I have discovered that teaching programming goes much better with my fifth grade students if I take the time to teach them about all the symbols I think of as "normal" that are totally new to them.
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I have discovered that teaching programming goes much better with my fifth grade students if I take the time to teach them about all the symbols I think of as "normal" that are totally new to them.
"These are square brackets, you'll find them over the 'enter' key we use them for lists. In programming we have three kinds of brackets..."
This reduced confusion so much. And I feel a little silly for not realizing that OF COURSE they don't know what they characters are or how to type them.
I've been aware of that in math for a long time. Never ever write a new symbol without stopping to explain it.
"This is beta, it's a Greek letter we use it for angles ..."
No one ever told *me* these things. I was just tossed in the deep end but that's no reason to do that to anyone else.
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I've been aware of that in math for a long time. Never ever write a new symbol without stopping to explain it.
"This is beta, it's a Greek letter we use it for angles ..."
No one ever told *me* these things. I was just tossed in the deep end but that's no reason to do that to anyone else.
Nothing can make a student feel like they are "totally lost" and "will never get it" more than suddenly not even knowing what the symbols are or how to write them or even find them on a keyboard.
If you teach CS keep in mind that many people don't know how to type [] or {} and things like [a, tx, 5] "is a list of 3 items" are not "obvious"...
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F myrmepropagandist shared this topic
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Nothing can make a student feel like they are "totally lost" and "will never get it" more than suddenly not even knowing what the symbols are or how to write them or even find them on a keyboard.
If you teach CS keep in mind that many people don't know how to type [] or {} and things like [a, tx, 5] "is a list of 3 items" are not "obvious"...
When I was in grad school for math the one day when I felt most like "I don't even belong here." was the day that my Complex Analysis prof suddenly wrote ∮ on the board and being mostly self-taught in Calculus having mostly passed tests to skip various pre-recs (to save on tuition!) I already felt like I didn't really "get" calculus like everyone else.
Seeing some new integral I'd never seen before made me just want to die.
Be careful with symbols. Make them friends.
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Nothing can make a student feel like they are "totally lost" and "will never get it" more than suddenly not even knowing what the symbols are or how to write them or even find them on a keyboard.
If you teach CS keep in mind that many people don't know how to type [] or {} and things like [a, tx, 5] "is a list of 3 items" are not "obvious"...
@futurebird Such a blindingly obvious insight when you point it out!
I did this with mathematics students learning to use graphic calculators. It's amazing how many of them can be absolutely certain they understand a calculation but when they try it they can't get the correct answer because of bracket positioning.
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@futurebird Such a blindingly obvious insight when you point it out!
I did this with mathematics students learning to use graphic calculators. It's amazing how many of them can be absolutely certain they understand a calculation but when they try it they can't get the correct answer because of bracket positioning.
CS is a much younger field than math and many of the people doing the teaching learned from a kind of immersion that obscures more efficient and broadly effective ways to teach these concepts.
I don't even remember how I learned what a bracket was or how lists work and I was implicitly assuming it was "obvious" just something you pick up from using a computer.
This is NOT the case.
Open the door and let more people in.
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When I was in grad school for math the one day when I felt most like "I don't even belong here." was the day that my Complex Analysis prof suddenly wrote ∮ on the board and being mostly self-taught in Calculus having mostly passed tests to skip various pre-recs (to save on tuition!) I already felt like I didn't really "get" calculus like everyone else.
Seeing some new integral I'd never seen before made me just want to die.
Be careful with symbols. Make them friends.
@futurebird I remember a few years ago professors complaining that their students "don’t even know what a directory is anymore."
Yeah, then, teach them that? If they mostly interacted with operating systems that hid file and directory structures from them, you can’t expect them to magically know those things.
When I started studying in 2002, one professor showed us how to find his website from the university‘s homepage. Because that was a relatively new skill. Now you need to show people how to find a file, when they aren’t indexed and shown per app. What’s the difference?
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Nothing can make a student feel like they are "totally lost" and "will never get it" more than suddenly not even knowing what the symbols are or how to write them or even find them on a keyboard.
