a book. 133 00:07:20,775 --> 00:07:24,730 And for me, as a learner, I'm reading, and this just doesn't-- it doesn't work. 134 00:07:24,730 --> 00:07:26,160 I went on to a couple-- 135 00:07:26,160 --> 00:07:29,160 I went on to YouTube and I found a couple lessons and I went to a couple 136 00:07:29,160 --> 00:07:32,905 competing websites and things like this to discover what would work for me, 137 00:07:32,905 --> 00:07:34,030 and it just wasn't working. 138 00:07:34,030 --> 00:07:40,260 But then I found a teacher and I found a curriculum, a pedagogy, 139 00:07:40,260 --> 00:07:42,570 and a technology that were working together 140 00:07:42,570 --> 00:07:46,710 in a way that allowed it to click for me really for the first time. 141 00:07:46,710 --> 00:07:50,100 And many of you who've been exposed to the CS50 curriculum 142 00:07:50,100 --> 00:07:53,470 have had that experience for you as well. 143 00:07:53,470 --> 00:07:56,610 In the end, though, pedagogy's an interesting thing. 144 00:07:56,610 --> 00:08:00,300 In CS50, in the introductory weeks, we talk about-- 145 00:08:00,300 --> 00:08:02,100 we talk about the idea of an algorithm. 146 00:08:02,100 --> 00:08:07,170 And we discuss the algorithm as this idea of a black box, a black box where 147 00:08:07,170 --> 00:08:13,170 we provide an algorithm, something, and then what spits out is something else. 148 00:08:13,170 --> 00:08:19,290 You can imagine, for example, that we hand perhaps a certain word 149 00:08:19,290 --> 00:08:21,870 to an algorithm that checks for the spelling, 150 00:08:21,870 --> 00:08:23,650 and it might output true or false. 151 00:08:23,650 --> 00:08:25,240 Is it spelled correctly? 152 00:08:25,240 --> 00:08:28,420 And in the end, pedagogy is a lot like that. 153 00:08:28,420 --> 00:08:31,260 Pedagogy is, we have a certain set of tools 154 00:08:31,260 --> 00:08:36,600 and we have a certain set of skills, and we have our curriculum that we have. 155 00:08:36,600 --> 00:08:39,700 And we are somehow interacting with our students, 156 00:08:39,700 --> 00:08:43,179 and we're doing something special there in that black box. 157 00:08:43,179 --> 00:08:48,160 And then the outcome hopefully is that the students are doing well 158 00:08:48,160 --> 00:08:51,340 and they actually learn the material in some fashion. 159 00:08:51,340 --> 00:08:54,400 And I like what Abel says in the chat box. 160 00:08:54,400 --> 00:08:57,540 The idea of delivering learning experiences 161 00:08:57,540 --> 00:09:00,100 is going to be particularly important today. 162 00:09:00,100 --> 00:09:03,840 So in our presentation today, we're going to be really hitting three things, 163 00:09:03,840 --> 00:09:06,370 three presentations all in one. 164 00:09:06,370 --> 00:09:09,180 First, we're going to be talking about pedagogy specifically. 165 00:09:09,180 --> 00:09:10,050 What is it? 166 00:09:10,050 --> 00:09:10,990 How to implement it. 167 00:09:10,990 --> 00:09:13,830 We're going to be talking about instructional strategies, which 168 00:09:13,830 --> 00:09:16,930 is the actual doing of pedagogy. 169 00:09:16,930 --> 00:09:20,160 And then we're going to be talking about your teaching values and 170 00:09:20,160 --> 00:09:23,280 how you can leverage your teaching values to be really 171 00:09:23,280 --> 00:09:26,805 the best teacher you can possibly be. 172 00:09:26,805 --> 00:09:30,060 So if you would, in that chat box, as I'm queuing up this next slide, 173 00:09:30,060 --> 00:09:32,070 I want you to tell me how many years you've 174 00:09:32,070 --> 00:09:33,580 been a teacher in computer science. 175 00:09:33,580 --> 00:09:36,040 Go ahead and type out a number between 1 and infinity. 176 00:09:36,040 --> 00:09:38,405 How long have you been a computer science teacher? 177 00:09:38,405 --> 00:09:41,280 And lots of you, by the looks of things, have been a computer science 178 00:09:41,280 --> 00:09:43,570 teacher for less than five years. 179 00:09:43,570 --> 00:09:47,530 But I do want to say that we have many seasoned people that are here as well. 180 00:09:47,530 --> 00:09:50,760 And you know, the interesting thing is-- and what I love about teachers, 181 00:09:50,760 --> 00:09:53,460 regardless of how many years of experience you have, 182 00:09:53,460 --> 00:09:58,950 the reality is that you can accumulate and collect new strategies 183 00:09:58,950 --> 00:10:00,930 as you see other teachers teach. 184 00:10:00,930 --> 00:10:07,980 And frankly, enthusiasm and seeing how other people go about their work 185 00:10:07,980 --> 00:10:09,570 is really powerful. 186 00:10:09,570 --> 00:10:12,520 Because teachers-- I wish I could grab-- right across the room here 187 00:10:12,520 --> 00:10:13,270 I have a tool box. 188 00:10:13,270 --> 00:10:15,960 I wish I'd put it over here because teachers are 189 00:10:15,960 --> 00:10:18,390 a lot like people that have tool boxes. 190 00:10:18,390 --> 00:10:22,170 You can assemble-- you have your set of tools that goes in that tool box, 191 00:10:22,170 --> 00:10:25,390 but over time you accumulate more and more tools. 192 00:10:25,390 --> 00:10:31,270 And one tool that we will be using today is what we call the KWL chart. 193 00:10:31,270 --> 00:10:36,330 So the KWL chart is-- if you imagine if we were in a physical room, what 194 00:10:36,330 --> 00:10:38,910 we might do is we might take a piece of paper like this, 195 00:10:38,910 --> 00:10:41,500 and we might fold it into three columns. 196 00:10:41,500 --> 00:10:43,980 And indeed, when I'm working with students on ground-- 197 00:10:43,980 --> 00:10:46,920 and perhaps we're not-- we don't have access to laptops 198 00:10:46,920 --> 00:10:48,770 and other forms of technology. 199 00:10:48,770 --> 00:10:50,260 Maybe we're using paper alone. 200 00:10:50,260 --> 00:10:52,920 We would fold them into three columns like this. 201 00:10:52,920 --> 00:10:56,320 And at the top of those columns, we would talk about-- 202 00:10:56,320 --> 00:11:01,830 we would put the column name of Know, as in, what do we know about this topic 203 00:11:01,830 --> 00:11:02,730 already? 204 00:11:02,730 --> 00:11:06,060 And then we might have something called Want To Know. 205 00:11:06,060 --> 00:11:08,590 What are the things we want to know? 206 00:11:08,590 --> 00:11:10,680 And then at the end of the KWL chart, we might 207 00:11:10,680 --> 00:11:16,140 have what we call Learn, what we did learn as a result of our time together 208 00:11:16,140 --> 00:11:16,840 today. 209 00:11:16,840 --> 00:11:18,570 And so what we're actually going to do is 210 00:11:18,570 --> 00:11:22,290 we are going to take on the spirit of this KWL chart, 211 00:11:22,290 --> 00:11:27,688 and it's the spirit of this KWL chart by downloading this file. 212 00:11:27,688 --> 00:11:30,730 And I'm going to put the link there in the chat box for everyone as well. 213 00:11:30,730 --> 00:11:33,910 And using this link, you'll download your own copy. 214 00:11:33,910 --> 00:11:36,780 You can go and it'll take you to a Google doc, of course. 215 00:11:36,780 --> 00:11:41,430 And there, what you can do is you can go up to File and make a copy. 216 00:11:41,430 --> 00:11:43,470 File, make a copy. 217 00:11:43,470 --> 00:11:47,080 And you'll have your own copy of your KWL chart. 218 00:11:47,080 --> 00:11:52,650 And what I'd like you to do is under that No column-- 219 00:11:52,650 --> 00:11:55,320 go to that No column there. 220 00:11:55,320 --> 00:11:59,865 And I'd like you to write down just a couple words. 221 00:11:59,865 --> 00:12:03,770 What are some things in teaching you know that works really well? 222 00:12:03,770 --> 00:12:07,670 223 00:12:07,670 --> 00:12:10,170 Right there in the chat box, you can find that link. 224 00:12:10,170 --> 00:12:14,720 What are some things that you know really well about teaching, 225 00:12:14,720 --> 00:12:18,730 that you know that works in teaching? 226 00:12:18,730 --> 00:12:21,800 And through our time together today, and perhaps even right now, 227 00:12:21,800 --> 00:12:26,930 I'd like you to go to that Want To Know section, and I'd like you, 228 00:12:26,930 --> 00:12:29,570 please, to go ahead and write down some questions perhaps 229 00:12:29,570 --> 00:12:32,600 that you have about our time together today. 230 00:12:32,600 --> 00:12:34,910 And-- most definitely. 231 00:12:34,910 --> 00:12:38,310 For those of you asking about sharing access for the link 232 00:12:38,310 --> 00:12:42,170 I provided a few times there, do know that you can go to File and make a copy, 233 00:12:42,170 --> 00:12:44,970 and you'll get your own copy there in your respective Google Drive. 234 00:12:44,970 --> 00:12:48,720 Or you can download a copy if you wish under the File menu as well. 235 00:12:48,720 --> 00:12:52,470 And so this is a reflective tool, and it's one of the teaching strategies 236 00:12:52,470 --> 00:12:56,490 that we're going to be using today is by writing down what you know 237 00:12:56,490 --> 00:13:00,360 and what you want to know, you're actually taking part 238 00:13:00,360 --> 00:13:02,500 in your own learning in a way, right? 239 00:13:02,500 --> 00:13:04,065 You're guiding your own learning. 240 00:13:04,065 --> 00:13:06,120 Because this is an interactive session, we 241 00:13:06,120 --> 00:13:08,217 have an opportunity to take your questions live. 242 00:13:08,217 --> 00:13:10,050 So we'll be looking for your questions there 243 00:13:10,050 --> 00:13:12,070 in the chat box as we go forward today. 244 00:13:12,070 --> 00:13:14,620 So this is the use of the KWL chart. 245 00:13:14,620 --> 00:13:15,520 Thank you so much. 246 00:13:15,520 --> 00:13:18,990 So let's jump into pedagogy together, our first presentation 247 00:13:18,990 --> 00:13:21,360 of three big things today. 248 00:13:21,360 --> 00:13:25,680 So pedagogy generally, generally is the process 249 00:13:25,680 --> 00:13:29,310 of facilitating learning, or facilitating the process of learning, 250 00:13:29,310 --> 00:13:30,100 I should say. 251 00:13:30,100 --> 00:13:32,745 And if you think of learning as a process, 252 00:13:32,745 --> 00:13:38,520 it's really much easier to see what your students need at any given moment 253 00:13:38,520 --> 00:13:44,370 because many of you who are teachers, you've 254 00:13:44,370 --> 00:13:51,495 had a student come to you from a previous year or a previous teacher, 255 00:13:51,495 --> 00:13:55,350 and you've noticed that there's gaps in that student's learning. 256 00:13:55,350 --> 00:13:58,110 There are some deficiencies of what you might 257 00:13:58,110 --> 00:14:00,780 expect that they might have coming in. 258 00:14:00,780 --> 00:14:07,440 And so you might even say, that student didn't learn x, right? 259 00:14:07,440 --> 00:14:10,410 Whatever that x is in some way. 260 00:14:10,410 --> 00:14:16,020 And so you might say, the student didn't learn what 261 00:14:16,020 --> 00:14:17,890 they needed to in the previous class. 262 00:14:17,890 --> 00:14:20,340 And so therefore, when they come to my class, ah, 263 00:14:20,340 --> 00:14:22,658 they're not going to do very well perhaps because they 264 00:14:22,658 --> 00:14:25,200 didn't know what they-- they didn't bring into the class what 265 00:14:25,200 --> 00:14:26,560 they should have known. 266 00:14:26,560 --> 00:14:31,050 Now, you know what the hard part is, though, is that when you're a teacher 267 00:14:31,050 --> 00:14:33,780 and you have a student that comes to you that 268 00:14:33,780 --> 00:14:36,660 doesn't have the previous knowledge that's 269 00:14:36,660 --> 00:14:41,070 necessary to take on this lesson or this class that you're teaching, 270 00:14:41,070 --> 00:14:43,020 you have a choice. 271 00:14:43,020 --> 00:14:49,840 You can leave that student completely on their own and really decide, 272 00:14:49,840 --> 00:14:52,880 I can't help them in some way. 273 00:14:52,880 --> 00:14:55,640 Or you could take it on yourself as a teacher 274 00:14:55,640 --> 00:15:00,470 to say, it's on me to help this student get from point A, 275 00:15:00,470 --> 00:15:06,300 where they are now, to where I would like them to go as a learner. 276 00:15:06,300 --> 00:15:10,410 If you imagine every student that walks into your classroom, 277 00:15:10,410 --> 00:15:15,960 they are all coming in with different levels of previous learning, different-- 278 00:15:15,960 --> 00:15:17,980 all different prior knowledge. 