Experience Report Teaching and Using the Personal Software Process (PSP)
校园生活My Best Teaching Experience 讲义 2023届高考英语读后续写
读后续写—校园生活My Best Teaching ExperienceTyler was only in my senior class for a semester. He had been suspended （使停学）many times in previous years because of his anger issues. When he entered my class, I thought the worst.Tyler sat in the back row. Every time I talked to the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a joke. If he got an answer wrong, he would become angry.About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at least have them sit quietly and attentively （专心地）. By contrast, Tyler was often loud and sometimes rude.He had been in so much trouble over the years. He expected his teachers to know about his past; about how many times he had been sent to the office or suspended from school. I had found that these sorts of referrals（移交）were not very effective and that students would return from the office behaving worse than before.One day, Tyler was talking over me while I was teaching. I stopped my lesson and said, "Tyler, why don't you join in our discussion instead of having one of your own?" With that, he got up from his chair, pushed it over and yelled something. I can't remember what he said other than that he included some impolite words. I sent Tyler straight to the office, and he received a week's suspension.To this point, this was one of my worst teaching experiences. Tyler's anger was almost too much for me. The week Tyler was suspended from school was a wonderful time, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I was fearful of his return.续写要求：1. 续写词数应为150 左右；2. 请按如下格式在答题卡的相应位置作答。
英语专业实习报告InternshipReport
Internship ReportI. PurposeWith the development of our modern society, many people especially the graduates are faced with big challenges of employment. Therefore, many universities encourage and help their students to practice for a period of time during their college years. Internship is the best way for students to practice their major. As far as I’m concerned, on the one hand, internship is an extremely important part during one’s college years for it is very different from just attending classes and doing homework at school, or we can say that it is more of a process to change the role of a student to an office worker. On the other hand, during this period we can learn what we cannot get from class and exercise our ability, while in the mean time applying theoretical knowledge to practice. What is more, it can broaden our horizons and improve our knowledge structure, achieve the purpose of exercising and enhance our capacity. Everything we get from the internship allows us to form an objective, rational understanding of our expertise, and it also enables us to keep in touch with social reality. So TheSchool of Foreign Language of Zhengzhou University of Light Industry arranged a four-week’s professional internship for us.However, as a junior in the university, I have realized that I am not so far from graduation and walking into the real society; luckily at this special time I have my internship which is a good practice to help me ponder what I am going to do and what kind of career I am interested in. Besides, it is a good opportunity to apply what I have learned to the work field and see whether I have grasped it in the real sense.II. ContentOn April 7th, under the guidance of Ms. Liu, we thirteen girls and one boy went to the destination, Zhengzhou Light Industry Vocational College. At the office, the leader of the English department gave us a warm welcome when we first arrived and she told us some issues that were related to practice and assigned to different teachers. Each teacher instructed an intern. Then we met our guide teacher, Ms. Peng and we three girls followed her. Personally, I think Ms. Peng is very kind and she was a junior college English teacher whohad been devoting into her teaching career for 20 years.First of all, she assigned some work to us and pointed out some problems that we might encounter in class. Next, the other day, we attended his class as visitors so that we could learn some teaching methods and techniques. After attending her class, our teacher left all the rest time to us and we could stay with the students for three weeks.The students are sophomore and junior who learn arts and accounting and some of them are actually not good at English and fond of having English classes although the text books they use are not too difficult and esoteric for them to comprehend. Based on this condition, if the students want to acquire knowledge in a comprehensible way, the knowledge the teacher imparts should be pretty essential; However, when I listened to my partner’s class as a student, on the one hand, I found that there are so many knowledge points to be mentioned and that made me start to be alert. On the other hand, the teaching experience and methods to raise students’ interests in learning English is very important. This awareness made me focus on the content of class aswell as the level of difficulty and the progress of time in a class. For instance, I noticed that it takes one week to study a unit, with each week two classes and since the content is not very difficult and the pace is in fact pretty slow.According to the arrangement, I started to give classes in the third week. To prepare my first class, I looked up many materials for the related information. In order to get some information about the text. A(Life in Violin Case) of Unit 6, I searched some films and music that were related to the author’s personal history and the attraction of being a musician to tell the students how happy and important