Need resource for beginners
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming. If anyone has experience conducting similar workshop and has resource, please share. Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas. Regards, Tamim. Python Blog : http://love-python.blogspot.com
-----BEGIN PGP SIGNED MESSAGE----- Hash: SHA1 The RaspberryPi Foundation has a number of battle-tested resources you could use. See http://raspberrypi.org N. On 17/12/14 13:27, Tamim Shahriar wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
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I post an archive of programming projects for my CS1 course. Some of the early ones may give you ideas for simple things to do. Feel free to take what you want: http://www.cse.msu.edu/~cse231/PracticeOfComputingUsingPython/ If you want to go the math/science route, consider using the Anaconda distribution because it comes with MatPlotLib so you can do some simple plotting, and it is a one-click install on Windows and Mac OS X. An excellent tutorial (for you not them): http://cs.smith.edu/dftwiki/index.php/MatPlotLib_Tutorial_1 You should also consider using Scratch instead: http://scratch.mit.edu/ -rich enbody@cse.msu.edu On 12/17/14 8:27 AM, Tamim Shahriar wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
Hi Tamim -- Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling. Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech. Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for? Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...). What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code). I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school. http://www.4dsolutions.net/satacad/martianmath/toc.html Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one. But then they could change some things. I call this "providing scaffolding". It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python. Additional resources: http://www.4dsolutions.net/ocn/cp4e.html Kirby On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes. Regards, Tamim. On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors. For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn) And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1 On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar <tamim.shahriar@gmail.com
wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
He only had a day-long time frame though. I think Scratch makes more sense when you're in a longer haul setting, of months or years, and starting early. Kirby On Wed, Dec 24, 2014 at 5:45 AM, Jurgis Pralgauskis < jurgis.pralgauskis@gmail.com> wrote:
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations
For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn)
And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1
On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar < tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
In my experience, Scratch is ok even if one has 3 hours... You can make small games based on their premade intro activities http://scratch.mit.edu/hoc2014/ http://scratch.mit.edu/starter_projects/ On Wed, Dec 24, 2014 at 5:25 PM, kirby urner <kirby.urner@gmail.com> wrote:
He only had a day-long time frame though.
I think Scratch makes more sense when you're in a longer haul setting, of months or years, and starting early.
Kirby
On Wed, Dec 24, 2014 at 5:45 AM, Jurgis Pralgauskis < jurgis.pralgauskis@gmail.com> wrote:
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations
For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn)
And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1
On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com
wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar < tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
https://groklearning.com/hoc-2014/ is a beautiful thing. I might use it. Thanks. On Wed, Dec 24, 2014 at 7:45 PM, Jurgis Pralgauskis < jurgis.pralgauskis@gmail.com> wrote:
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations
For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn)
And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1
On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar < tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
-----BEGIN PGP SIGNED MESSAGE----- Hash: SHA256 It's nice! Like with any third party - closed source service, I always fear it will be down when I really need it, and without a possibility to recover it or, worse, student's creations. Hopefully we can find (or build) something like this which is as attractive and available with a proper "open source" license. I would love to use it in that case. For instance, I'd love to have this translated to Spanish, Quechua and Aymara... and to port it into a Sugar Activity, for use offline. No can do, have to start from zero. Regards, Sebastian On 27/12/14 11:10, Tamim Shahriar wrote:
https://groklearning.com/hoc-2014/ is a beautiful thing. I might use it.
Thanks.
On Wed, Dec 24, 2014 at 7:45 PM, Jurgis Pralgauskis < jurgis.pralgauskis@gmail.com> wrote:
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations
For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn)
And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1
On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar < tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
_______________________________________________ Edu-sig mailing
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote: list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
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(sorry for the resend, sent from wrong address) It's nice! Like with any third party - closed source service, I always fear it will be down when I really need it, and without a possibility to recover it or, worse, student's creations. Hopefully we can find (or build) something like this which is as attractive and available with a proper "open source" license. I would love to use it in that case. For instance, I'd love to have this translated to Spanish, Quechua and Aymara... and to port it into a Sugar Activity, for use offline. No can do, have to start from zero. Regards, Sebastian On 27/12/14 11:10, Tamim Shahriar wrote:
https://groklearning.com/hoc-2014/ is a beautiful thing. I might use it.
Thanks.
On Wed, Dec 24, 2014 at 7:45 PM, Jurgis Pralgauskis < jurgis.pralgauskis@gmail.com> wrote:
I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations
For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn)
And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1
On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahriar@gmail.com> wrote:
Thanks everyone for your suggestions. It will help me to design the outline and content I shall let you know how it goes.
Regards, Tamim.
On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Tamim --
Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis the techie nuts and bolts and Y-axis the lore / history / storytelling.
Then I draw a curve representing any given students "bandwidth horizon" and suggest varying the angle along the curve i.e. keep changing the mix of lore and tech.
Too many teachers neglect lore I think: where did Python come from, who is Guido, what is open source, how many languages are there, what are they used for?
Yes, we can go overboard and have only "fluff" but it's wrong to think of lore as "fluff" when in a good / healthy trail mix with techie (e.g. the syntax itself, magic methods...).
What I find is a real time saver and helpful is to *not* start with a blank canvas i.e. an empty screen and say "now code something". Rather, start in the middle with something fairly complex yet understandable (conceptually) and invite them to make changes (plus they get to keep the code).
I took this approach with middle-to-high schoolers (teenagers) with limited experience at a summer school.
http://www.4dsolutions.net/satacad/martianmath/toc.html
Each student had a high end Mac. I had Visual Python installed with my stickworks.py and other goodies (all free and out there) so they had something visually interesting, a live animation, right from square one.
But then they could change some things. I call this "providing scaffolding".
It's not like you're saying this is a shortcut to learning the language and people who slog along are wasting their time. It's not that. We're just front loading with concepts and human interest material and recruiting a few into diving in more seriously as a result of having so much fun. We're not hiding the fact that it'll take a lot longer to get good at Python.
Additional resources: http://www.4dsolutions.net/ocn/cp4e.html
Kirby
On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar < tamim.shahriar@gmail.com> wrote:
I am going to conduct a workshop next month. I shall use Python in the day-long workshop. The workshop will be for girls only (grade 9-10) who know how to use computers but not familiar with programming.
If anyone has experience conducting similar workshop and has resource, please share.
Also, what do you think I should show them in the workshop? Every girl will have access to a computer during workshop? Should I go with solving problems from their math / physics book? Or should I try to show them simple games to make it more fun? I am waiting for your ideas.
Regards, Tamim. Python Blog : http://love-python.blogspot.com
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_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
-- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
participants (6)
-
Jurgis Pralgauskis -
kirby urner -
Nicholas H.Tollervey -
Richard Enbody -
Sebastian Silva -
Tamim Shahriar