279 00:15:17,980 --> 00:15:21,560 How is it that you want to work with those students? 280 00:15:21,560 --> 00:15:24,990 Do you want to be the type of teacher that says when the student walks in, 281 00:15:24,990 --> 00:15:28,018 ah, you don't know what you-- you don't know what you should know. 282 00:15:28,018 --> 00:15:29,310 I don't know if I can help you. 283 00:15:29,310 --> 00:15:31,840 Or do you want to be the type of teacher that says, welcome. 284 00:15:31,840 --> 00:15:33,420 I'm so happy that you're here. 285 00:15:33,420 --> 00:15:36,030 Oh, I see what you know from before, and I'm 286 00:15:36,030 --> 00:15:39,550 going to help you and get you into this new thing. 287 00:15:39,550 --> 00:15:43,230 And so of course, my imagination is if you're sitting here today, 288 00:15:43,230 --> 00:15:45,900 you are one of those second types of teachers 289 00:15:45,900 --> 00:15:50,020 that want to bring their students from where they are today to something new. 290 00:15:50,020 --> 00:15:52,950 And indeed, there are different levels of learning 291 00:15:52,950 --> 00:15:56,520 because not every student comes in to your classroom 292 00:15:56,520 --> 00:15:59,050 with the same level of knowledge. 293 00:15:59,050 --> 00:16:03,450 But even if they all did, we still have to know that learning 294 00:16:03,450 --> 00:16:06,210 progresses in a certain way. 295 00:16:06,210 --> 00:16:13,140 So if you imagine you're teaching a very fundamental concept, a concept like-- 296 00:16:13,140 --> 00:16:17,130 I don't know-- variables inside computer science, 297 00:16:17,130 --> 00:16:19,800 inside programming-- you can imagine where you would 298 00:16:19,800 --> 00:16:22,480 have to start at a very low level. 299 00:16:22,480 --> 00:16:25,990 You couldn't just say, OK, here's how we program variables. 300 00:16:25,990 --> 00:16:29,340 You'd have to first define what a variable is, 301 00:16:29,340 --> 00:16:33,510 because without a definition we couldn't do anything, right? 302 00:16:33,510 --> 00:16:36,102 We wouldn't know what this thing is. 303 00:16:36,102 --> 00:16:39,060 We know that it seems important because the teacher's talking about it, 304 00:16:39,060 --> 00:16:40,630 but how do we use it? 305 00:16:40,630 --> 00:16:42,700 So we have to start at the definition level. 306 00:16:42,700 --> 00:16:46,320 We have to tell students what a variable is, in this case. 307 00:16:46,320 --> 00:16:49,480 The second level of learning is describing. 308 00:16:49,480 --> 00:16:52,890 And so we teach our students by taking that definition 309 00:16:52,890 --> 00:16:58,470 and adding on some words, some padding, some understanding to that definition, 310 00:16:58,470 --> 00:17:02,020 such that they understand why perhaps a variable or whatever 311 00:17:02,020 --> 00:17:05,000 the term is that we're teaching is important to them. 312 00:17:05,000 --> 00:17:07,930 And then from that, because we now have a definition, 313 00:17:07,930 --> 00:17:10,810 and now because we know what it's generally used for 314 00:17:10,810 --> 00:17:13,720 and why it's important, we then can explain. 315 00:17:13,720 --> 00:17:17,750 And we can explain by providing examples in some way. 316 00:17:17,750 --> 00:17:20,170 And examples would be by showing. 317 00:17:20,170 --> 00:17:25,030 In this case, for variables, we'd be showing actual variables themselves. 318 00:17:25,030 --> 00:17:28,660 Above explain is the idea of comparing and contrasting, 319 00:17:28,660 --> 00:17:33,280 showing the similarities and the differences perhaps between this concept 320 00:17:33,280 --> 00:17:36,650 that we're learning and other concepts we have learned in the past. 321 00:17:36,650 --> 00:17:42,310 We're taking this idea of a very basic idea up to a higher level 322 00:17:42,310 --> 00:17:46,930 by allowing students to compare and contrast those two things, whatever 323 00:17:46,930 --> 00:17:48,200 those things are. 324 00:17:48,200 --> 00:17:51,530 You know, an example might be just a moment ago, 325 00:17:51,530 --> 00:17:54,340 I was talking about pedagogy. 326 00:17:54,340 --> 00:17:56,300 I defined pedagogy. 327 00:17:56,300 --> 00:18:01,450 I allowed you an opportunity to describe in your own words what pedagogy was. 328 00:18:01,450 --> 00:18:04,148 I talked through some examples of what pedagogy 329 00:18:04,148 --> 00:18:06,190 could look like in the classroom, and many of you 330 00:18:06,190 --> 00:18:08,300 provided examples there in the chat box. 331 00:18:08,300 --> 00:18:12,490 And even just a moment ago, I compared and contrasted certain ways of being 332 00:18:12,490 --> 00:18:14,830 and certain ways of heart around pedagogy, 333 00:18:14,830 --> 00:18:17,350 between being the teacher that doesn't really 334 00:18:17,350 --> 00:18:21,130 care what their students know before versus the teacher that cares a lot, 335 00:18:21,130 --> 00:18:21,740 right? 336 00:18:21,740 --> 00:18:24,710 By comparing and contrasting two ways of thinking around this. 337 00:18:24,710 --> 00:18:29,470 And so the next level is the synthesis level of learning. 338 00:18:29,470 --> 00:18:34,570 And the synthesis level goes beyond just comparing and contrasting, but says, 339 00:18:34,570 --> 00:18:40,000 I can use this new concept with other concepts that I've learned, 340 00:18:40,000 --> 00:18:42,620 and I can use them together to do something new. 341 00:18:42,620 --> 00:18:44,578 And in fact, that leads us to the highest level 342 00:18:44,578 --> 00:18:47,620 of learning that we're going to learn here, at least in our time together 343 00:18:47,620 --> 00:18:48,890 today, which is creating. 344 00:18:48,890 --> 00:18:50,980 I'm going to go and I'm going to create something. 345 00:18:50,980 --> 00:18:53,860 For those of you that have gone through the CS50 curriculum, 346 00:18:53,860 --> 00:18:57,040 you can see how we've actually gone through these different steps 347 00:18:57,040 --> 00:18:58,720 of learning together. 348 00:18:58,720 --> 00:19:02,860 Because in the CS50 curriculum, in your first time being exposed-- perhaps 349 00:19:02,860 --> 00:19:06,890 in Week 1 of CS50x, you're being exposed to C for the first time, 350 00:19:06,890 --> 00:19:11,630 you might not have ever encountered C or syntax within C at all. 351 00:19:11,630 --> 00:19:16,510 But through the opening we define what C is, what the fundamentals of C 352 00:19:16,510 --> 00:19:17,950 are in terms of syntax. 353 00:19:17,950 --> 00:19:20,360 How to do something like printing Hello, World. 354 00:19:20,360 --> 00:19:23,180 We describe the process of printing Hello, World. 355 00:19:23,180 --> 00:19:25,360 We show examples of how to print-- 356 00:19:25,360 --> 00:19:27,110 how to print Hello, World. 357 00:19:27,110 --> 00:19:31,610 And later on, for example, in Week 6 of CS50x when we get into Python, 358 00:19:31,610 --> 00:19:34,810 we compare and contrast the ways of using C 359 00:19:34,810 --> 00:19:37,945 to print Hello, World versus Python printing Hello, World. 360 00:19:37,945 --> 00:19:39,320 And then what do we do with that? 361 00:19:39,320 --> 00:19:43,390 Well, we go and we create and we work and we do problem sets 362 00:19:43,390 --> 00:19:46,225 around those different ideas. 363 00:19:46,225 --> 00:19:49,100 So you can imagine then if we're working through algorithms. 364 00:19:49,100 --> 00:19:52,310 So this is the interactive portion of our time together. 365 00:19:52,310 --> 00:19:53,950 So if you go to the chat box-- 366 00:19:53,950 --> 00:19:58,360 so if you can imagine, we have the idea of algorithms, 367 00:19:58,360 --> 00:20:01,880 and we have the definition of algorithms would be first, right? 368 00:20:01,880 --> 00:20:03,945 So what is an algorithm? 369 00:20:03,945 --> 00:20:09,530 And then we would describe the difference. 370 00:20:09,530 --> 00:20:11,840 What are different algorithms, perhaps? 371 00:20:11,840 --> 00:20:15,140 Moving up our levels of learning to explain, 372 00:20:15,140 --> 00:20:19,570 we might explain each step of the algorithm. 373 00:20:19,570 --> 00:20:22,300 In the compare and contrast stage, we might ask, well, 374 00:20:22,300 --> 00:20:24,130 how do two algorithms differ? 375 00:20:24,130 --> 00:20:26,680 Here is algorithm A and here's algorithm B, 376 00:20:26,680 --> 00:20:29,590 and what are the differences between these two? 377 00:20:29,590 --> 00:20:33,760 And then we could say, here is how industry is 378 00:20:33,760 --> 00:20:38,530 using each of these algorithms perhaps. 379 00:20:38,530 --> 00:20:41,410 And then what we could do is we could create your own algorithm. 380 00:20:41,410 --> 00:20:46,990 So notice that this is like the taxonomy of learning, taking someone 381 00:20:46,990 --> 00:20:51,300 from the ground, not knowing anything all the way up. 382 00:20:51,300 --> 00:20:53,450 And so let's have you try this. 383 00:20:53,450 --> 00:20:55,480 So in the chat box, what I'd like you to do 384 00:20:55,480 --> 00:20:58,810 is let's talk about loops for a second. 385 00:20:58,810 --> 00:21:03,250 For those of you that are uninitiated, a loop is just something that repeats, 386 00:21:03,250 --> 00:21:08,350 and a loop is used in programming to do a repeating action in some way. 387 00:21:08,350 --> 00:21:11,170 And so what I'd like you to do is for define, 388 00:21:11,170 --> 00:21:16,570 let's see, could you go there and go to the definition-- or go to the chat box, 389 00:21:16,570 --> 00:21:24,290 I should say, and write down a question that you might ask students about loops 390 00:21:24,290 --> 00:21:27,300 that gets to the definition of loops. 391 00:21:27,300 --> 00:21:29,540 What's a question you might ask a student 392 00:21:29,540 --> 00:21:35,025 to see what they know about loops from the ground up at that definition level? 393 00:21:35,025 --> 00:21:38,400 And for those of you asking, absolutely, you can get access to this presentation. 394 00:21:38,400 --> 00:21:43,870 We're going to be sending out a link to the presentation and so on afterwards. 395 00:21:43,870 --> 00:21:44,550 Definitely. 396 00:21:44,550 --> 00:21:45,310 OK, perfect. 397 00:21:45,310 --> 00:21:46,262 Yeah, absolutely. 398 00:21:46,262 --> 00:21:49,220 So a question-- questions that are really great at the definition level 399 00:21:49,220 --> 00:21:51,570 are, what do you know about loops already? 400 00:21:51,570 --> 00:21:54,250 Or what is a loop, right? 401 00:21:54,250 --> 00:21:56,620 Or what is a loop-- 402 00:21:56,620 --> 00:21:58,300 what does a loop do? 403 00:21:58,300 --> 00:21:59,380 This is really good. 404 00:21:59,380 --> 00:22:02,280 These are good opening questions that you might ask. 405 00:22:02,280 --> 00:22:06,600 Now, the describe level is quite similar. 406 00:22:06,600 --> 00:22:10,480 You might ask your students-- 407 00:22:10,480 --> 00:22:18,598 what if you might ask, what does a loop do if we show it like this? 408 00:22:18,598 --> 00:22:19,390 Yeah, that's right. 409 00:22:19,390 --> 00:22:22,500 So we have a piece of code that looks like this. 410 00:22:22,500 --> 00:22:24,040 What does this loop do? 411 00:22:24,040 --> 00:22:26,210 That's the description level. 412 00:22:26,210 --> 00:22:30,140 Then what we could do at the explain level, you might imagine. 413 00:22:30,140 --> 00:22:34,080 So you could ask them to show examples, right? 414 00:22:34,080 --> 00:22:35,250 So yes, exactly. 415 00:22:35,250 --> 00:22:39,170 You could have them actually iterate over a piece of code themselves 416 00:22:39,170 --> 00:22:42,290 by having them physically, maybe with their pencil 417 00:22:42,290 --> 00:22:44,900 or their pen-- this is a great suggestion in the chat box-- 418 00:22:44,900 --> 00:22:49,610 by going down and actually having them walk through the loop. 419 00:22:49,610 --> 00:22:53,760 Move my pen one, two, three boxes, and then go back to the beginning. 420 00:22:53,760 --> 00:22:55,050 One, two, three boxes. 421 00:22:55,050 --> 00:22:56,660 Very good. 422 00:22:56,660 --> 00:23:00,740 And then at the compare and contrast level with loops, what you could do 423 00:23:00,740 --> 00:23:04,700 is you could have them say, look at loop A and look at loop B, 424 00:23:04,700 --> 00:23:07,550 and what's the difference between these loops? 