BEST PRACTICES IN TEACHING
INTRODUCTORY
PROGRAMMING
Beth Simon, Computer Science and Engineering
UC, San Diego

What versus How
Content versus Pedagogy

Pedagogy – applies to teaching any course

Course design: Learning goals of the course

How students should be different at end of course

What students should be able to do at end of course

Homework, Projects, Reading,

During an average 50 minute “lecture” period, how much time do students spend speaking?

A) <5 minutes

B) 5-10 minutes

C) 10-20 minutes

D) More than 20 minutes

During an average 50 minute “lecture” period, how much time do students spend working/analyzing problems?

A) < 5 minutes

B) 5-10 minutes

C) 10-20 minutes

D) More than 20 minutes

During an average 50-minute lecture how many minutes do
YOU spend speaking or working/analyzing problems?

What we know about how people learn

Transmissionist Model

Scientifically Outdated,
Culturally a Known Failure


People actively construct their own knowledge

Individual, based in pre-existing understanding

Tied to language

Technology allowing us to observe learning as it happens
 Furthering understanding of the biological processes and changes the occur during learning
[1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransford

Here is an important new number system. Please learn it.

So, you learned, right?
Let ’ s check your learning

What ’ s this number?

So, you learned, right?
Let ’ s check your learning

What ’ s this number?
1
4
7
2
5
8
3
6
9

So, you learned, right?
Let ’ s check your learning

What ’ s this number?
1
4
2
5
3
6
7 8 9
[2] Teaching Teaching and Understanding Understanding, Aarhus University. Video (on web)




All new learning is based in pre-existing knowledge that you hold.
You store things in long term memory through a set of connections that are made with previous existing memories.
“ Creating memories ” (aka learning) involves having neurons fire (and neurons link up in networks or patterns)

You can’t do the learning for the student!

Don’t think about lecture in terms of what “you will do”


What will students, do, think, explain?
Move from “Sage on the Stage” to “Guide on the Side”

Provide materials for students before lecture (videos, reading)

Spend lecture time with the most difficult concepts
On to Introductory Programming…

Best Practices 
Introductory Programming

Learning a new “language”

Flow not even the same int x = 30; for (int i = 0; i < 100; i = i + i%x)
{
//Now here’s the repeated stuff
}

Lens: Manage Cognitive Load

Amount of “stuff” you have to keep active while learning


Separate syntax and semantics

Remove syntax error possibilities


“Novice” IDE


Visualization of “mental model” of program state

Use contextualized programming environments


Use Pair Programming for Homework Assignments

McDowell, UC Santa Cruz, Williams NCSU)

Use Peer Instruction in Lecture

Also good for instructors who don’t frequently teach introductory programming

Simon, UC San Diego, Cutts Univ. of Glasgow


Support Growth Mindsets: Carol Dweck

Encourage focus on learning “useful tool”, not earning grades

Cognitive Modeling – especially showing mistakes and how to recognize and think about them

Videos of coding with reflecting commentary
 Peer Instruction


UCSD - Within instructor comparison

2006-2007: Java, with “engaging” lecturer
 76% retention in major 1 year later

2009-2010: Media Computation in Java, Peer
Instruction

92% retention in major 1 year later



Recent efforts in US (also in Scotland) to define
“university-level general education computing”

Deep understanding of core concepts

Debugging and Analysis skills

Confidence
Cognitive Load

Remove Syntax

Simple IDE (“Play” == Run)

Visual, Contextual
Advanced Placement CS Principles (in US)
Targets ALL College-Preparatory Students


How does your current curriculum “rate” in management of cognitive load?

System

Stress
 Lecture Environment
 Programming/Homework Experiences

What is ONE THING you will bring up at your institution to promote adoption of best practices?

Ask me about the 2 minute pause study…



Useful hands on materials

Carl Wieman Science Education Initiative (UBC)
 What all instructors should know
 What to do on the first day of class

Clickers / Peer Instruction videos (~7)

Handbook for using clickers/peer instruction
Fun and Interesting

Video: Teaching Teaching and Understanding
Undersatnding (20 min) Google: Aarhus

Video: Farewell Lecture Eric Mazur Harvard (60 min)


People can either take notes or THINK

Be sure your POINT is written on a slide (not merely spoken)
 So what is really important, so what I want you to know

Add LABELS to diagrams and images

Tell students “what to see” or “how to look” at image

Give an agenda, return to it

Tell students how they will be different at the end of lecture

Can explain, compare/contrast, describe why something is important, identify when X needs to be used

Don’t give a list of topics

Start from students’ pre-existing knowledge/comfort zone, not yours