to do something they like. I read the text. A for many times even though it was very easy. Meanwhile, I paraphrased the whole text sentence by sentence in order that I could explain the text smoothly and I could tell the students the details with some simple words because their English is not so good.Frankly speaking, I knew how the teachers give a class to the students because I attended classes for so many years as a student. But I never thought that one day I would stand on the platform to give a class. I stillremember the first time when I came to the class I was very nervous and as the teacher introduced me as a teacher intern the feeling is really different, especially when the students applauded. It’s a great challenge for my first lesson because there were 80 students in the class. During the class, I started to give classes to the students who were very curious, while on the contrary I was in fact nervous. So the only thing I can do was that paid more attention to the way that explained the knowledge to relax myself and attracted students’attention to my best. At last, the nervousness was released.I first introduced myself and shared my experience of learning English with them. I also asked their opinions of learning English. Different students hold different views about this. Few thought it was interesting and easy. Most of them thought it’s very boring and difficult. Second, I introduced the theme of the unit, based on which I brought in a discussion in order to have interactions with students. I started to have it in my way and fortunately the students were active to interact and their group discussions were also passionate. Thanks to the divisionof groups my instructor has already made, I found it more interesting to have group interactions and it could improve the participation of students. When seeing such kind of passion, I was really quite glad and I was full of enthusiasm in my class. Third, I guided them to learn the new words and phrase. In this part they fully showed their enthusiasm to the class. Although their English was not so good, they tried their best to pronounce the new words correctly in class. They would read the new words for many times and manage to memorize the right pronunciations. From this I knew that they all wanted to learn English better and they desired to get more new knowledge. Next, I started the explanation of the paragraph I had prepared and stressed the content that I considered as important. As I encountered some key points, students might raise some questions and would discuss these questions with me in order to understand clearly. In order to let all the students in a group participate I had an idea which was to let all the members of a group read the words or a paragraph together. At first they found it very funny because they had not done it before, but luckily my purpose achieved which meantevery one could participate in the class. Considering time control, I made an arrangement of time forward and kept the progress slowly thus the students could fully understand the content. During the break, I also talked with some students so as to have their ideas and make a better performance. Even though sometimes tired, when I saw those eager faces I knew it was worthy. The class came to an end unknowingly and when it finished, the students praised me for my performance which really gave me the strength and I felt very excited.III. GainsOne-month internship ended, recalling this month’s life, I learned and benefited a lot from this valuable experience. The first lesson I learned is that how to adapt to new environment and deal with interpersonal relationship. As a new comer, all things around are completely new and it would take me a long time to get familiar with the work if I did not keep a good relationship with other teachers. If I get along with them well, they can help me as much as possible, so I could adjust the environment quickly.Another lesson I had learned is that knowledge isjust like the ocean and it is never ending. When I first saw the book, I felt the text was so easy and I could understand it fluently. But as I dug into the text and new words, I found that some words I had learned were given new meanings in the text. So in the progress of teaching I can review a lot of knowledge that I have learned and study much new knowledge in the class.What’ more,I built a good relationship with the teachers and students, and I even made friends with some of them. Of course, I also enriched my skills and experience of how to be a teacher. One of the key points of being a teacher is to have the qualities such as good verbal expression capacity. As a special profession, teachers play an imperative role in the society and their importance lies in that they are the link between the knowledge on the book and the students. A good teacher means that he is not only very learned but also good at imparting what he knows to the students. In this sense he should have strong language skills so that he can pass his knowledge to the students as much as possible, or in other words, teach students effectively. Therefore, just trying to let the students participate is not enough and ateacher must impart knowledge so that students can learn a lot. Accordingly, a teacher should be equipped with the qualities like verbal expression, good communication and coordination capacity. If one who himself is knowledgeable but cannot pass it to students then we cannot say he is a good teacher. During the four weeks’ internship, I have learned the way to teach students and my ability of practical application and verbal skills really get exercised and improved. The other key