425 00:23:07,550 --> 00:23:11,060 And what's the same between these loops? 426 00:23:11,060 --> 00:23:16,310 An activity we do in my sections for Python, in loops in Python 427 00:23:16,310 --> 00:23:17,450 is we look at-- 428 00:23:17,450 --> 00:23:20,210 we look at a for loop as it's implemented in C, 429 00:23:20,210 --> 00:23:23,228 and then we look at a for loop as it's implemented in Python. 430 00:23:23,228 --> 00:23:26,520 And we look back and forth between, what are the differences that you see here? 431 00:23:26,520 --> 00:23:28,310 And there are some absolute similarities, 432 00:23:28,310 --> 00:23:31,040 but there are surely some differences. 433 00:23:31,040 --> 00:23:34,250 At the synthesis level, you might actually 434 00:23:34,250 --> 00:23:39,260 have them show how these algorithms-- these loops, 435 00:23:39,260 --> 00:23:42,230 I should say-- are used in different programs 436 00:23:42,230 --> 00:23:44,970 that perhaps we've already been exposed to in the class, 437 00:23:44,970 --> 00:23:49,550 or we could show them blocks of code from other assignments or blocks of code 438 00:23:49,550 --> 00:23:52,100 that we've pre-prepared and have them look 439 00:23:52,100 --> 00:23:53,880 at the loops that are present there. 440 00:23:53,880 --> 00:23:57,010 And then finally, we might have them create their own loop. 441 00:23:57,010 --> 00:23:58,360 Most definitely. 442 00:23:58,360 --> 00:24:00,160 Well stated there in the chat box. 443 00:24:00,160 --> 00:24:01,240 Thank you. 444 00:24:01,240 --> 00:24:05,920 And so what I'd like you to do now is I'd like you to go to that Want 445 00:24:05,920 --> 00:24:08,770 to Know column of your KWL chart. 446 00:24:08,770 --> 00:24:13,810 And indeed, if you didn't download it earlier, 447 00:24:13,810 --> 00:24:17,500 perhaps you just write down something on your computer there or on your phone 448 00:24:17,500 --> 00:24:23,590 or on a piece of paper nearby what you learned in this short section 449 00:24:23,590 --> 00:24:27,100 that we just did about the levels of learning. 450 00:24:27,100 --> 00:24:33,110 So looking here again at the pyramid, at the taxonomy, 451 00:24:33,110 --> 00:24:36,330 think about how you approach your students. 452 00:24:36,330 --> 00:24:41,760 When they walk into your room, do you expect them to already 453 00:24:41,760 --> 00:24:46,445 be at a higher level in that taxonomy? 454 00:24:46,445 --> 00:24:52,400 Or do you teach in such a way that it provides everyone in the room access 455 00:24:52,400 --> 00:24:58,670 where every single student can walk in and get in on that definition level? 456 00:24:58,670 --> 00:25:00,590 I don't know about you, but I've sometimes 457 00:25:00,590 --> 00:25:02,120 registered for the wrong class. 458 00:25:02,120 --> 00:25:04,970 [LAUGHS] I've been placed in the wrong class before. 459 00:25:04,970 --> 00:25:11,210 And so I've walked into a classroom that is, like, a third-year, high-level class 460 00:25:11,210 --> 00:25:13,500 on a certain topic, and I'm lost. 461 00:25:13,500 --> 00:25:16,190 The first moment the professor opens their mouth, I'm like, 462 00:25:16,190 --> 00:25:18,320 is this the right class for me? 463 00:25:18,320 --> 00:25:21,320 And so we want to provide the opportunity 464 00:25:21,320 --> 00:25:23,600 for every student to walk in. 465 00:25:23,600 --> 00:25:24,870 And so think about that. 466 00:25:24,870 --> 00:25:28,190 And yes, indeed, they are absolutely-- to the comment in the chat box, 467 00:25:28,190 --> 00:25:30,840 there are absolutely steps that you walk students through. 468 00:25:30,840 --> 00:25:34,820 All lessons should walk students from this definition level 469 00:25:34,820 --> 00:25:37,230 all the way up to that create level. 470 00:25:37,230 --> 00:25:38,190 Very well done, team. 471 00:25:38,190 --> 00:25:39,050 Thank you. 472 00:25:39,050 --> 00:25:44,520 So where then does the content that we're 473 00:25:44,520 --> 00:25:47,520 going to be using our pedagogical skills to teach, 474 00:25:47,520 --> 00:25:49,890 where does that content come from? 475 00:25:49,890 --> 00:25:52,710 Well, the content can come from many places, 476 00:25:52,710 --> 00:25:56,940 and this really depends on your locality throughout the world. 477 00:25:56,940 --> 00:25:59,700 There are places throughout the world-- and I 478 00:25:59,700 --> 00:26:03,870 suppose there are settings throughout the world where the teacher can just 479 00:26:03,870 --> 00:26:07,710 invent what's going to be taught in the classroom. 480 00:26:07,710 --> 00:26:10,590 However, many of you are working in places 481 00:26:10,590 --> 00:26:16,230 where there are standards to which your teaching has to hit in some way. 482 00:26:16,230 --> 00:26:20,760 That is, there are certain topics that you must cover in your content 483 00:26:20,760 --> 00:26:26,310 through your teaching that are mandated by law or by policy. 484 00:26:26,310 --> 00:26:30,550 And standards are the ways by which we usually do that. 485 00:26:30,550 --> 00:26:34,110 For example, the Computer Science Teachers Association, the CSTA, 486 00:26:34,110 --> 00:26:39,270 they have a series of standards, and the series of standards through CSTA 487 00:26:39,270 --> 00:26:44,020 are a list of computer science skills that students should learn, 488 00:26:44,020 --> 00:26:49,090 and in fact, how teachers perhaps should interact with students in teaching 489 00:26:49,090 --> 00:26:50,570 those computer science skills. 490 00:26:50,570 --> 00:26:54,040 So it actually tells us what teachers should be teaching 491 00:26:54,040 --> 00:26:57,880 and what students should be learning through their work in computer science 492 00:26:57,880 --> 00:26:59,050 curriculum. 493 00:26:59,050 --> 00:27:00,370 The College Board, of course. 494 00:27:00,370 --> 00:27:02,740 I'd be remiss not to mention the College Board. 495 00:27:02,740 --> 00:27:06,820 The AP Computer Science standards, the framework, 496 00:27:06,820 --> 00:27:10,300 is also another set of standards that we often appeal to. 497 00:27:10,300 --> 00:27:13,900 And especially within CS50, we are very sensitive to this 498 00:27:13,900 --> 00:27:16,600 because we have many students throughout the United States 499 00:27:16,600 --> 00:27:22,300 and abroad use AP Computer Science standards as the way by which they 500 00:27:22,300 --> 00:27:27,070 can go and they can take a test to get college credit for their high school 501 00:27:27,070 --> 00:27:29,240 work in computer science. 502 00:27:29,240 --> 00:27:32,230 And then lastly, there's ISTE, the International Society 503 00:27:32,230 --> 00:27:33,880 for Technology in Education. 504 00:27:33,880 --> 00:27:36,110 And they've taken a bit of a different approach. 505 00:27:36,110 --> 00:27:41,290 Rather than talking about individually what specific computer science skills 506 00:27:41,290 --> 00:27:45,440 down to the algorithms, the loops, all those types of things, 507 00:27:45,440 --> 00:27:48,730 they've taken the approach of looking overall what type of learner 508 00:27:48,730 --> 00:27:52,740 they want the students to be, and there are standards for that as well. 509 00:27:52,740 --> 00:27:53,925 Now, you can get-- 510 00:27:53,925 --> 00:27:56,300 so an example, like, what does a standard even look like? 511 00:27:56,300 --> 00:27:59,110 So now that you know what a standard is, a standard 512 00:27:59,110 --> 00:28:00,590 might look something like this. 513 00:28:00,590 --> 00:28:04,540 And this is given to us courtesy of the College Board 514 00:28:04,540 --> 00:28:06,920 in the AP Computer Science curriculum. 515 00:28:06,920 --> 00:28:11,240 This is a standard about algorithms and programming. 516 00:28:11,240 --> 00:28:15,940 And so literally, the standard, almost like a law or a policy, 517 00:28:15,940 --> 00:28:17,290 has an actual number. 518 00:28:17,290 --> 00:28:19,190 3A-AP-13. 519 00:28:19,190 --> 00:28:23,860 And in this specific one, it says it's to create prototypes 520 00:28:23,860 --> 00:28:28,900 that use algorithms to solve computational problems by leveraging 521 00:28:28,900 --> 00:28:31,550 prior student knowledge and personal interests. 522 00:28:31,550 --> 00:28:35,290 Now as a teacher, that's really useful to me 523 00:28:35,290 --> 00:28:38,542 because if I was just-- and many of you, by the way, like I mentioned, 524 00:28:38,542 --> 00:28:41,500 have just been told that you're going to be teaching a computer science 525 00:28:41,500 --> 00:28:42,880 class for the first time. 526 00:28:42,880 --> 00:28:45,110 And you're like, what am I going to teach? 527 00:28:45,110 --> 00:28:46,370 What am I going to do? 528 00:28:46,370 --> 00:28:48,910 And it's standards and lists of standards 529 00:28:48,910 --> 00:28:51,280 like this that are really great to leverage 530 00:28:51,280 --> 00:28:55,910 because it tells you exactly what you need to be teaching in your classroom. 531 00:28:55,910 --> 00:28:58,990 Many of you are seasoned teachers that have been really just 532 00:28:58,990 --> 00:29:02,080 working in the classroom and creating whatever you can 533 00:29:02,080 --> 00:29:05,560 because no one's told you specifically what you should be teaching 534 00:29:05,560 --> 00:29:07,160 in this computer science class. 535 00:29:07,160 --> 00:29:10,270 And indeed, standards like these can be a really great way 536 00:29:10,270 --> 00:29:13,030 of understanding, what specifically should I 537 00:29:13,030 --> 00:29:14,600 be teaching in each of my classes? 538 00:29:14,600 --> 00:29:19,360 Now, unless your school, your school district, your locality 539 00:29:19,360 --> 00:29:22,480 mandates that you use these, of course you're not required to, 540 00:29:22,480 --> 00:29:25,370 but they are exceedingly useful. 541 00:29:25,370 --> 00:29:29,350 And notice that the standard, at least in the AP Computer Science curriculum, 542 00:29:29,350 --> 00:29:32,360 provides some interesting annotation for that. 543 00:29:32,360 --> 00:29:36,430 So what I'd like to do is I'd like to provide you access to those standards 544 00:29:36,430 --> 00:29:37,130 here. 545 00:29:37,130 --> 00:29:38,470 And there's the QR codes. 546 00:29:38,470 --> 00:29:42,430 But in the chat box as well, I've put all the links there for you so that way, 547 00:29:42,430 --> 00:29:45,680 you can access them if you'd like to do it via click instead. 548 00:29:45,680 --> 00:29:49,660 And of course, at the end of our time together today and tomorrow, 549 00:29:49,660 --> 00:29:54,140 we're going to be providing you access to the slides of these presentations. 550 00:29:54,140 --> 00:29:57,535 So that way, you can get access to all of these, of course. 551 00:29:57,535 --> 00:30:00,160 These are so useful for me as a teacher. 552 00:30:00,160 --> 00:30:04,630 Now, as a teaching fellow in CS50, these computer science standards 553 00:30:04,630 --> 00:30:06,650 aren't binding to me, necessarily. 554 00:30:06,650 --> 00:30:10,280 It's not like there's a law or a policy that I have to use them. 555 00:30:10,280 --> 00:30:13,630 But I tell you, when I'm working and I'm teaching students 556 00:30:13,630 --> 00:30:17,980 about loops, when I'm teaching students about algorithms, the CSTA 557 00:30:17,980 --> 00:30:19,960 standards and the College Board standards 558 00:30:19,960 --> 00:30:23,680 and the ISTE standards are ones that I go to for inspiration of, 559 00:30:23,680 --> 00:30:28,280 what are some good uses of our time when we're inside of our classes together? 560 00:30:28,280 --> 00:30:33,190 For those of you that are mandated to adopt a standard in some way, 561 00:30:33,190 --> 00:30:39,590 your lesson plans can use each of these standards as a guide. 562 00:30:39,590 --> 00:30:42,405 Now, I'd like you to think about that for a second. 563 00:30:42,405 --> 00:30:47,240 Let's say that you have some standards that you can leverage, that you can look 564 00:30:47,240 --> 00:30:53,190 and you can say, OK, I want to teach this topic from this list of standards. 565 00:30:53,190 --> 00:30:54,900 Well, what do you do from then? 566 00:30:54,900 --> 00:30:58,190 Well, what you have to do is you have to lesson plan, right? 