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In this paper, we describe how we changed the structure of problem sessionsin an algorithmic subject, in order to improve student confidence. The subjectin question is taught to very large cohorts of (around 900) students, thoughour approach can be applied more broadly. We reflect on our experiences over anumber of years, including during the pandemic, and show that by adding clearsectioning indicating the style of the questions and by including simplewarm-up questions, student engagement and confidence improves, while making theteaching activities of our teaching assistants easier to manage.

Designing Problem Sessions for Algorithmic Subjects to Boost Student Confidence