point is that being a teacher needs a solid foundation and good personal qualities. Teachers have a great responsibility for building up the younger generation. So it is very serious if the teachers pass wrong knowledge to students. So a teacher must be sure that she understands the knowledge correctly and completely before she passes them to the students.Last, it was a good chance for me to put what I have learned in the university into practice and, in turn, it’s also consolidates my learning. I had a better understanding of myself, my strong points as well as my weakness, which makes me aware of what I should do in the future.IV. Problems and solutionsDuring this internship, It was certain that I have learned much from the internship, however, there were also some problems. The first problem was that during the internship, I just gave the lessons and accomplished the teaching requirements but did not communicate much with students. I considered that teachers are not only teachers but more of friends. However, I failed to achieve it which was really a pity. The second was that during the period of internship, I found that many students did not like English because they thought English is too hard for them to learn and there are too many words and grammar for them to recite. What’s more, their English teachers gave them too much homework. The teachers should use various teaching methods to motivate students’ learning enthu siasm, then ease the burdens of students by giving them different homework according to their different conditions. Third, as a teacher I left students with some preview tasks, but only several of them would do the homework. Most of them just skimmed through the text in a hurry before the class began going on. Under thiscircumstance, the students would follow the teacher to go into the text without much information of the text. It was not good for the enhancement of the students’ positivity and initiative and it would also reduce the validity of teaching. To solve this problem, I could divide the students into several study groups before class. And they could put forward some questions as they preview the text and discuss the questions that they met. Then one representative of each group gave a summary of their preview and came up with their questions. When explained the text in details I could answer these questions together. In such groups, they could urge each other to preview the text and they could discuss about their preview. It could improve students’ enthusiasm for learning.For my part, I also find some problems or weaknesses of myself. First, my vocabulary is far from enough. When I did some translation work, I was often impeded by some complicated words, and then I must look them up in the dictionary. But if knowing these words, I can save much time to do other work. Therefore, I decide to recite more words to enlarge my vocabulary.Second, usually, I put the things off until the last minute, giving rise to the inefficiency. So it is high time for me to give up this kind of bad habit to improve the quality of the work. In conclusion, this internship not only brings me many physical experiences but also spiritual encouragement; it also conduces to motivating me to set a proper target. In short, I do benefit a lot from it: knowing myself well, I’m able to rectify disadvantages and continue to carry forward advantages. I believe that I can prepare myself for the future career.。
如何写实验报告英文版
Writing an Experiment ReportWriting an experiment report is a very stylized genre of writing. It should be as efficiently written as possible and should provide each item of information just where readers will expect it to be. Nothing redundant. The paper should contain 6 sections: a short Abstract, an Introduction, Methods（Process）, Results（Data）, Discussion and Conclusions. The Bibliography, Tables, Figures and typically come at the end (though the Tables and Figures can also be inserted within the text).ABSTRACT:Always include an abstract for ANY paper (in my opinion). Write it as one paragraph, about 200 words or less. This is a concise summary of the entire experiment. Include the rationale, method, results, and significance in highly abbreviated form (but using full sentences). Look at some published journal abstracts or Society Meeting abstracts to get the idea of how to write one.INTRODUCTION:Give background rationale for the experiment. Why were you motivated to do this experiment? Or more accurately, given what you actually found, why MIGHT you have wanted to do this experiment? Your report, in other words, should not be biographical or historical. Experiments are often exploratory; we often are not testing a specific hypothesis. And, in any case, readers really don't care what you THOUGHT you might find but did not. The paper should tell a story about what the data actually show. Summarize results of earlier research that are necessary to account for the conduct of the experiment (as relevant to the interesting aspects of your results) and help the reader to able to have some expectations about what the experiment will show (whether right or wrong).Pay attention to your use of verb tenses in the text. It is easy (but confusing to readers) to slip back and forth between `The subject read the words at two speaking rates' and later `We measure the duration of the vowels by ....’Avoid this.The last paragraph before the Methods should sketch in readable style the basic logic of the experimental design to come. Eg, “Thus, in the following experiment, Ss were asked to read words with both voicing values in position X at two speaking rates in order to see whether rate has an effect