567 00:30:58,190 --> 00:31:02,420 So let's do some lesson planning together today. 568 00:31:02,420 --> 00:31:07,610 So what I'd like us to do is let's go to the chat box 569 00:31:07,610 --> 00:31:11,010 and let's choose a computer science topic together. 570 00:31:11,010 --> 00:31:15,710 Go ahead and type in any computer science topic that you love to teach. 571 00:31:15,710 --> 00:31:17,240 That's my only requirement. 572 00:31:17,240 --> 00:31:20,735 What computer science do you love-- yeah, and I see traversing. 573 00:31:20,735 --> 00:31:22,860 That's actually one of my favorite things to teach. 574 00:31:22,860 --> 00:31:24,690 I see data structures, arrays. 575 00:31:24,690 --> 00:31:27,510 That's, like, my number 1 favorite thing to teach is arrays. 576 00:31:27,510 --> 00:31:29,420 And then we have sorting. 577 00:31:29,420 --> 00:31:31,770 We have packet switching. 578 00:31:31,770 --> 00:31:33,240 That's not my area of expertise. 579 00:31:33,240 --> 00:31:36,290 We have machine learning, we have sorting, we have loops, 580 00:31:36,290 --> 00:31:41,370 we have accessing the DOM, we have UX and UI design, we have math for CS. 581 00:31:41,370 --> 00:31:43,910 And just notice, that's amazing how all of you 582 00:31:43,910 --> 00:31:48,975 just have your thing that is really important to you. 583 00:31:48,975 --> 00:31:52,950 Makes me teary and excited in a way because all of you-- 584 00:31:52,950 --> 00:31:56,580 I mean, I'm so blessed that all of you have these different expertises 585 00:31:56,580 --> 00:31:59,327 and these different cares because your students 586 00:31:59,327 --> 00:32:01,660 are going to be exposed to different teachers over time. 587 00:32:01,660 --> 00:32:03,608 And isn't it nice that all of our teachers 588 00:32:03,608 --> 00:32:05,400 have different things that they care about? 589 00:32:05,400 --> 00:32:07,870 Because your student's going to pick up on that care. 590 00:32:07,870 --> 00:32:09,550 They're going to see that you care. 591 00:32:09,550 --> 00:32:11,888 And because of that, they're going to want to work more. 592 00:32:11,888 --> 00:32:14,680 They're going to want to learn more because they see that you care. 593 00:32:14,680 --> 00:32:17,472 So what we're going to do is we're just going to pick one of these, 594 00:32:17,472 --> 00:32:21,190 and I'm not going to pick something that's my favorite necessarily. 595 00:32:21,190 --> 00:32:24,450 But let's talk about the idea of-- yeah, let's go with algorithms, 596 00:32:24,450 --> 00:32:27,700 since that's one that so many of you said here today. 597 00:32:27,700 --> 00:32:29,640 So let's go ahead-- and what I can do now 598 00:32:29,640 --> 00:32:32,670 is I can bring up-- and let's do this. 599 00:32:32,670 --> 00:32:35,850 So let's look at a lesson plan with one another today. 600 00:32:35,850 --> 00:32:39,160 So what we have is we have a lesson plan template that I prepared in advance. 601 00:32:39,160 --> 00:32:42,490 And of course, I'll be giving you a link to this in just a few moments. 602 00:32:42,490 --> 00:32:45,750 And so if we talk about the level of education-- so let's 603 00:32:45,750 --> 00:32:48,010 start with the level of education of our students. 604 00:32:48,010 --> 00:32:51,250 So what level of-- let's go ahead and go to the chat box. 605 00:32:51,250 --> 00:32:53,110 What level would you like to do? 606 00:32:53,110 --> 00:32:59,060 Would you like to do high school, primary school, undergraduate? 607 00:32:59,060 --> 00:32:59,560 Yep. 608 00:32:59,560 --> 00:33:02,890 And sure enough, the vast majority of you are saying high school. 609 00:33:02,890 --> 00:33:04,120 So let's do that. 610 00:33:04,120 --> 00:33:07,140 Let's say high school is the primary level of education. 611 00:33:07,140 --> 00:33:09,161 And then let's talk about the topic. 612 00:33:09,161 --> 00:33:11,786 Well, the topic we're going to be teaching today is algorithms. 613 00:33:11,786 --> 00:33:14,470 614 00:33:14,470 --> 00:33:18,320 And what I can do then is I can choose one of these standards. 615 00:33:18,320 --> 00:33:22,300 So let's go ahead and let's go there together, 616 00:33:22,300 --> 00:33:26,510 and let's look for some standards about algorithms for high school. 617 00:33:26,510 --> 00:33:29,620 And so if I go here to the handy dandy chart, 618 00:33:29,620 --> 00:33:33,100 I can look at the framework of the AP Computer Science curriculum, 619 00:33:33,100 --> 00:33:35,990 and I can see that we have these big concepts. 620 00:33:35,990 --> 00:33:37,960 I'm just going to roll through, and I'm going 621 00:33:37,960 --> 00:33:42,276 to go all the way down to where we get to algorithms. 622 00:33:42,276 --> 00:33:45,230 623 00:33:45,230 --> 00:33:52,640 And so I love how it provides all these different strategies. 624 00:33:52,640 --> 00:33:56,270 So what we're going to do is-- 625 00:33:56,270 --> 00:33:59,500 626 00:33:59,500 --> 00:34:00,260 all right. 627 00:34:00,260 --> 00:34:05,320 So for example, I have this idea that one of the objectives 628 00:34:05,320 --> 00:34:11,620 is that we have algorithms are precise sequences of instructions for processes 629 00:34:11,620 --> 00:34:13,870 that can be executed by a computer and are implemented 630 00:34:13,870 --> 00:34:15,800 using computer programming languages. 631 00:34:15,800 --> 00:34:20,620 So that's one of the things that I want to make sure I'm covering in our time 632 00:34:20,620 --> 00:34:21,290 together. 633 00:34:21,290 --> 00:34:25,040 The specific learning objective is to develop an algorithm for implementation. 634 00:34:25,040 --> 00:34:28,210 So I'm going to take that, and I'm actually going to drop that here 635 00:34:28,210 --> 00:34:29,510 in my standards. 636 00:34:29,510 --> 00:34:34,340 So this is the main aim of my time together with my students. 637 00:34:34,340 --> 00:34:35,940 And did I do that correctly? 638 00:34:35,940 --> 00:34:36,840 No, I did not. 639 00:34:36,840 --> 00:34:38,400 Is it going to let me copy? 640 00:34:38,400 --> 00:34:40,040 That's an interesting question. 641 00:34:40,040 --> 00:34:41,679 Well, I'm just going to type it out. 642 00:34:41,679 --> 00:34:44,639 Develop an algorithm for implementation. 643 00:34:44,639 --> 00:34:45,980 So let's do that. 644 00:34:45,980 --> 00:34:55,255 So develop an algorithm for implementation, OK? 645 00:34:55,255 --> 00:34:57,630 Now, we don't know exactly what we're going to implement, 646 00:34:57,630 --> 00:34:58,960 but we can do that shortly. 647 00:34:58,960 --> 00:35:00,010 So that's our first step. 648 00:35:00,010 --> 00:35:03,735 Our first step is to determine, what do we teaching with our students, 649 00:35:03,735 --> 00:35:06,600 and what level are we teaching, and what standard 650 00:35:06,600 --> 00:35:10,290 are we going to be using or leveraging in our time together? 651 00:35:10,290 --> 00:35:14,820 So now that we have that in place, now that we know the topic 652 00:35:14,820 --> 00:35:17,430 and we know the standard that we're going to be using, 653 00:35:17,430 --> 00:35:20,340 let's talk about the process of actually lesson planning 654 00:35:20,340 --> 00:35:22,810 and how then to go about a lesson. 655 00:35:22,810 --> 00:35:26,370 The first piece of any lesson-- 656 00:35:26,370 --> 00:35:29,940 and you saw it here today, you saw it with David at the beginning, 657 00:35:29,940 --> 00:35:33,100 and you saw it with me, and you're surely going to see it with others-- 658 00:35:33,100 --> 00:35:37,230 is the Into portion of a lesson, the beginning of a lesson 659 00:35:37,230 --> 00:35:39,960 really introduces the lesson to the student. 660 00:35:39,960 --> 00:35:45,120 And it asks them questions to tap their prior knowledge, 661 00:35:45,120 --> 00:35:49,410 to get them thinking about the topic, preparing the students to learn, 662 00:35:49,410 --> 00:35:52,480 and to generate excitement around that topic. 663 00:35:52,480 --> 00:35:56,020 And I hope that you've really been seeing me model these four things as we 664 00:35:56,020 --> 00:35:58,970 got into our time together today. 665 00:35:58,970 --> 00:36:03,220 And so what I can do then is inside of our lesson plan, 666 00:36:03,220 --> 00:36:07,370 we can go to into Into section, and I could just make some notes. 667 00:36:07,370 --> 00:36:12,170 I can ask myself, first of all, what do students know prior to this lesson? 668 00:36:12,170 --> 00:36:14,470 Well, I could say they know nothing, right? 669 00:36:14,470 --> 00:36:19,330 I could say they have no prior knowledge, likely. 670 00:36:19,330 --> 00:36:22,390 Now, if I was teaching later in the year, what might happen 671 00:36:22,390 --> 00:36:26,110 is I might indeed have a situation where they have much prior knowledge 672 00:36:26,110 --> 00:36:28,600 about algorithms leading up to this. 673 00:36:28,600 --> 00:36:36,120 And then Into-- so again, I'm going to describe one or more activities 674 00:36:36,120 --> 00:36:40,100 that I can use to tap students' prior knowledge to prepare them to learn. 675 00:36:40,100 --> 00:36:45,250 So what I might do is I might do an opening question. 676 00:36:45,250 --> 00:36:54,770 I might ask them, who has heard of the word algorithm before? 677 00:36:54,770 --> 00:37:00,440 And then what I might do is I might do a pair share where students 678 00:37:00,440 --> 00:37:10,400 speak to one another about the topic, about that question or about the answer 679 00:37:10,400 --> 00:37:11,490 to that question. 680 00:37:11,490 --> 00:37:15,320 And then what I could do is I could ask students-- 681 00:37:15,320 --> 00:37:23,660 whole class-- I could ask students to share algorithms that they already know 682 00:37:23,660 --> 00:37:27,930 exist in the world in some way. 683 00:37:27,930 --> 00:37:32,560 We have an algorithm here in my house called, make a grilled cheese sandwich. 684 00:37:32,560 --> 00:37:37,010 My children will say, Daddy, I'm hungry, and I will go [LAUGHS] 685 00:37:37,010 --> 00:37:40,970 and I'll go cook the dad's grilled cheese sandwich, which 686 00:37:40,970 --> 00:37:43,440 has three different types of cheese. 687 00:37:43,440 --> 00:37:47,220 The next piece of our lesson is Through part of our lesson. 688 00:37:47,220 --> 00:37:50,430 It's the main component of our lesson. 689 00:37:50,430 --> 00:37:55,040 The Through component of our lesson, the purpose of that, the Through component 690 00:37:55,040 --> 00:37:58,590 is to get students to actually get into the material. 691 00:37:58,590 --> 00:38:01,490 It's where we actually teach the content. 692 00:38:01,490 --> 00:38:04,770 It's where we actually model the content of the students. 693 00:38:04,770 --> 00:38:07,610 And what we're doing is we're giving the students the opportunity 694 00:38:07,610 --> 00:38:13,370 to exercise more and more independence with this topic that we're teaching. 695 00:38:13,370 --> 00:38:16,190 So you can imagine how in a class where I'm 696 00:38:16,190 --> 00:38:19,430 teaching about our lesson, where I'm teaching about algorithms, 697 00:38:19,430 --> 00:38:24,710 how we can begin by what I could do is I could define algorithms, right? 698 00:38:24,710 --> 00:38:27,890 I could define the algorithm. 699 00:38:27,890 --> 00:38:30,480 I could show examples, right? 700 00:38:30,480 --> 00:38:34,130 I could code my own algorithm. 701 00:38:34,130 --> 00:38:37,950 And that's all by me presenting to them in some way. 702 00:38:37,950 --> 00:38:42,840 What I could then do is I could do a group activity in some way. 703 00:38:42,840 --> 00:38:47,900 I could do a group activity where students work together 704 00:38:47,900 --> 00:38:52,780 to match specific algorithms to their names. 705 00:38:52,780 --> 00:38:57,300 So perhaps I have some pieces of paper that are cut out or some pieces of code 706 00:38:57,300 --> 00:38:58,420 that I give to them. 707 00:38:58,420 --> 00:39:00,310 And I say, what algorithm is this? 708 00:39:00,310 --> 00:39:01,600 What's the algorithm doing? 709 00:39:01,600 --> 00:39:04,690 Let's name each of the algorithms, right? 710 00:39:04,690 --> 00:39:08,070 And then what I might do is I might do another group activity that we might 711 00:39:08,070 --> 00:39:10,110 call more of a group investigation. 