If you teach CS keep in mind that many people don't know how to type [] or {} and things like [a, tx, 5] "is a list of 3 items" are not "obvious"...
@futurebird I once thought I may end up in coding, but I just cannot sustain interest in it. But I did find, after having spent most of the last two decades in at least a Unix-like system or Linux, I like to use Vim for writing. It made me pay attention to things like brackets and suck. It was not at all obvious to me what all those symbols mean, and frankly I still barely know, but I use muscle memory now. But this is a far cry from a college course or technical work in the field.
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CS is a much younger field than math and many of the people doing the teaching learned from a kind of immersion that obscures more efficient and broadly effective ways to teach these concepts.
I don't even remember how I learned what a bracket was or how lists work and I was implicitly assuming it was "obvious" just something you pick up from using a computer.
This is NOT the case.
Open the door and let more people in.
@futurebird @GinevraCat please please please write a book about this
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@futurebird @GinevraCat please please please write a book about this
I'm slowly writing up my best lessons as I develop them with my students and in a few years I may well have a small book on teaching the foundations of computer science for fifth graders.
I want everything in to be mostly "timeless" so it can't be about teaching any particular programming language.
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I'm slowly writing up my best lessons as I develop them with my students and in a few years I may well have a small book on teaching the foundations of computer science for fifth graders.
I want everything in to be mostly "timeless" so it can't be about teaching any particular programming language.
I want my students to be well positioned to control and effectivly use computers with mathematics and logic.
I want them to see how computers fit in the wider suite of information technologies such as books, writing, cyphers, radio etc.
This is why binding a book is part of the class. Here are the ways we can store and organize information, here is all of the technology developed over human history: it's all yours now!
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I want my students to be well positioned to control and effectivly use computers with mathematics and logic.
I want them to see how computers fit in the wider suite of information technologies such as books, writing, cyphers, radio etc.
This is why binding a book is part of the class. Here are the ways we can store and organize information, here is all of the technology developed over human history: it's all yours now!
@futurebird @noplasticshower @GinevraCat
That something that has been fallen to institutional amnesia in most modern curricula: That books are a technology, and a pretty well designed one.
We are now better positioned than in the past to understand how good this technology is (random access, good integration with the rapid pattern matching happening in then human visual cortex --- ebooks are an utter disaster in comparison) --- but somehow we (as a civilization) seem ignore this now more than in the past.
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@futurebird @noplasticshower @GinevraCat
That something that has been fallen to institutional amnesia in most modern curricula: That books are a technology, and a pretty well designed one.
We are now better positioned than in the past to understand how good this technology is (random access, good integration with the rapid pattern matching happening in then human visual cortex --- ebooks are an utter disaster in comparison) --- but somehow we (as a civilization) seem ignore this now more than in the past.
@glitzersachen @noplasticshower @GinevraCat
It's being forgotten as you describe, but even kids still know at some level how powerful books are.
When they complete their book binding they run around the school showing it to everyone "Look I made a book! It's a real book!"
When I saw that happen the first time I tried teaching them about binding I knew it would stay in the course forever. THAT is what I want to do as teacher.
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I've been aware of that in math for a long time. Never ever write a new symbol without stopping to explain it.
"This is beta, it's a Greek letter we use it for angles ..."
No one ever told *me* these things. I was just tossed in the deep end but that's no reason to do that to anyone else.
@futurebird Oh, I remember how in 6th grade in Chemistry class the teacher simply started writing on the blackboard the headline "The Mole"
And me, being a tidy student with a nice handwriting and a neat exercise book, decided that I won't use abbreviations and instead wrote the headline "The Molecule".
It took half the lesson for me to realise that he had introduced a comletely new concept and was teaching us about Avogadro's number and stuff.
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I have discovered that teaching programming goes much better with my fifth grade students if I take the time to teach them about all the symbols I think of as "normal" that are totally new to them.
"These are square brackets, you'll find them over the 'enter' key we use them for lists. In programming we have three kinds of brackets..."
