Instructor notes: Frame the problem before naming the mechanism. Collect an initial prediction and retain it for the exit ticket.
Instructor notes: Connect every step to the next with a causal verb. Flag any merely decorative arrow.
Instructor notes: Opening vote: “26B or 1.2B — which sizes your GPU order?”. Keep the tally posted: the beat shows both numbers matter, but on different budget lines.
Instructor notes: Open with a vote: “26B or 1.2B — which number do you quote your GPU vendor?” Both numbers have a use, and confusing them is what wrecks real budgets.
Instructor notes: Answer: load-time memory follows the 26B — every expert resides; FLOPs per token follow the 1.2B active. Expected wrong answer, worth harvesting explicitly: “the 26B determines FLOPs”. Both numbers matter, on two different budget lines.
Instructor notes: Have the “in GPU memory” row circled: it is the one that breaks the “MoE = small model” intuition. Return to this row in the communication beat, when latency joins the picture.
Instructor notes: Ask first: “how would YOU route the tokens?” — by language? by topic? Every proposed rule is rigid: exactly the intended contrast with the beat’s learned switchboard.
Instructor notes: Have the softmax computed by hand exactly once, then erase the scores and ask them to guess the token’s domain. The impossibility of answering is the lesson, not a failed exercise.
Instructor notes: Answer: logits [2.1, 1.8, 1.9] → softmax ≈ [0.391, 0.289, 0.320]: the top-2 becomes E1 and E3 — E3 replaces E2. And no, the router “understood” nothing: a learned score moved, the decision flipped. Expected wrong answer: hunting for a semantic explanation of the flip.
Instructor notes: Flash question: “why not k = 64? why not k = 1?”. Each extreme refutes itself in one sentence — dense cost on one side, fragile gradient on the other. The beat justifies the middle.
Instructor notes: Physically hand the 8 tokens to 4 learner-“experts” in the room, 5 chips each. Overflow is better lived than explained.
Instructor notes: Answer: 0.529/0.921 = 0.574 and 0.392/0.921 = 0.426, with 0.921 = 0.529 + 0.392. The shared expert adds outside the renormalization — always on, it competes with nobody: it processes every token. Expected wrong answer: renormalizing over all three scores.
Instructor notes: Stage it before the formula: 4 learner-experts, 5 chips each, 16 assignments dealt out per the trace. t6’s rejection must physically HAPPEN before being explained.
Instructor notes: Do not announce C = 5: derive the formula, then let the room discover that E1 wants 6. The drop must be a surprise they computed themselves.
Instructor notes: Answer: f = 1.0 → C = 4: E1 drops 2 tokens (6 − 4), 16 slots with 14 filled (2 empty); f = 2.0 → C = 8: zero drops, 32 slots with 16 used (16 empty). Expected misses: forgetting the ceil, or counting drops at E2-E4 — only E1 overflows.
Instructor notes: Have the counts checked row by row against the trace’s assignment list, then ask: “who decides t6 is the one to go, and not t1?” — arrival order, an implementation decision, not a quality one.
Instructor notes: Write 6/4/3/3 on the board and ask: “should we force 4/4/4/4?”. Let the for/against debate run two minutes — that debate is precisely the slider the beat formalizes.
Instructor notes: Frame the dilemma as a slider, not a setting: “push balancing to 4/4/4/4 — what did you break?” Have them name the loss before you supply the word “specialization”.
Instructor notes: Answer: if E1 genuinely is best for those tokens, forcing 4/4/4/4 sends them to worse experts — quality pays for uniformity. The balancing loss then fights useful specialization: it is a slider, not a goal. Expected wrong answer: “uniform is always the target”.
Instructor notes: Have the 4 GPUs drawn and t7’s full path traced (to E2, to E4, two returns). Count the crossings aloud BEFORE introducing the word “all-to-all”.
Instructor notes: Have the 4 GPUs drawn on the board and trace t7’s path (E2 then E4) there and back. Counting arrows aloud reframes the “MoE is free” debate in thirty seconds.
Instructor notes: Answer: two remote experts = two out + two back = four network crossings for ONE token; and the [E, C, d] buffer travels whole, padding included. The 1.2B active parameters measure compute, not the network. Expected wrong answer: “fewer FLOPs = faster”.
Instructor notes: Have them multiply: 8 tokens × 2 experts × 2 directions = 32 crossings for a single MoE layer step. Then ask what changes if all 4 experts share one GPU — the whole beat sits in that answer.
Instructor notes: Walk line by line. Locate an inconsistency at the first faulty step, not only on the final line.
Instructor notes: Have learners fill the final row before revealing it: that trade-off is what decides in production.
Instructor notes: Retain initial and final values. Do not allow simultaneous changes that make the delta impossible to attribute.
Instructor notes: For each claim, have the group produce the smallest counterexample before giving the correction.
Instructor notes: Separate verifiable mechanism, reported implementation choice, and experimental result. Evidence precision must match claim precision.
Instructor notes: Answers: k = 1 → C = ceil(8×1/4 × 1.25) = 3; the top-1 load becomes 6/1/1/0 and E1 drops 3 of its 6 — less compute, more breakage. f = 1.5 → C = 6: zero drops, but 24 slots for 16 assignments = 33% padding paid over the all-to-all. Expected conclusion: f buys quality (fewer drops) in the currency of padding and latency; k buys compute in the currency of mixture robustness. Check pre-registrations before any computation. Ten minutes.
Instructor notes: Rebuild the chain without looking at the slides, then fill the ticket in at most six lines. Compare with the opening prediction and name what actually changed.