712 00:39:10,110 --> 00:39:13,570 Where a group activity is more people collaborating and talking about a topic, 713 00:39:13,570 --> 00:39:17,490 a group investigation might be actually them going and doing some creation, 714 00:39:17,490 --> 00:39:19,020 creating something together. 715 00:39:19,020 --> 00:39:22,475 And they might create your own algorithm together. 716 00:39:22,475 --> 00:39:27,465 717 00:39:27,465 --> 00:39:31,230 And so by doing that, they're becoming more and more independent. 718 00:39:31,230 --> 00:39:35,670 At the beginning, I'm teaching them through direct instruction 719 00:39:35,670 --> 00:39:38,070 or I'm showing a presentation. 720 00:39:38,070 --> 00:39:43,430 But then through group, they're working together on a topic 721 00:39:43,430 --> 00:39:44,880 and they're learning more. 722 00:39:44,880 --> 00:39:47,000 And then on their own-- 723 00:39:47,000 --> 00:39:50,210 that is, with the group-- they're creating their own algorithm. 724 00:39:50,210 --> 00:39:55,950 And then finally, individually what I might do is on your own, 725 00:39:55,950 --> 00:39:58,520 I might have them take a test or a quiz. 726 00:39:58,520 --> 00:40:01,040 Or what I could have them do is I could have 727 00:40:01,040 --> 00:40:07,930 them create a short presentation about what you know about algorithms. 728 00:40:07,930 --> 00:40:13,450 So each student then on their own has their own independence 729 00:40:13,450 --> 00:40:15,910 to go and talk about now specifically for them, 730 00:40:15,910 --> 00:40:17,570 what do they know about algorithms? 731 00:40:17,570 --> 00:40:21,700 So that's the meat of the lesson, I suppose. 732 00:40:21,700 --> 00:40:24,680 And then we get to the final piece of our lesson, 733 00:40:24,680 --> 00:40:27,200 and the final piece is the Beyond section. 734 00:40:27,200 --> 00:40:30,800 And so in the Beyond section, we summarize what was learned. 735 00:40:30,800 --> 00:40:33,340 We provide students with the opportunity to reflect, 736 00:40:33,340 --> 00:40:36,800 and we create anticipation for future lessons in some way. 737 00:40:36,800 --> 00:40:38,780 We almost want to preview and tease. 738 00:40:38,780 --> 00:40:43,030 And if you listen to David's lectures, usually right there at the end David 739 00:40:43,030 --> 00:40:46,510 will provide a bit of a one-sentence-or-two teaser about 740 00:40:46,510 --> 00:40:50,270 what's coming next and how we're going to apply the work that we did today. 741 00:40:50,270 --> 00:40:51,290 And then go figure. 742 00:40:51,290 --> 00:40:53,410 At the beginning of David's next lecture, 743 00:40:53,410 --> 00:40:56,470 he has students recall prior knowledge and then talk 744 00:40:56,470 --> 00:40:59,060 about the topic that is at hand today. 745 00:40:59,060 --> 00:41:02,500 So the Beyond portion of this lesson might be something 746 00:41:02,500 --> 00:41:04,660 like, we could summarize. 747 00:41:04,660 --> 00:41:06,910 We could do some direct instruction where 748 00:41:06,910 --> 00:41:10,100 we do a summary of what was learned for the day. 749 00:41:10,100 --> 00:41:12,830 We ask students to reflect, right? 750 00:41:12,830 --> 00:41:16,600 We have them go to perhaps their KWL chart like so many of you 751 00:41:16,600 --> 00:41:18,610 have there open on your systems today. 752 00:41:18,610 --> 00:41:21,070 And you could ask them, the students here the question, 753 00:41:21,070 --> 00:41:25,710 what did you learn about algorithms today? 754 00:41:25,710 --> 00:41:32,010 And then lastly, what I could have them do is I could have them hypothesize, 755 00:41:32,010 --> 00:41:37,590 what do you think will come next in our learning together? 756 00:41:37,590 --> 00:41:41,670 So now that they have learned about algorithms, 757 00:41:41,670 --> 00:41:44,250 what might we do with that when they come back 758 00:41:44,250 --> 00:41:46,650 to school tomorrow or next week? 759 00:41:46,650 --> 00:41:48,960 It allows students to get that reflective 760 00:41:48,960 --> 00:41:51,870 thinking already happening about the connections between what 761 00:41:51,870 --> 00:41:55,740 they're learning now and future lessons as well. 762 00:41:55,740 --> 00:41:58,350 So notice what we were able to do here, team. 763 00:41:58,350 --> 00:42:02,670 We were able to take a standard, and we were able to take a topic 764 00:42:02,670 --> 00:42:07,455 and build out a lesson based upon that standard, based upon that topic. 765 00:42:07,455 --> 00:42:10,438 Now, I'd be remiss to say that throughout our lesson planning 766 00:42:10,438 --> 00:42:12,480 and throughout our time in working with students, 767 00:42:12,480 --> 00:42:16,410 we have to provide many levels of support to our student throughout. 768 00:42:16,410 --> 00:42:20,040 There's many ways to provide what we call scaffolding, and scaffolding 769 00:42:20,040 --> 00:42:22,690 basically is providing supports. 770 00:42:22,690 --> 00:42:25,350 Like, if you imagine the side of a building, 771 00:42:25,350 --> 00:42:28,380 there are many cathedrals throughout the world, many buildings 772 00:42:28,380 --> 00:42:33,450 throughout the world, many buildings that you've probably seen on the news 773 00:42:33,450 --> 00:42:36,360 as of late that might have scaffolds on the side 774 00:42:36,360 --> 00:42:40,470 to hold up the building as they're building and they're making a project, 775 00:42:40,470 --> 00:42:41,980 they're finishing a project. 776 00:42:41,980 --> 00:42:45,090 And so that's supporting the building until it's 777 00:42:45,090 --> 00:42:47,230 strong enough to support itself. 778 00:42:47,230 --> 00:42:49,960 And scaffolding in learning is a lot like that. 779 00:42:49,960 --> 00:42:53,290 Scaffolding could be in the form of sensory scaffolding. 780 00:42:53,290 --> 00:42:55,710 For example, you and I are talking here today. 781 00:42:55,710 --> 00:42:58,110 I'm purposely varying my voice volume. 782 00:42:58,110 --> 00:43:00,340 I'm varying my tonality. 783 00:43:00,340 --> 00:43:02,130 I'm actually using slides. 784 00:43:02,130 --> 00:43:03,850 And I'm not just using one slide. 785 00:43:03,850 --> 00:43:06,520 I'm switching back and forth between multiple windows? 786 00:43:06,520 --> 00:43:10,630 I'm drawing you over to the chat box, things like this. 787 00:43:10,630 --> 00:43:12,540 And in just a few moments here, we're going 788 00:43:12,540 --> 00:43:15,240 to be going to some group breakout sessions 789 00:43:15,240 --> 00:43:18,400 where you're going to be doing some lesson planning together. 790 00:43:18,400 --> 00:43:20,820 And so I'm providing sensory opportunities for you 791 00:43:20,820 --> 00:43:24,900 to be involved that otherwise may have allowed your learning 792 00:43:24,900 --> 00:43:26,820 to be less so if I just was audible. 793 00:43:26,820 --> 00:43:29,060 I mean, imagine if there was no video at all. 794 00:43:29,060 --> 00:43:33,355 It was just my voice booming over your speaker right now. 795 00:43:33,355 --> 00:43:36,560 There's graphic scaffolding as well, right? 796 00:43:36,560 --> 00:43:38,120 There's pictures that I'm using. 797 00:43:38,120 --> 00:43:39,530 There's context clues. 798 00:43:39,530 --> 00:43:41,840 It is no mistake that I have the duck back here. 799 00:43:41,840 --> 00:43:46,580 It's a way of making your brain light up and become more alive. 800 00:43:46,580 --> 00:43:48,590 There's ducks throughout this presentation. 801 00:43:48,590 --> 00:43:51,470 There's been a few hidden ducks if you've not seen them already. 802 00:43:51,470 --> 00:43:55,490 And the graphic presentation of the actual presentation itself is one. 803 00:43:55,490 --> 00:43:57,730 And later on, when you have access to these slides, 804 00:43:57,730 --> 00:44:00,790 that's going to be a way for you to recall your learning 805 00:44:00,790 --> 00:44:02,390 and to learn even more deeply. 806 00:44:02,390 --> 00:44:06,240 And of course, this is a very interactive session, most definitely. 807 00:44:06,240 --> 00:44:09,460 And so this interactive session is one where it's not just simply 808 00:44:09,460 --> 00:44:11,725 you sitting and you going into a coma [LAUGHS] 809 00:44:11,725 --> 00:44:14,288 as you're downloading whatever I'm saying. 810 00:44:14,288 --> 00:44:17,080 Instead, hopefully you're interacting and engaging as time goes on. 811 00:44:17,080 --> 00:44:20,830 These are all ways to scaffold and support your learners. 812 00:44:20,830 --> 00:44:23,770 I'd also be remiss if I didn't mention assessment too, which 813 00:44:23,770 --> 00:44:25,370 could be a whole different topic. 814 00:44:25,370 --> 00:44:28,720 You know, assessment is usually thought of as, 815 00:44:28,720 --> 00:44:32,890 how do I test my students to make sure they learned something? 816 00:44:32,890 --> 00:44:35,800 And yeah, that is one form of assessment. 817 00:44:35,800 --> 00:44:39,360 But as educators, there's really three main moments 818 00:44:39,360 --> 00:44:42,330 that we perform assessments, whether we're conscious of it 819 00:44:42,330 --> 00:44:43,590 or not as a teacher. 820 00:44:43,590 --> 00:44:46,090 Indeed, there's formative assessment. 821 00:44:46,090 --> 00:44:49,680 Formative assessment is looking at, what do the students 822 00:44:49,680 --> 00:44:54,670 know as they're coming into a lesson or as they're beginning a lesson? 823 00:44:54,670 --> 00:44:57,600 And by me getting feedback from you in the chat box, 824 00:44:57,600 --> 00:45:01,030 I got a sense really quickly of who was in the room. 825 00:45:01,030 --> 00:45:02,850 Where in the world were you? 826 00:45:02,850 --> 00:45:05,580 That gave me an idea about what sort of challenges 827 00:45:05,580 --> 00:45:08,190 you might be facing in your classrooms, by looking 828 00:45:08,190 --> 00:45:11,145 at the level of teaching that we might do today, whether it 829 00:45:11,145 --> 00:45:13,500 was high school or undergraduate level. 830 00:45:13,500 --> 00:45:16,350 I learned that so many of you are from the undergraduate level, 831 00:45:16,350 --> 00:45:18,900 but I learned that even more of you perhaps are from the high school level, 832 00:45:18,900 --> 00:45:21,420 or at least there's more of you being vocal in the chat box 833 00:45:21,420 --> 00:45:23,170 than are from the high school level today. 834 00:45:23,170 --> 00:45:29,290 And by doing that, I was able to discover much about what you are doing. 835 00:45:29,290 --> 00:45:32,770 And not only that, but by providing you the KWL chart, 836 00:45:32,770 --> 00:45:35,230 I was able to learn a little bit about what you know 837 00:45:35,230 --> 00:45:37,580 about learning and pedagogy already. 838 00:45:37,580 --> 00:45:41,290 There's process learning, which is by checking in with the student. 839 00:45:41,290 --> 00:45:44,140 That's another form of assessment where during the assessment-- 840 00:45:44,140 --> 00:45:46,930 during the lesson, you can actually check in with the students 841 00:45:46,930 --> 00:45:48,290 to see how they're doing. 842 00:45:48,290 --> 00:45:50,320 Sometimes if you're in the physical classroom 843 00:45:50,320 --> 00:45:54,880 or if you're in an online environment, that could be stepping into a group 844 00:45:54,880 --> 00:45:57,910 or stepping into a breakout session to monitor 845 00:45:57,910 --> 00:45:59,860 the interactions as it's happening. 846 00:45:59,860 --> 00:46:02,910 You can also have students perhaps answer some questions. 847 00:46:02,910 --> 00:46:04,660 You might ask them directly some questions 848 00:46:04,660 --> 00:46:06,590 to see how they're learning as well. 849 00:46:06,590 --> 00:46:08,080 And then finally, there's summative assessment, 850 00:46:08,080 --> 00:46:11,350 which is what we all think about when we think about testing and assessment is 851 00:46:11,350 --> 00:46:14,450 at the end of the lesson, what did the students learn? 852 00:46:14,450 --> 00:46:16,280 Indeed, what did they learn? 853 00:46:16,280 --> 00:46:20,250 And so that way you can determine, is my next lesson 854 00:46:20,250 --> 00:46:23,475 going to be the next piece of material I was planning on doing? 