This reduced confusion so much. And I feel a little silly for not realizing that OF COURSE they don't know what they characters are or how to type them.
@futurebird Excellent thinking.
It'll also be worth mentioning at some point that the square ones are brackets, the curved ones are parentheses, and "curly-brackets" are in fact braces.
No level-headed person will yell at them for using the wrong term, but it'll help if they can recognise them. -
@futurebird Oh, I remember how in 6th grade in Chemistry class the teacher simply started writing on the blackboard the headline "The Mole"
And me, being a tidy student with a nice handwriting and a neat exercise book, decided that I won't use abbreviations and instead wrote the headline "The Molecule".
It took half the lesson for me to realise that he had introduced a comletely new concept and was teaching us about Avogadro's number and stuff.
@feministmom @futurebird This reminds me of my high school Chemistry class, where the teacher suddenly started referring to something called „margaids.“ I had a tenuous grasp on the class to begin with, and margaids really confused me. It wasn’t until I saw the word written down that I realized he was talking about diagrams, and he was amusing himself at the expense of his students. I dropped out of the class and graduated without Chemistry.
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@glitzersachen @noplasticshower @GinevraCat
It's being forgotten as you describe, but even kids still know at some level how powerful books are.
When they complete their book binding they run around the school showing it to everyone "Look I made a book! It's a real book!"
When I saw that happen the first time I tried teaching them about binding I knew it would stay in the course forever. THAT is what I want to do as teacher.
@glitzersachen @noplasticshower @GinevraCat
What makes a book a "real book" ?
It needs to feel substantial, like it could last through the ages. Simply stapling, or clipping some pages together won't do it.
When you sew paper together it become much more durable. (I've only come to appreciate this recently) Give it a protective cover and then it feels like a "real book" -- we look at various binding methods from around the world. What are your favorites?
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@glitzersachen @noplasticshower @GinevraCat
What makes a book a "real book" ?
It needs to feel substantial, like it could last through the ages. Simply stapling, or clipping some pages together won't do it.
When you sew paper together it become much more durable. (I've only come to appreciate this recently) Give it a protective cover and then it feels like a "real book" -- we look at various binding methods from around the world. What are your favorites?
@glitzersachen @noplasticshower @GinevraCat
Are there any good books (heh) that approach bookbinding not as a technology from a broad perspective?
I have a lot of great sources but they tend to be "how to" books... I'm looking for theory. Something with depth beyond the basic history of "first there were scrolls, then there were books, etc etc."
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@feministmom @futurebird This reminds me of my high school Chemistry class, where the teacher suddenly started referring to something called „margaids.“ I had a tenuous grasp on the class to begin with, and margaids really confused me. It wasn’t until I saw the word written down that I realized he was talking about diagrams, and he was amusing himself at the expense of his students. I dropped out of the class and graduated without Chemistry.
I don't understand why he'd call a diagram a margaid? What is a margaid??
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I'm slowly writing up my best lessons as I develop them with my students and in a few years I may well have a small book on teaching the foundations of computer science for fifth graders.
I want everything in to be mostly "timeless" so it can't be about teaching any particular programming language.
The idea of writing a lesson plan without a group of students in mind has always confused me. Lessons grow out of the students you encounter. I'm always trying new things and refining them. I keep a journal for each of my classes where I try to write up how each lesson worked but this is an easy step to skip since the "benefit" of that work is far in the future when you teach the course again.
But the benefit is HUGE. So I think we teachers have to keep at it.
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CS is a much younger field than math and many of the people doing the teaching learned from a kind of immersion that obscures more efficient and broadly effective ways to teach these concepts.
I don't even remember how I learned what a bracket was or how lists work and I was implicitly assuming it was "obvious" just something you pick up from using a computer.
This is NOT the case.
Open the door and let more people in.
@futurebird @GinevraCat hmmm interesting idea on the youngness of the field. Also I guess when we oldsters self taught it was way simpler. I could by a book on assembly language for an 8 bit computer and make a game just by screwing around. It was the only computer I had access to. Now just to get started you have to pick one out of forty different subsets of computers and environments.