on the ratio of the vowel duration to consonant duration. Weexpected to find no difference in ratio due to speaking rate.'' (Or whatever.)METHODS:There are 3 logical parts to the methods: the Independent Variables(input variables, the things you controlled: place of article, word length, speaking rate, etc or whatever), the Task performed by the subjects, and the Dependent Variables. You have a task (eg, reading these phrases in a some way) for which certain values of the IV s are set (eg, +/-voice, +/- front, final stops at two speaking rates, etc.). Then you measure the DV s (eg, vowel durations, F0 contours, whatever). Finally you look for ways in which the DV s are structured by (influenced by) the IV s. This section should be tight and business-like in style.Of course, you need to tell your readers about at least the following: •characteristics of your subjects (sex, native language, age range, etc.; and the instructions you gave them),•how the recordings were made, including major equipment items, •analysis of the recordings; the measurement procedures; the software employed. Describe any special problems in measurementthat arose and your solution to them,•describe the statistics you performed, if any.RESULTS:Systematically go through the relevant aspects of your data. Present tables and graphs of the DV s. The organization of these paragraphs will probably be in terms of the IV s. For example, "The change in value of IV affects both DV1 and DV2,".)Describe the important features of the data in the text. Lead the reader through the tables and figures (eg, "As can be seen in the left side of Figure 1,..."). Devise data presentation techniques that make the real meaning of the data as clear as possible. Be sure to label graphs and figures clearly. Organization of paragraphs would normally be in terms of the independent variables.DISCUSSION:1) Organization of paragraphs (subsections) may often be in terms of independent variables (i.e. the factors varied in the experimental design).2) Compare your results to previous similar experiments. To what extent do your results resemble those found before?3) What new discoveries have you found? What is their significance to specific and more general issues in the area?CONCLUSIONS:Review and summarize very briefly what was done in this experiment and what you found in the results. State in general terms the most important discovery in the experiment. You may also want to suggest follow-up experiments.Notes on Experimental Writing Style1) Avoid first person pronouns no matter how awkward it may seem. "I asked the Ss to..." => "The Ss were asked to...".2) Paper is cheap! It is easier to spread out your text and figures and use many separate pages.3) Be as pithy as possible. Learn to use standard verbal formulas to abbreviate descriptions of methods, statistics, etc. Never be concerned that your paper is too short. It can only be too long. Say everything you have to say and no more. If you want to stretch out your paper, do it in the Discussion-- keep the Methods and Results tight, systematic and predictable.4) Make a careful outline that you update as you write. It's generally easiest to write the Methods first, then Results (starting a new page), then sketch out the Discussion (starting a new page), and finally create an easily read and descriptive title. Then write the Introduction last.5) When completed, the order of parts should be: Abstract, Text, References, Tables (on a separate pages unless very small), Figures (each on a separate page unless very small and labeled at the bottom). All tables and figures need a legend (on the page or listed on a separate page). Staple on diagonal in upper left hand corner. No fancy covers or plastic folders! Typed, of course, and EVERYTHING DOUBLE SPACED.6) Use plenty of Figures! Be creative with figures to facilitate the reader's understanding.But most of all HAVE FUN.。
小自考英语二实践报告
小自考英语二实践报告：探索英语学习的新路径**English Practice Report for Mini-Self-Exam English II: Exploring New Pathways in English Learning****English Section****Introduction**In the fast-paced world of globalization, theimportance of English proficiency has become increasingly evident. As a language that serves as a bridge between cultures, English plays a pivotal role in international communication, education, and business. The Mini-Self-Exam English II (MSE II) not only assesses one's Englishlanguage skills but also provides an opportunity to delve deeper into the language and explore innovative learning methods. This practice report aims to share my experiences, challenges, and insights gained through the MSE II journey. **Methodology**My approach to the MSE II was multi-faceted, encompassing various learning strategies. I began by analyzing my current English proficiency level, identifyingareas of weakness, and setting clear learning goals. I then employed a combination of traditional learning methods, such as textbooks and classroom instruction, along with contemporary techniques like online resources, podcasts, and language exchange partners. This blended learning approach allowed me to tap into different learning styles and maximize my learning potential.**Challenges and Solutions**One of the primary challenges I faced was improving my listening comprehension. To overcome this, I implemented regular listening practice, including watching English movies and listening to podcasts. Additionally, I utilized language exchange partners to practice speaking and listening in real-time, simulating real-world communication scenarios. Another challenge was enhancing my vocabulary. To address this, I implemented a daily vocabulary learning routine, incorporating new words into my daily conversations and writing.