855 00:46:23,475 --> 00:46:25,930 [LAUGHS] Or is my next lesson simply going 856 00:46:25,930 --> 00:46:30,777 to be a repeat or a bettered version of what I just did? 857 00:46:30,777 --> 00:46:33,110 Because it's possible that students might not learn what 858 00:46:33,110 --> 00:46:34,950 an algorithm is on the first go round. 859 00:46:34,950 --> 00:46:36,990 I hope they will, but maybe they won't. 860 00:46:36,990 --> 00:46:40,580 And so am I going to leave them behind if they didn't learn it, or am I 861 00:46:40,580 --> 00:46:44,390 going to go back and am I going to allow them to have the opportunity for me 862 00:46:44,390 --> 00:46:45,950 to teach a little bit more deeply? 863 00:46:45,950 --> 00:46:49,190 The purpose of summative assessment-- you know, it's interesting. 864 00:46:49,190 --> 00:46:53,570 We're teachers and we have classes, and we have grades. 865 00:46:53,570 --> 00:46:56,510 That is, we provide a grade or an outcome for the class. 866 00:46:56,510 --> 00:46:59,930 Did you pass or you fail, or did you get a letter grade, A, B, C, or D, 867 00:46:59,930 --> 00:47:01,760 and so on? 868 00:47:01,760 --> 00:47:06,700 That's one form of assessment. 869 00:47:06,700 --> 00:47:11,755 But also, there's knowing, how did our students perform 870 00:47:11,755 --> 00:47:14,470 such that I as a teacher can look at myself 871 00:47:14,470 --> 00:47:17,360 and say, what do I need to make better for-- 872 00:47:17,360 --> 00:47:20,810 how do I need to teach better for my students? 873 00:47:20,810 --> 00:47:23,900 See, the summative assessment is not the penalty 874 00:47:23,900 --> 00:47:27,730 we give students for their performance or the award 875 00:47:27,730 --> 00:47:29,210 we give for their performance. 876 00:47:29,210 --> 00:47:33,010 Summative assessment is best when it's a hint about what 877 00:47:33,010 --> 00:47:39,640 you need to do as an educator to help your students more in the future. 878 00:47:39,640 --> 00:47:44,080 There are many different instructional strategies that you can use out there, 879 00:47:44,080 --> 00:47:46,360 and we're going to be talking about many of them. 880 00:47:46,360 --> 00:47:48,850 You know, generally, instructional strategies 881 00:47:48,850 --> 00:47:51,710 are the methods by which you facilitate learning, 882 00:47:51,710 --> 00:47:53,900 and we've been talking a lot about those today. 883 00:47:53,900 --> 00:47:55,650 There's direct instruction. 884 00:47:55,650 --> 00:47:58,360 Direct instruction's where you're talking to your students 885 00:47:58,360 --> 00:48:02,320 and you're delivering the content, much like I'm doing right now. 886 00:48:02,320 --> 00:48:06,010 And this image is really appropriate for direct instruction 887 00:48:06,010 --> 00:48:09,440 because you're basically being seen as the authority. 888 00:48:09,440 --> 00:48:15,820 You're the sage on the stage that is the authority and the leader on this topic 889 00:48:15,820 --> 00:48:21,640 and is giving the material out, but it's very low interaction, typically. 890 00:48:21,640 --> 00:48:25,090 You might ask students questions, but generally speaking, direct instruction 891 00:48:25,090 --> 00:48:27,500 is you talking to them, right? 892 00:48:27,500 --> 00:48:28,253 And so on. 893 00:48:28,253 --> 00:48:31,420 And I'm seeing some playful comments in the chat box about the rubber ducks. 894 00:48:31,420 --> 00:48:36,490 A think pair share is where you might say to a partner-- 895 00:48:36,490 --> 00:48:39,970 or you might talk to a partner and talk about a certain idea. 896 00:48:39,970 --> 00:48:43,670 If you are in the room today, physically if you were in the room with me, 897 00:48:43,670 --> 00:48:49,500 I would say, turn to a partner and talk about what you know about algorithms. 898 00:48:49,500 --> 00:48:52,010 And I might give you 30 or 60 seconds. 899 00:48:52,010 --> 00:48:56,540 And then what I might do is have you both share out, or one of you 900 00:48:56,540 --> 00:48:59,300 share out what the group discussed. 901 00:48:59,300 --> 00:49:03,440 Flipped classroom is probably one of my most favorite things 902 00:49:03,440 --> 00:49:05,960 that we can do, and because-- 903 00:49:05,960 --> 00:49:10,970 and I would say that dare I say that CS50 follows a flipped classroom model, 904 00:49:10,970 --> 00:49:15,890 is that many students do not tune in live here at Harvard College 905 00:49:15,890 --> 00:49:19,760 or at Harvard Extension School live for lectures. 906 00:49:19,760 --> 00:49:23,600 Many of you who have been exposed to CS50x curriculum 907 00:49:23,600 --> 00:49:26,870 or any of the other CS50 classes did not necessarily 908 00:49:26,870 --> 00:49:30,260 watch the lecture live when it was live presented. 909 00:49:30,260 --> 00:49:33,350 But instead, you watched it separately. 910 00:49:33,350 --> 00:49:35,490 You watched a recording of it. 911 00:49:35,490 --> 00:49:38,120 And so what a flipped classroom is is where 912 00:49:38,120 --> 00:49:44,975 rather than going to a classroom where the teacher sort of talks at you 913 00:49:44,975 --> 00:49:48,080 for 90 minutes or more, the flipped classroom 914 00:49:48,080 --> 00:49:51,540 is where you watch the lecture before going to the class. 915 00:49:51,540 --> 00:49:57,350 And indeed, in CS50, we've implemented sections here at Harvard College 916 00:49:57,350 --> 00:49:59,420 and also at Harvard Extension School where 917 00:49:59,420 --> 00:50:03,600 people that come to section, rather than it being another lecture, 918 00:50:03,600 --> 00:50:07,060 instead it's an interactive session where we're talking through topics 919 00:50:07,060 --> 00:50:08,810 and we're working through group activities 920 00:50:08,810 --> 00:50:10,850 to help the students learn more. 921 00:50:10,850 --> 00:50:15,140 And the flipped model is really exciting because you don't have 922 00:50:15,140 --> 00:50:17,360 to give the same lecture every year. 923 00:50:17,360 --> 00:50:20,540 You could absolutely just simply provide a video to your students, 924 00:50:20,540 --> 00:50:23,660 have them go home and watch the video, such that when they come to class 925 00:50:23,660 --> 00:50:25,790 they're more prepared to interact. 926 00:50:25,790 --> 00:50:29,910 Competition is another great instructional strategy that you can use. 927 00:50:29,910 --> 00:50:32,030 It's surely one of my favorites. 928 00:50:32,030 --> 00:50:33,930 Competition with play, I should say. 929 00:50:33,930 --> 00:50:37,320 I don't like competition where it's an ugly competition. 930 00:50:37,320 --> 00:50:40,040 I like a playful competition where teams of people 931 00:50:40,040 --> 00:50:43,730 are working together towards an aim and there's a playfulness that's involved. 932 00:50:43,730 --> 00:50:46,280 And indeed, at the beginning of our time together today, 933 00:50:46,280 --> 00:50:48,950 for those of you that were here, we did the pixel art together. 934 00:50:48,950 --> 00:50:49,910 And it's a playful-- 935 00:50:49,910 --> 00:50:52,160 it's not necessarily a competition where someone wins, 936 00:50:52,160 --> 00:50:56,670 but it's a playful way of showing different outcomes for different groups. 937 00:50:56,670 --> 00:51:00,770 And it sort of fits with that spirit in a way of playing together, 938 00:51:00,770 --> 00:51:03,710 maybe competing together if you're trying to make a better 939 00:51:03,710 --> 00:51:05,750 drawing than the other groups. 940 00:51:05,750 --> 00:51:09,360 My favorite strategy in the whole wide world is what's called a gallery walk. 941 00:51:09,360 --> 00:51:11,130 A gallery walk is you take a room. 942 00:51:11,130 --> 00:51:13,640 I want you to imagine a room, a physical room. 943 00:51:13,640 --> 00:51:16,070 This could be absolutely done in breakout sessions 944 00:51:16,070 --> 00:51:18,920 as well and in a controlled environment where 945 00:51:18,920 --> 00:51:21,620 you know how many people are going to be in the breakout rooms 946 00:51:21,620 --> 00:51:24,330 and you know that everyone's going to participate. 947 00:51:24,330 --> 00:51:27,170 A gallery walk is an excellent way of facilitating 948 00:51:27,170 --> 00:51:32,400 even an online instructional moment for your students. 949 00:51:32,400 --> 00:51:33,770 So imagine a room. 950 00:51:33,770 --> 00:51:36,260 And what you do is you create stations or even 951 00:51:36,260 --> 00:51:37,950 breakout rooms throughout the room. 952 00:51:37,950 --> 00:51:40,640 So you might have four stations throughout the room. 953 00:51:40,640 --> 00:51:44,340 What you could do is you could group students together. 954 00:51:44,340 --> 00:51:49,020 You could say, OK, at each station, there's a different question. 955 00:51:49,020 --> 00:51:52,100 I want you to imagine that physically on the walls of your classroom, 956 00:51:52,100 --> 00:51:53,750 there were four stations. 957 00:51:53,750 --> 00:51:59,220 And on each station, there was a question that students could answer. 958 00:51:59,220 --> 00:52:03,780 And you could ask them questions about, how could they create an algorithm that 959 00:52:03,780 --> 00:52:06,270 does this task maybe at station 1? 960 00:52:06,270 --> 00:52:10,690 And at station 2, here's another task that I'd like an algorithm to do. 961 00:52:10,690 --> 00:52:14,190 And what the students might do together is they go to the stations 962 00:52:14,190 --> 00:52:17,640 together as a team, and they work together 963 00:52:17,640 --> 00:52:19,840 to answer the question that's at that station. 964 00:52:19,840 --> 00:52:22,090 And indeed, if you're physically doing it in the room, 965 00:52:22,090 --> 00:52:24,420 you could actually write on a poster perhaps 966 00:52:24,420 --> 00:52:27,990 on the wall, a piece of paper on the wall your answer to that question. 967 00:52:27,990 --> 00:52:33,060 And what you would do then is rotate the groups between each of those stations. 968 00:52:33,060 --> 00:52:35,850 In a breakout room setting, you can absolutely 969 00:52:35,850 --> 00:52:39,120 do this where you can rotate people between different questions 970 00:52:39,120 --> 00:52:42,130 or deliver questions to your breakout rooms 971 00:52:42,130 --> 00:52:45,880 so they can answer them right there in one breakout room. 972 00:52:45,880 --> 00:52:49,060 Another strategy is a group investigation. 973 00:52:49,060 --> 00:52:53,670 And a group investigation is where specifically the aim 974 00:52:53,670 --> 00:52:58,680 is for you to have the group create something new together, 975 00:52:58,680 --> 00:53:02,340 but what you do with that is rather than keeping the group 976 00:53:02,340 --> 00:53:06,750 all together at once-- so you have each group work together. 977 00:53:06,750 --> 00:53:10,620 But then the twist on this is that you number off the group 978 00:53:10,620 --> 00:53:15,120 and you have one member from each group go to another group 979 00:53:15,120 --> 00:53:21,170 and teach the other group about what your group learned. 980 00:53:21,170 --> 00:53:25,740 So what you could do then is you could provide five different concepts 981 00:53:25,740 --> 00:53:27,940 to five different groups. 982 00:53:27,940 --> 00:53:31,680 And then what you could do is you could move one group member for each group 983 00:53:31,680 --> 00:53:34,530 into another group, and where they have to teach 984 00:53:34,530 --> 00:53:36,400 the group what they just learned. 985 00:53:36,400 --> 00:53:40,410 When I teach SQL and I'm teaching about-- 986 00:53:40,410 --> 00:53:45,600 when I'm teaching about how tables are merged together in some way, 987 00:53:45,600 --> 00:53:48,030 there are different ways of doing merging. 988 00:53:48,030 --> 00:53:51,690 And I might actually have a group together create a presentation, 989 00:53:51,690 --> 00:53:55,410 and then I might have members of each group present to one another 990 00:53:55,410 --> 00:53:56,550 in this way. 991 00:53:56,550 --> 00:54:00,398 And so this is a really great way of interacting with your students. 992 00:54:00,398 --> 00:54:01,690 So if you would, take a moment. 993 00:54:01,690 --> 00:54:03,040 Go to your KWL chart. 994 00:54:03,040 --> 00:54:05,410 And in that Learn column, what I'd like you to do 995 00:54:05,410 --> 00:54:09,860 is write down some things that you think are really useful to the team. 996 00:54:09,860 --> 00:54:12,610 Go ahead and write down those things that are really useful to you 997 00:54:12,610 --> 00:54:15,918 that you've learned so far in our time together today as we transition. 