Back to calling an audible.
Around seven years ago I was visiting with some former students at Google in Mountain View. One of them from way back in the late 90s, Pawel, out of the blue said there was one lesson I taught that was particularly memorable. Not memorable in the "that was fun" way like maybe my Halloween adventures but memorable in that he felt he got a lot more out of it than a normal lesson. Pawel mentioned a few of the things he still remembered about a lesson he saw over two decades earlier.
It was, in fact, one of the first big CS audibles that I can remember calling.
It was second semester APCS - probably right after the AB exam. I guess I'd been teaching around seven years so I'd classify myself as an advanced beginner. I also hadn't done any serious programming and problem solving since I started teaching.
Was I a fraud?
Impostor syndrome was creeping in.
Back then I had a bunch of students who participated in the USACO and would discuss the programming from their competitions. While I talked a good game, I started to wonder if I could back it up. Should I really be telling these kids about best practices for problem solving ad programming if I just talked the talk and couldn't walk the walk?
To test myself, I decided to work through some of the competition problems. I figured that I didn't have to be able to solve the hardest of the hard ones since only the best of the best solved in that stratosphere but if I should be able to solve or at least approach most of the advanced problems.
After some problem solving and coding I felt much better about myself. I wasn't living a lie.
I particularly liked the Digit Pals problem. Question 4 from the 1996-1997 National Championship.
Fast forward to class a few days later. Early in the period, for some reason, I wasn't happy with where things were going so I decided to totally change directions. I decided I'd do a lesson that was basically a walkthrough of my problem solving and coding process for Digit Pals.
I started by looking at the problem, working through example and then some of the things we discussed included:
data representation (2D array)
the high level logic of removing a digit pal (recursive flood fill)
the high level logic of sliding down and over
how to solve the whole thing.
For the overall solver, I decided to go with a straightforward, blind, recursive search. I figured it would be fast enough for two reasons. First, I figured that since, if you remove the digit pal at any location, it's the same as removing that pal from any of it's locations so that there would likely be many many solutions and second, there was a line in the problem statement saying that your solution might not work on large cases. In any event, when all was said and done and they released the test data, my solution worked within time constraints.
After the design phase, I went to the live coding with a focus on:
compiling and testing every concept. That is, a single loop, a single if, a function etc.. This may sound excessive but I've been doing this forever and it's served me well as a hobbyist and as a professional.
Implementing the data structure first - a 2D array and then a way to print it so that I could always tell the state of my program.
incremental development - first remove a pal, then slide down, then over, then the solver.
When it was all over the problem was solved. I'd like to think that the students got something out of the audible. I learned years later that at least one student did. As a teacher, I also got a lot out of it. That day might not have been my first live coding lesson but it's the earliest one I remember. It was all impromptu but it got me thinking more deeply about how I approach problem solving and programming as well as how to teach both. Even all the little things like my compulsive compiling and testing.
Funny - I have no idea what I was originally going to teach that day but that audible turned into both a lesson I've repeated many times as well as concrete techniques that I've used over and over through the years.