**Insights and Lessons Learned**Through my MSE II journey, I gained valuable insights into effective learning strategies. I realized theimportance of regular practice and the role of consistency in language learning. I also learned the value of using multiple resources and approaches to cater to different learning styles. Most importantly, I understood that language learning is not just about achieving grades; it's about enhancing communication skills and cultural understanding.**Conclusion**The MSE II has been a transformative experience, pushing me to push my English language boundaries. Through this process, I have discovered new learning methods, overcome challenges, and gained valuable insights. As I continue on my English learning journey, I carry these lessons with me, knowing that they will serve as a compass, guiding me towards fluency and cultural proficiency.**中文部分****引言**在全球化的快速发展中，英语熟练度的重要性日益显现。
Summary and Reflection on High School English Teac
Evaluation of teaching effectiveness
Student feedback
Seeking feedback from students through surveys or one-on-one conversations to understand their learning experiences and areas for improvement.
Peer review
Collaborating with colleagues to observe each other's classes and provide constructive criticism on teaching techniques and classroom management.
Summary and Reflection on High School English Teaching Experience
汇报人：XX 2024-01-13
目录
• introduction • Summary of English Teaching
Experience • Reflection on English Teaching • Enlightenment from English
• Technology Integration: The integration of technology into the classroom can greatly enhance the teaching and learning of English. Teachers can use digital resources such as interactive websites, videos, and online databases to provide students with authentic language materials and create immersive learning y of
实验报告的英文
实验报告的英文Experimental Report in EnglishIntroduction:In the realm of scientific research and academia, experimental reports play a crucial role in documenting and communicating the findings of various studies. These reports serve as a means to present the objective, methods, results, and conclusions of an experiment in a clear and concise manner. This article aims to explore the structure and key components of an experimental report, highlighting the importance of effective communication in scientific research. Objective:The objective section of an experimental report outlines the purpose and goal of the study. It provides readers with a clear understanding of what the researchers aimed to achieve through their experiment. This section often starts with a brief background, highlighting the significance of the research topic and the knowledge gap that the study intends to address.Methods:The methods section is a crucial part of an experimental report as it details the procedures and materials used in the study. It allows other researchers to replicate the experiment and verify the results. This section should include the experimental design, sample size, data collection methods, and any statistical analyses performed. Clear and concise descriptions are essential to ensure reproducibility and transparency.Results:The results section presents the findings of the experiment. It should be organized logically, using tables, graphs, or figures to represent the data collected. The results should be described objectively, avoiding any interpretation or speculation. It is important to include both quantitative and qualitative data, providing a comprehensive overview of the study's outcomes. Discussion:The discussion section provides an opportunity to interpret and analyze the results obtained. Here, researchers can compare their findings with existing literature, identify patterns or trends, and discuss the implications of their results. It is crucial to relate the findings back to the objective of the study and address any limitations or potential sources of error. This section should also highlight the significance of the research and suggest future directions for further investigation.Conclusion:The conclusion section summarizes the main findings of the experiment and reiterates their significance. It should be concise and avoid introducing any new information. This section plays a crucial role in reinforcing the key takeaways of the study and highlighting its contribution to the field of research. References:In an experimental report, it is essential to provide a list of references to acknowledge the sources of information and studies cited throughout thedocument. This section should follow a specific citation style, such as APA or MLA, and include all the necessary details for each reference.Appendices:Depending on the complexity of the study, additional information such as raw data, calculations, or supplementary materials may be included in the appendices. These should be clearly labeled and referenced within the main body of the report when necessary.Conclusion:In conclusion, an experimental report serves as a vital tool for researchers to communicate their findings and contribute to the scientific community. By adhering to a structured format and including key components such as objectives, methods, results, discussion, and conclusions, researchers can effectively present their work. The clarity and accuracy of the report are crucial for other scientists to understand, replicate, and build upon the findings. Therefore, mastering the art of writing an experimental report is essential for any aspiring researcher.。
高校教师简历任课情况怎么写