998 00:54:15,918 --> 00:54:18,460 So in a moment, we're going to be going to breakout sessions. 999 00:54:18,460 --> 00:54:23,200 Just giving my team time to prepare for that, and getting you 1000 00:54:23,200 --> 00:54:26,420 prepared for entering into a breakout room. 1001 00:54:26,420 --> 00:54:31,320 So we're going to be engaging in a group activity right now. 1002 00:54:31,320 --> 00:54:36,630 And I want to say that there's many of you that are joining today 1003 00:54:36,630 --> 00:54:40,890 that might be in a different locale, and you 1004 00:54:40,890 --> 00:54:45,510 might be slightly intimidated about interacting, especially 1005 00:54:45,510 --> 00:54:48,270 via voice, with other students. 1006 00:54:48,270 --> 00:54:50,790 I want to welcome all of you. 1007 00:54:50,790 --> 00:54:56,130 Regardless of your English proficiency, regardless of your teaching ability, 1008 00:54:56,130 --> 00:54:59,280 regardless of your experience in computer science, 1009 00:54:59,280 --> 00:55:02,850 I want to welcome all of you to go into the breakout rooms 1010 00:55:02,850 --> 00:55:05,780 when the time comes, when I say go. 1011 00:55:05,780 --> 00:55:09,740 And I want you to know that we're in an environment of total support. 1012 00:55:09,740 --> 00:55:13,700 So for those of you that are in the class that go to the breakout rooms 1013 00:55:13,700 --> 00:55:18,740 and that you are on video, let's be extra mindful of individuals, 1014 00:55:18,740 --> 00:55:23,150 perhaps in the chat box in your breakout room, that may wish to contribute, 1015 00:55:23,150 --> 00:55:26,810 but don't feel confident enough to be on video 1016 00:55:26,810 --> 00:55:31,480 or don't feel confident enough to use their voice to speak to you. 1017 00:55:31,480 --> 00:55:36,500 So instead, let's make sure that when we go in 1018 00:55:36,500 --> 00:55:40,020 that you have the opportunity to look at the chat box. 1019 00:55:40,020 --> 00:55:41,300 And so that way, you can-- 1020 00:55:41,300 --> 00:55:43,133 so that way when you go and you join a team, 1021 00:55:43,133 --> 00:55:46,500 if you want to participate, go into those chat boxes and participate. 1022 00:55:46,500 --> 00:55:50,180 For those of you that can speak via voice, that is absolutely preferred, 1023 00:55:50,180 --> 00:55:51,740 and please definitely do that. 1024 00:55:51,740 --> 00:55:57,800 So we're going to be breaking off in a few minutes to a series of groups. 1025 00:55:57,800 --> 00:56:01,130 Here's a list of the different groups we're going to be breaking out to. 1026 00:56:01,130 --> 00:56:05,930 I'd like you to look here and decide upon a topic 1027 00:56:05,930 --> 00:56:10,070 that you find really interesting, one that you would like 1028 00:56:10,070 --> 00:56:12,980 to go and work with a team on today. 1029 00:56:12,980 --> 00:56:15,530 You're going to actually work together to create a lesson 1030 00:56:15,530 --> 00:56:18,940 plan with one another. 1031 00:56:18,940 --> 00:56:26,450 And so what we're going to do is in a moment, I'm going to be dismissing you. 1032 00:56:26,450 --> 00:56:29,820 And here's the steps. 1033 00:56:29,820 --> 00:56:32,220 You're going to download this lesson plan template, 1034 00:56:32,220 --> 00:56:35,210 and I'm going to give that to you in just a moment. 1035 00:56:35,210 --> 00:56:38,670 And then what you're going to do is after you've downloaded it, 1036 00:56:38,670 --> 00:56:41,700 and only after you've downloaded it, [LAUGHS] you're going to go 1037 00:56:41,700 --> 00:56:44,620 and you're going to join the breakout room of your choosing. 1038 00:56:44,620 --> 00:56:47,170 And we'll open up the breakout rooms shortly 1039 00:56:47,170 --> 00:56:49,940 and you'll have the opportunity to choose which group. 1040 00:56:49,940 --> 00:56:54,260 When you get there, I want you to briefly introduce yourself 1041 00:56:54,260 --> 00:56:55,260 to one another. 1042 00:56:55,260 --> 00:56:59,780 Now, the reality of the number of you that are here together with us today 1043 00:56:59,780 --> 00:57:02,660 has changed since I did this-- 1044 00:57:02,660 --> 00:57:05,420 I last revised this lesson plan. 1045 00:57:05,420 --> 00:57:08,690 What I said in the lesson plans-- 1046 00:57:08,690 --> 00:57:13,580 what I said originally was that the lesson plans-- 1047 00:57:13,580 --> 00:57:16,880 on the lesson plan that you'd have 30 seconds to introduce yourself to one 1048 00:57:16,880 --> 00:57:17,930 another. 1049 00:57:17,930 --> 00:57:20,600 Given the time that we have and given the number of you, 1050 00:57:20,600 --> 00:57:25,880 I'd like you to reduce that to [LAUGHS] about 10 seconds or less 1051 00:57:25,880 --> 00:57:26,950 to introduce yourself. 1052 00:57:26,950 --> 00:57:29,600 You might end up using the chat box as a way 1053 00:57:29,600 --> 00:57:35,300 by which to introduce yourself perhaps when you get to your breakout room. 1054 00:57:35,300 --> 00:57:38,810 I want you to work with your team to create a lesson plan. 1055 00:57:38,810 --> 00:57:41,690 It can be about any topic. 1056 00:57:41,690 --> 00:57:42,590 It should be about-- 1057 00:57:42,590 --> 00:57:45,178 it could be about any piece of the topic that you've 1058 00:57:45,178 --> 00:57:46,470 selected for the breakout room. 1059 00:57:46,470 --> 00:57:48,770 So if you select the algorithms breakout room, 1060 00:57:48,770 --> 00:57:51,960 you'll want to do a lesson that is about algorithms, but about 1061 00:57:51,960 --> 00:57:54,150 a specific topic with an algorithms. 1062 00:57:54,150 --> 00:57:57,450 If you choose the arrays group-- my favorite group-- 1063 00:57:57,450 --> 00:58:01,380 if you chose the arrays group, then you can choose there, 1064 00:58:01,380 --> 00:58:03,750 and a topic within arrays. 1065 00:58:03,750 --> 00:58:07,320 And what you're going to do is you're going to follow the instructions there 1066 00:58:07,320 --> 00:58:11,470 on the lesson plan template that have been clearly spelled out. 1067 00:58:11,470 --> 00:58:14,880 So what I'd like to do is I want, first of all, to give you access 1068 00:58:14,880 --> 00:58:16,770 to that lesson plan template. 1069 00:58:16,770 --> 00:58:19,320 You can scan this QR code if you wish. 1070 00:58:19,320 --> 00:58:25,200 But in the chat box, here's the link to that lesson plan. 1071 00:58:25,200 --> 00:58:27,880 And you can follow the instructions there. 1072 00:58:27,880 --> 00:58:28,840 So go ahead. 1073 00:58:28,840 --> 00:58:32,010 And if you would, go to the chat box, and give me a thumbs 1074 00:58:32,010 --> 00:58:35,320 up there on the chat box on my last message. 1075 00:58:35,320 --> 00:58:39,290 Give me a thumbs up if you downloaded that. 1076 00:58:39,290 --> 00:58:39,790 Perfect. 1077 00:58:39,790 --> 00:58:43,380 I got 20 of you downloaded. 1078 00:58:43,380 --> 00:58:45,106 I got 30 of you downloaded. 1079 00:58:45,106 --> 00:58:47,790 1080 00:58:47,790 --> 00:58:50,240 Got 40 of you downloaded, and so on. 1081 00:58:50,240 --> 00:58:50,850 Perfect. 1082 00:58:50,850 --> 00:58:51,970 Lots of people. 1083 00:58:51,970 --> 00:58:53,520 Very well done, team. 1084 00:58:53,520 --> 00:58:54,420 Excellent. 1085 00:58:54,420 --> 00:58:58,300 So in a moment, we're going to be dismissing the breakout rooms. 1086 00:58:58,300 --> 00:59:03,130 And after you've downloaded this, you're going to carry out the steps there. 1087 00:59:03,130 --> 00:59:08,140 So with that, these are the breakout rooms you're going to be selecting from. 1088 00:59:08,140 --> 00:59:11,430 And if you would, our amazing production team, if you would, 1089 00:59:11,430 --> 00:59:13,600 please whisk us away. 1090 00:59:13,600 --> 00:59:14,350 Wonderful. 1091 00:59:14,350 --> 00:59:16,860 Leaving those breakout rooms and coming on back. 1092 00:59:16,860 --> 00:59:19,580 1093 00:59:19,580 --> 00:59:21,420 All right, team. 1094 00:59:21,420 --> 00:59:26,160 So if you would, step 1, for those of you that have already returned, 1095 00:59:26,160 --> 00:59:28,620 go back to the chat box, if you would. 1096 00:59:28,620 --> 00:59:33,130 And I'd like you to give me a number between 1 and 5. 1097 00:59:33,130 --> 00:59:37,300 1 is, this is really hard for me. 1098 00:59:37,300 --> 00:59:39,550 I'm still trying to learn this. 1099 00:59:39,550 --> 00:59:41,370 Number 5 is, I got this. 1100 00:59:41,370 --> 00:59:42,635 Lesson planning is easy. 1101 00:59:42,635 --> 00:59:44,285 [LAUGHS] Where are you? 1102 00:59:44,285 --> 00:59:46,260 [LAUGHS] 1103 00:59:46,260 --> 00:59:53,250 So lots of people in that 2.5 and higher range, and some of you 1104 00:59:53,250 --> 00:59:57,150 still feel like you're at step 0, you offer, and step 1. 1105 00:59:57,150 --> 00:59:58,350 Definitely. 1106 00:59:58,350 --> 01:00:01,600 One of you says 0.0001. 1107 01:00:01,600 --> 01:00:02,460 Indeed. 1108 01:00:02,460 --> 01:00:06,550 And [LAUGHS] one of you offers the number pi. 1109 01:00:06,550 --> 01:00:07,240 Very good. 1110 01:00:07,240 --> 01:00:08,580 We all need pi. 1111 01:00:08,580 --> 01:00:11,580 And so what I want you to as we're coming out of this lesson planning 1112 01:00:11,580 --> 01:00:15,360 activity that you know how you-- 1113 01:00:15,360 --> 01:00:20,580 there are things in life that you've done that at first were challenging, 1114 01:00:20,580 --> 01:00:24,100 and then over time have gotten easier. 1115 01:00:24,100 --> 01:00:29,920 I remember the first time I was in a public speaking class and my high school 1116 01:00:29,920 --> 01:00:34,900 teacher turned to us and said, OK. 1117 01:00:34,900 --> 01:00:40,310 I want you to walk across the room, and I want you to shake someone's hand. 1118 01:00:40,310 --> 01:00:46,030 And without stopping talking, tell them-- introduce yourself 1119 01:00:46,030 --> 01:00:47,740 for about 30 seconds. 1120 01:00:47,740 --> 01:00:51,370 And I tell you, the first day we did that activity, 1121 01:00:51,370 --> 01:00:56,510 that was a very challenging thing as a 14-year-old, a 15-year-old. 1122 01:00:56,510 --> 01:01:01,510 But by the third or fourth day-- he had us do it every day for those opening 1123 01:01:01,510 --> 01:01:02,310 days-- 1124 01:01:02,310 --> 01:01:05,230 it's really interesting that by the fourth or fifth time, 1125 01:01:05,230 --> 01:01:06,340 it became really simple. 1126 01:01:06,340 --> 01:01:09,020 And lesson planning is a lot like that. 1127 01:01:09,020 --> 01:01:11,950 So the first time you're teaching a lesson on a certain topic, 1128 01:01:11,950 --> 01:01:14,390 you're going to feel a great sense of intimidation. 1129 01:01:14,390 --> 01:01:17,450 As you're using an instructional strategy for the first time, 1130 01:01:17,450 --> 01:01:18,910 you might feel some intimidation. 1131 01:01:18,910 --> 01:01:23,260 But just know that through the process of you, 1132 01:01:23,260 --> 01:01:27,790 like your students learning how to teach this for the first time-- 1133 01:01:27,790 --> 01:01:30,070 you're learning just like your students-- 1134 01:01:30,070 --> 01:01:33,650 that you can teach this better and better every time. 1135 01:01:33,650 --> 01:01:36,620 And what I want you to know is that you don't 1136 01:01:36,620 --> 01:01:41,960 have to keep it a secret from your students that you're learning too. 1137 01:01:41,960 --> 01:01:47,360 In fact, some of the best moments I've ever had in teaching in CS50 1138 01:01:47,360 --> 01:01:51,020 have been when my expertise has run out because 1139 01:01:51,020 --> 01:01:54,320 of what a student has asked inside of a section 1140 01:01:54,320 --> 01:01:56,430 where I don't have the answer to that. 1141 01:01:56,430 --> 01:01:57,180 But you know what? 1142 01:01:57,180 --> 01:02:00,990 Together, we've been able to find the answer with one another. 1143 01:02:00,990 --> 01:02:04,310 Those create real special moments, and it creates a bond between you 1144 01:02:04,310 --> 01:02:08,480 and your students when your students don't just see you as an authority, 1145 01:02:08,480 --> 01:02:13,130 but they see you in a way as a co-learner that's just further 1146 01:02:13,130 --> 01:02:15,360 down the road than they are. 1147 01:02:15,360 --> 01:02:19,400 And I don't know about you, but one of the blessings of my life 1148 01:02:19,400 --> 01:02:25,070 has been seeing many of my students excelling and going beyond where I am, 1149 01:02:25,070 --> 01:02:27,180 going beyond my level of understanding. 