cp sc 428/628

CP SC 428/628

D. E. Stevenson

Steve@cs.clemson.edu

10 Jan 07

Hand Stuff Out

Packet Stuff

• Fill out the inventory while you’re waiting.

• Goal matching and ranking. Read it now, fill in the goals you have.

Problem-Based and Cooperative Learning

Basic Ideas

1. You need to be motivated to learn.

2. You cannot be a passive bystander.

3. I, the instructor, am not the only source of information.

4. You will have to integrate what you learn with what you know.

Problem-Based Learning

• Problem-based learning means real work on real projects.

• Projects and exercises are carefully sequenced by me to give you the best shot at succeeding.

• Deep learning is the goal — lasting understanding of the primary tool of computer science.

Cooperative Learning

• Provide opportunity to talk and listen, read, write, and reflect.

• Uses problem-solving exercises, informal small group discussions, case studies, etc.

• Requires you to actively apply what you are learning.

• Requires you to actively learn new material by integrating it into your knowledge base.

Class Organization

This is actually more work for me, not less. The key is structuring the class.

1. I will set up questions to be answered. These are posted on the class website.

2. Class time is for discussion, not lecturing. Here’s where group interdependence and personal accountability are important.

3. End of class for conclusions, set up next class.4. One minute paper which is really five minutes.

One Minute Paper

• At the end of each class you will write a “one minute paper” that usually addresses two questions

1. What was the most useful/meaningful thing you learned in class?

2. What question(s) remain uppermost in your mind at the end of this class?

Classroom Discussion

• Anything relevant to the study of programming languages can be brought up for discussion.

• All classroom discussion must be done with civility.

• You and I will work toward a significant goal that de-emphasizes competition.

This Brings Up Grading

• There are no tests except the final. Final may be exempted.

• There are no curves or gimmicks.

• All grading is based on demonstrated performance through individual accomplishment.

Grade Distribution

• 50 percent of the grade is based on attendance, in class participation.

• 10 percent for the final.

• 40 percent for milestones– Each milestone is worth 1/nth of the 40%.– Currently, there are seven milestones.– 30% for correctness, 10% for on-timeness.

Do the math…

• You can get a D by doing no implementation.

• You cannot pass by doing only implementation.

• Of the milestones: you cannot pass if you only code.

All of this is with malice of forethought

The Course

Milestones

1. Forth familiarity

2. Scanner and Parser

3. Integer Expressions

4. Floating Point Expressions

5. Simple blocks and local variables

6. Procedures

7. Objects and structures

Milestone Grading

• 50% on handing in on time and meeting specification.

• 25% for completeness of testing.

• 25% your activity log.

Class Procedures

• Next class period, you will be put into groups of two. You will then sit as a group for the remainder of the semester.

• These groups will be used in class exercises. They may meet as help groups.

• We will use class time to develop answers to the questions that occur along the way to developing a compiler.

Department Goals

• Will understand the basic aspects of various programming paradigms.

• Will know how basic data and data structures of programming languages can be implemented.

• Will understand the role of stack and heap management in executing programs using various language features.

• Will understand how the use of various language features can affect program performance.

My Role in Cooperative Learning

• I strive to give you a real-world experience in this class.

• Do not look upon me as an authority figure. I am here to guide you and make policy decisions.

• I use the three before me rule: I will answer technical questions only after you have consulted three other groups. It’s a lot faster (and better) to ask your peers than it is to ask me.

My Role (continued)

• I still might not answer a question if I believe that you have the wherewithal to answer it yourself.

• Do not fall behind in your implementation. You should seek me out as soon as you have trouble.

Goals You Should Have…

• Required! You should know yourself better. See Individual Learning Styles and Hemisphere Test exercises on main syllabus at

~steve/CW/index.html

• long-range goals of your education, see

~steve/CW/Info/Outcomes.doc