高校教师简历任课情况怎么写英文版When writing a resume for a college or university teaching position, it is important to carefully consider how to present your teaching experience. Here are some tips on how to write about your teaching skills and experience:Use action verbs. When describing your teaching responsibilities, use strong action verbs that convey what you did in the classroom. For example, instead of writing "I taught a course on English literature," write "I developed and delivered a course on English literature."Quantify your accomplishments. Whenever possible, quantify your accomplishments as a teacher. For example, you could write "I increased student enrollment in my English literature course by 20%."Highlight your teaching philosophy. In addition to describing your specific teaching responsibilities, it is also important to highlight your teaching philosophy. This will give the reader a sense of your approach to teaching and how you view the role of the teacher.Be concise. When writing about your teaching experience, it is important to be concise. Avoid using jargon or unnecessary details. Instead, focus on the most important aspects of your experience.Proofread carefully. Before submitting your resume, proofread it carefully for any errors. This includes checking for typos, grammatical errors, and formatting issues.By following these tips, you can write a resume that effectively highlights your teaching skills and experience. This will increase your chances of getting an interview for a college or university teaching position.中文翻译高校教师简历任课情况怎么写当撰写大学或高等教育机构的教学职位简历时，慎重考虑如何展示你的教学经验非常重要。
教育实习总结汇报英文
教育实习总结汇报英文Education Internship Summary ReportIntroduction:During my education internship, I had the opportunity to work with a diverse group of students, observe experienced educators, and actively contribute to the teaching and learning process. This report presents an overview of my internship experience, the skills I developed, and the challenges I encountered along the way. Internship Objectives:1. Gain practical experience in classroom management and instructional techniques.2. Develop effective communication and interpersonal skills.3. Observe experienced educators and learn from their methods.4. Enhance my understanding of student learning needs and individual differences.5. Improve my ability to create engaging and inclusive learning environments.6. Reflect on and improve my own teaching practice. Experience:Throughout the internship, I had the opportunity to work in both primary and secondary school settings. I observed and assisted various teachers, gaining insights into different instructional strategies and classroom management techniques. I actively participated in lesson planning and delivery, while also providing individualized support to students with specific learning needs. Skills Developed:1. Classroom Management: Through observing experienced teachers, I learned effective methods for managing student behavior, promoting positive learning environments, and addressing disruptive behaviors in a calm and assertive manner.2. Instructional Techniques: I had the opportunity to co-teach lessons and implement various instructional methods, such as differentiated instruction and cooperative learning. This experience allowed me to develop my ability to adapt teaching strategies to meet the diverse needs of students.3. Communication and Interpersonal Skills: Working closely with students, parents, and colleagues helped me improve my communication skills. I learned to effectively convey information, actively listen, and collaborate with others to support student learning.4. Reflective Practice: Regular discussions with my mentor teacher and self-reflection helped me identify areas for improvement and set goals for professional growth. This practice allowed me to develop a deeper understanding of my strengths and weaknesses as an educator.5. Inclusive Teaching: I actively sought opportunities to create inclusive learning environments that catered to the diverse needs and abilities of my students. I learned to incorporate differentiating instructional strategies, provide accommodations for students with disabilities, and promote a sense of belonging for all learners. Challenges:1. Classroom Management: Managing a large class of energetic students was initially challenging. However, through guidance from experienced teachers and continuous practice, I was able to develop effective techniques for maintaining a positive andproductive classroom environment.2. Differentiated Instruction: Adapting lesson plans and instructional strategies to meet the diverse needs of students posed some difficulties. However, with support from my mentor and through continuous professional development, I was able to improve my ability to differentiate instruction effectively.3. Time Management: Balancing teaching responsibilities, lesson planning, and administrative tasks required effective time management skills. This was a constant challenge, but I learned to prioritize tasks and streamline my workflow to ensure everything was completed in a timely manner.Conclusion:My education internship was a rewarding and enriching experience that allowed me to gain practical teaching skills and insights into the education field. I developed essential classroom management techniques, instructional strategies, and communication skills. The experience of working with a diverse group of students also enhanced my understanding of student learning needs and individual differences. Despite the challenges, I consider this internship to be a significant step towards becoming an effective and reflective educator.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
2 Quantitative results
information about students' appraisal of the PSP course.