1150 01:02:27,180 --> 01:02:28,970 And that's the dream we have as teachers, 1151 01:02:28,970 --> 01:02:34,290 is for our students to go beyond us, to graduate from us in some way. 1152 01:02:34,290 --> 01:02:36,630 So thanks so much for working on that lesson plan. 1153 01:02:36,630 --> 01:02:37,770 Wonderful, team. 1154 01:02:37,770 --> 01:02:41,600 So I'd like to finish our time together by talking about something 1155 01:02:41,600 --> 01:02:44,690 that is probably the most important topic in my life 1156 01:02:44,690 --> 01:02:48,740 when it comes to teaching, which is my values as a teacher. 1157 01:02:48,740 --> 01:02:50,760 You think of values generally. 1158 01:02:50,760 --> 01:02:59,390 Values are simply a highly regarded principle or a standard of behavior. 1159 01:02:59,390 --> 01:03:05,300 It is from our principles and from our standards of behavior 1160 01:03:05,300 --> 01:03:07,683 that often our actions arise. 1161 01:03:07,683 --> 01:03:10,630 1162 01:03:10,630 --> 01:03:18,360 I don't believe this, but if I was to believe that some students can never 1163 01:03:18,360 --> 01:03:24,855 be helped, then think about how my behavior as a teacher may be. 1164 01:03:24,855 --> 01:03:30,240 If I believed that there were some students that would not ever 1165 01:03:30,240 --> 01:03:35,490 benefit from my help, you can imagine how poorly I 1166 01:03:35,490 --> 01:03:38,330 would act towards those students. 1167 01:03:38,330 --> 01:03:43,500 A teaching value that I have is that every student has a future, 1168 01:03:43,500 --> 01:03:45,900 and that I can be part of that future. 1169 01:03:45,900 --> 01:03:47,640 I can help anybody. 1170 01:03:47,640 --> 01:03:52,010 And this student and I, even if it's difficult, can work through this 1171 01:03:52,010 --> 01:03:53,280 and work with one another. 1172 01:03:53,280 --> 01:03:57,560 And so through that principle, through that standard of behavior for myself, 1173 01:03:57,560 --> 01:04:00,140 it shapes my teaching. 1174 01:04:00,140 --> 01:04:04,930 I want you to think about the principles and the standards of behavior that 1175 01:04:04,930 --> 01:04:07,490 are really important for you. 1176 01:04:07,490 --> 01:04:12,545 I want you to go to that chat box for a moment, and I want you to type one thing 1177 01:04:12,545 --> 01:04:17,885 that you hope your students will remember about you. 1178 01:04:17,885 --> 01:04:23,690 What's one thing that you want your students to remember about you as they 1179 01:04:23,690 --> 01:04:25,610 finish their time with you? 1180 01:04:25,610 --> 01:04:28,310 One of you says that you cared about them. 1181 01:04:28,310 --> 01:04:30,740 Your happiness, your passion for learning, 1182 01:04:30,740 --> 01:04:34,590 your patience, that everyone still learns, that failing's OK, 1183 01:04:34,590 --> 01:04:38,840 your kindness, enjoying your analogies, your stories, 1184 01:04:38,840 --> 01:04:40,946 that you're kind and compassionate. 1185 01:04:40,946 --> 01:04:44,480 1186 01:04:44,480 --> 01:04:51,960 That it's OK to fail, that you are like a bigger brother, one of you says. 1187 01:04:51,960 --> 01:04:52,930 Most definitely. 1188 01:04:52,930 --> 01:04:54,530 Absolutely. 1189 01:04:54,530 --> 01:05:00,540 So I want you to know that this is what makes you special as a teacher. 1190 01:05:00,540 --> 01:05:06,080 And I want to-- dare I say that it's probably that thing that you 1191 01:05:06,080 --> 01:05:09,810 want to be yourself as a teacher. 1192 01:05:09,810 --> 01:05:13,175 Think back to the beginning of our time together today. 1193 01:05:13,175 --> 01:05:19,760 It's probably one of the reasons that you enjoyed your teacher so much. 1194 01:05:19,760 --> 01:05:23,780 So taking this idea, we could say that a teaching value then 1195 01:05:23,780 --> 01:05:28,630 is a highly regarded principle or standards of one's teaching. 1196 01:05:28,630 --> 01:05:35,060 And you know, CS50 has taught me many lessons as a teacher. 1197 01:05:35,060 --> 01:05:37,100 The secret, I suppose, of CS50-- 1198 01:05:37,100 --> 01:05:41,050 it's not so much a secret because I think we say it in Lectures 0 1199 01:05:41,050 --> 01:05:46,130 and Lectures 1 is that this class is not just about programming. 1200 01:05:46,130 --> 01:05:49,510 It's not just about computer science fundamentals and principles. 1201 01:05:49,510 --> 01:05:53,740 This class is about learning how to learn. 1202 01:05:53,740 --> 01:05:57,250 And it's by no mistake that the processes that I've learned 1203 01:05:57,250 --> 01:06:01,150 as a student-- and I've, of course, learned even more as a teaching fellow 1204 01:06:01,150 --> 01:06:02,350 in CS50-- 1205 01:06:02,350 --> 01:06:07,120 I've taken those into nearly every aspect of my life, from my teaching, 1206 01:06:07,120 --> 01:06:12,310 to my own learning in every imaginable topic, to my work as a parent, so much, 1207 01:06:12,310 --> 01:06:13,030 team. 1208 01:06:13,030 --> 01:06:18,970 So for example, pseudocoding is something that happens inside CS50. 1209 01:06:18,970 --> 01:06:24,820 Pseudocoding is the idea of structuring out your code via comments before I go 1210 01:06:24,820 --> 01:06:25,840 and I write the code. 1211 01:06:25,840 --> 01:06:29,270 So that way, I have a plan before I go and I do it. 1212 01:06:29,270 --> 01:06:31,890 And go figure that you can do that too. 1213 01:06:31,890 --> 01:06:34,760 You can do what we might call pseudolearning where you write out 1214 01:06:34,760 --> 01:06:38,780 a plan via a lesson plan for what you're going to do next, 1215 01:06:38,780 --> 01:06:40,430 what you're going to do in your lesson. 1216 01:06:40,430 --> 01:06:43,460 So that way, you can plan for your students' learning process. 1217 01:06:43,460 --> 01:06:47,960 Check50 is a technology we use in this class as a way of automatically 1218 01:06:47,960 --> 01:06:52,710 checking students' work to see if it meets certain project goals. 1219 01:06:52,710 --> 01:06:55,340 And what you could do as well is you could-- in a way, 1220 01:06:55,340 --> 01:07:01,010 you could have your own Me50 and say, how do I know as a teacher 1221 01:07:01,010 --> 01:07:04,730 that I'm hitting my goals with my learners? 1222 01:07:04,730 --> 01:07:07,230 You can debug your code in CS50. 1223 01:07:07,230 --> 01:07:10,320 What you can do as a teacher is you can debug your students. 1224 01:07:10,320 --> 01:07:13,160 When your students are having an issue with the learning, 1225 01:07:13,160 --> 01:07:15,800 it's not because they have a problem. 1226 01:07:15,800 --> 01:07:21,560 It's because you have not yet given them the instruction that they need 1227 01:07:21,560 --> 01:07:25,790 and the strategy that they need, the scaffolding that they need to allow 1228 01:07:25,790 --> 01:07:28,022 them to step into the lesson with you. 1229 01:07:28,022 --> 01:07:30,980 Of course, there are students that don't want to be part of the lesson, 1230 01:07:30,980 --> 01:07:32,340 and we can talk about that. 1231 01:07:32,340 --> 01:07:37,700 But really, 99.9% of your students want to learn. 1232 01:07:37,700 --> 01:07:42,350 They want to be benefited by you and your instruction. 1233 01:07:42,350 --> 01:07:46,580 I want to say that CS50 talks about-- in a way, models this idea 1234 01:07:46,580 --> 01:07:48,180 that play is learning. 1235 01:07:48,180 --> 01:07:51,470 And we talk a lot about theatricality in this class, 1236 01:07:51,470 --> 01:07:54,690 and that theatricality doesn't require a theater. 1237 01:07:54,690 --> 01:07:59,300 And in a way, play doesn't require that we're on a playground. 1238 01:07:59,300 --> 01:08:01,260 Play can happen anywhere. 1239 01:08:01,260 --> 01:08:03,540 It can happen in a classroom, for sure. 1240 01:08:03,540 --> 01:08:05,730 It can happen in a Zoom breakout room. 1241 01:08:05,730 --> 01:08:11,050 And so I encourage you to incorporate play with your students. 1242 01:08:11,050 --> 01:08:15,130 And I suppose the ethos that I walk in with any-- 1243 01:08:15,130 --> 01:08:19,325 into any class with is not that I have all the answers, because I surely 1244 01:08:19,325 --> 01:08:20,450 don't have all the answers. 1245 01:08:20,450 --> 01:08:22,840 You as a teacher don't have all the answers. 1246 01:08:22,840 --> 01:08:26,080 But the belief that I have many answers, that you as the teacher 1247 01:08:26,080 --> 01:08:31,399 have many answers, that we together can find the answers with one another. 1248 01:08:31,399 --> 01:08:34,189 Today, we've talked about many things. 1249 01:08:34,189 --> 01:08:35,550 We've talked about strategies. 1250 01:08:35,550 --> 01:08:39,390 And these are just-- in just this lesson together alone 1251 01:08:39,390 --> 01:08:43,370 and in David's first presentation earlier this morning, 1252 01:08:43,370 --> 01:08:48,140 these were some of the strategies that have already been utilized in our time 1253 01:08:48,140 --> 01:08:48,979 together. 1254 01:08:48,979 --> 01:08:54,540 So if you think about it, you could be a person that just teaches one way. 1255 01:08:54,540 --> 01:08:58,020 It could just be direct instruction all the time, just talking at your students. 1256 01:08:58,020 --> 01:09:00,200 But I want to offer you that there are dozens 1257 01:09:00,200 --> 01:09:02,180 of ways that you can work with your students, 1258 01:09:02,180 --> 01:09:05,810 and using multiple instructional strategies to help 1259 01:09:05,810 --> 01:09:09,560 scaffold, to help support your students as they learn. 1260 01:09:09,560 --> 01:09:13,970 At the beginning, I posed this idea that teaching pedagogy 1261 01:09:13,970 --> 01:09:16,170 is like a mystery box in a way. 1262 01:09:16,170 --> 01:09:17,430 It's like an algorithm. 1263 01:09:17,430 --> 01:09:22,279 We provide something, and out the other side something happens. 1264 01:09:22,279 --> 01:09:26,180 And it just so happens that learning is just like that, 1265 01:09:26,180 --> 01:09:28,250 that teaching is just like that. 1266 01:09:28,250 --> 01:09:31,800 That by you giving something, there's something 1267 01:09:31,800 --> 01:09:37,410 that happens with your students that creates a great output for them. 1268 01:09:37,410 --> 01:09:42,014 And what I want to offer you is that all your knowledge about assessment, 1269 01:09:42,014 --> 01:09:47,220 all your knowledge about strategies, all your knowledge about pedagogy 1270 01:09:47,220 --> 01:09:52,590 and about teaching values, while those are all important things, and surely 1271 01:09:52,590 --> 01:09:57,090 useful things in your teaching, they are not the most important ingredient. 1272 01:09:57,090 --> 01:10:03,630 The most important ingredient in your teaching is you, you as a teacher. 1273 01:10:03,630 --> 01:10:08,310 So for those of you especially that are going back into the computer science 1274 01:10:08,310 --> 01:10:10,950 classroom and you're feeling like you really 1275 01:10:10,950 --> 01:10:14,010 need to change something, especially for those of you that 1276 01:10:14,010 --> 01:10:17,520 are going into the computer science classroom teaching for the first time, 1277 01:10:17,520 --> 01:10:23,490 I want you to remember that you don't need to be some other teacher. 1278 01:10:23,490 --> 01:10:25,980 You don't need to be the best teacher. 1279 01:10:25,980 --> 01:10:30,400 You need to be the best version of you as a teacher. 1280 01:10:30,400 --> 01:10:36,450 So remind yourself what makes you unique as a teacher and leverage that 1281 01:10:36,450 --> 01:10:38,490 to help your students well. 1282 01:10:38,490 --> 01:10:40,480 I want to say, welcome to all of you. 1283 01:10:40,480 --> 01:10:45,000 We are so excited that you're here at the CS50 Educator Workshop 2024. 1284 01:10:45,000 --> 01:10:49,290 And I am looking forward to interacting with each of you 1285 01:10:49,290 --> 01:10:51,222 in the coming days and hours. 1286 01:10:51,222 --> 01:10:52,180 Have a great day, team. 1287 01:10:52,180 --> 01:10:54,740 Thank you so much for joining me today. 1288 01:10:54,740 --> 01:10:56,000