Ponderosa, Siblings, and Girth: Teaching and Tutoring Programming for Novices TA Training Session 3 November 14, 2003 H. Chad Lane

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 2 Goals of this talk Why teaching is important for us Describe what is involved in teaching Share some ideas for creative teaching/tutoring of programming

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 3 “The Programmers” #1 complaint I hear from non-CS friends in industry: I NEVER UNDERSTAND THE PROGRAMMERS, AND THEY DON’T UNDERSTAND ME.

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 4 Nick Burns A clip of Nick Burns, “The Company Computer Guy” goes here. He is an obnoxious “computer nerd” who makes computer jokes no one understands and tells everyone to “MOVE” when they can’t follow his directions to fix their computer. (relevant story)relevant story Sadly, quite a few people clump all computer scientists into the same group as Nick.

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 5 A Definite Gap Non-programmers do not understand: –what programmers say, or –what programmers do. Programmers need to do a better job communicating with non-programmers. Non-programmers have a negative view of programming. You can help improve the situation!

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 6 Closing the Gap Educate non-programmers Train programmers how to communicate more effectively Teaching is a great way to develop these skills. When a student needs your help: –Investing time to help them also helps you. –Seek new ways to explain difficult concepts, and observe students’ reactions.

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 7 Teaching a Course Responsibilities: –syllabus –lectures –grading scheme –assignments and projects –exams –handouts & study guides –recitation plans

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 8 Things I Wish I Had Been Told Having the final say is a difficult position. “Well, it works!” –“and I deserve 100% of the points” Dealing with cheating is a pain. Students really start to care in the last two to three weeks of class. Make course policies very clear, remind students of them, and stick to them. –Say you’ve already had to enforce them when challenged.

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 9 Other Observations Most students start their projects way later than they should. Novices overcomplicate problems and their solutions to them. Also spend a lot of time doing things that aren’t productive. Novice programmers need help, even when they don’t know it.

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 10 The Wuss Loop tackle Chad while (Chad denies being a wuss) poke Chad in chest ask if Chad is a wuss get answer end while stand up say “I thought so”

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 11 Meaningful Learning Short Term Memory new material (1) Long Term Memory (2)(3) response 1.New material is observed 2.Appropriate knowledge from LTM is accessed 3.Knowledge is applied and new material assimilated

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 12 Connecting to Existing Knowledge Prior programming experience Analogies: –To everyday activities –To other programming concepts Other existing knowledge/skills –Algebra, geometry, etc. –Video games –Very simple tasks

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 13 Some Examples Stacks: –getting a plate at Ponderosa Queues: –waiting in line at Giant Eagle –drinking from a straw (buffer) –on deck circle in baseball (buffer, pipelines) Conditionals: –Talky the Toaster

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 14 More Examples Fun problems: –Calculating girth (Brian Regan, p2, p3)Brian Reganp2p3 –Beer consumption Assignments –avoid “busywork,” –engage problem solving skills –Rock, Paper, Scissors (Functions) –Street Fighter-style fighting game (OOP)

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 15 Group Exercise Read the description of the situation and brainstorm for answers. (handout)handout General goal is to connect to students’ existing knowledge. Be creative!

14-Nov-03 TA Training 3 CSD – University of Pittsburgh 16 Closing thoughts Teaching/tutoring is fun, important, and a good place to invest some effort as a grad student. Seek at least one non-grading appointment as a grad student. Take chances, be creative, listen, and observe. Best thing of all: hearing someone say “Hi” on the sidewalk two years later.