2.1 Student performance
The course performance of 20 university students is shown in the gures below. Figures 1 and 2 show the development of the defect densities over the 10 exercises of the course. We see in the thick trendline of Figure 1 that the total number of defects found during development per 1000 lines of code decreases signi cantly over time and the number of defects found late, namely in the test phase (Figure 2), exhibits a still more pronounced decrease. Figure 3 shows that the productivity is hardly impaired by the PSP during the course, despite the large fraction of bookkeeping e ort involved. But students do not only learn to produce software with less defects, they also learn to estimate more precisely how long it will take them to deliver the product. The absolute values of the time estimation error (in percent) are shown in Figure 4. The trendline in this case goes down from about 80% estimation error in the rst exercise to about 30% in the last. As we see, average estimation errors are reduced signi cantly over the PSP course even though the process used keeps changing from one exercise to the next.
Experience Report: Teaching and Using the Personal Software Process (PSP)
Lutz Prechelt (prechelt@a.de) Barbara Unger (unger@a.de) Oliver Gramberg (gramberg@a.de) Fakultat fur Informatik Universitat Karlsruhe D-76128 Karlsruhe, Germany +49/721/608-4068, Fax: +49/721/694092 Submission to ESEC 1997 January 16, 1997
Keywords:
Abstract
1 The Personal Software Process (PSP)
1
single person, and not all of its aspects easily transfer to the needs of others. However, as far as we know only Humphrey has published PSP experiences in widely accessible publications, e.g. 2]. In the following we describe our experiences with teaching and using PSP, based on our courses for graduate students, researchers, and professional software engineers. There is one section on quantitative results with PSP, one on learning PSP and teaching the course, and one on using a personal software process.
software process, software quality, ology that leads an individual software enmetrics, measurement, process tools, empirical gineer towards disciplined, well-de ned work evaluation. with continuous self-improvement. The PSP ideas are independent of programming language, application domain, and team organization; they can be applied to programming as well as to many non-programming tasks. PSP is a methodology for an individual soft- Humphrey suggests to learn PSP in form of a ware engineer's continuous self-improvement. 15 week course (e ort: one 90-minute lecture Currently, few PSP experience reports are and one exercise of 3 to 10 hours each week) available from non-US sources, and hardly any that trains a set of techniques that form the from people other than the PSP inventor Watts basis of a personal software process. The stuHumphrey. We describe independent experi- dent should then vary and optimize these techences with PSP. We nd that PSP is a vi- niques for his/her needs and introduce other able and useful approach and has quanti able, techniques if required (therefore the name Perpositive impact. Problems in teaching PSP sonal Software Process). are in keeping students motivated and keep- The core ideas of the PSP framework are ing them focused on general ideas instead of details. Problems in using a personal software 1. to base the process on measurements, because \many people have feelings and process are keeping enough self-discipline and opinions, but few people have data" nding proper tool support. (Humphrey) and 2. to make the process well-de ned, because you can only improve what you do if you know what you do. For further details see the appendix. The Personal Software Process (PSP) frame- A problem with PSP (and the PSP course) as work is an approach suggested by Watts suggested by Humphrey is that it was more Humphrey in 1995 1]. It describes a method- or less designed from the perspective of but a
2.2 Course evaluation by the students
After this course, students answered a questionnaire with the following results (18 participants). The students spent between 4 and 20 hours per week overall for the course (average: 9.7). They judged the di culty of the lectures slightly low on a scale from 1 (much too low) to 5 (much too high), namely 2.8 average, the di culty of the exercises just right (3.1 average). On a scale from 1 (best) to 5 (worst), they found the course very relevant for t300 250 200 150 100 50 0 1 2 3 4 5 6 7 8 9 10