Josias
I'm teaching a beginner computer science class for middle and high school students soon (about 10 students). Does anyone have any suggestions for teaching groups programming effectively, especially with an age-diverse group?
I'm working on a course, and I've never taught a class before. So pointers to related resources would be greatly appreciated. π
lain !ΞΡ8Ρui8Vw2 Β## ΞdmΡn
Josias
Further explanation:
I currently have not chosen a language. I'm considering Python and Scratch, but really almost anything works.
It is a 12-week course with one hour class each week. Pre-recorded lectures are possible to make the most use of in-person time.
The requirement for the class is a laptop of some kind provided by the students themselves. I have no guarantees beyond that.
I have complete freedom with the curriculum.
/cc @ndanes @blackmore
Josias
Update on the computer science class:
I think we're going to learn Forth. It's simple, provides the basic concepts of computer science, and shapes a different mindset than most other languages. (thank you @neauoire, for suggesting it!)
Resources related to Forth would be greatly appreciated. Especially on teaching it, interpreters for it, and interesting projects to make in it. π
Devine Lu Linvega
@louisrcouture @josias forth runs on everything, it's one of the most portable embedded language.
Louis R. Couture
@neauoire @josias what kind of stuff can you do in forth?
Like with python they can use it for software dev, there are a lot of demands for python, and they can use is as an alternative to mathematica. But forth isnβt a greatly known language and it could be harder for them to keep on learning by themselves after the course for the lack of support online.
Louis R. Couture
@neauoire @josias it seems only to run on emulators, so itβs kind of sad that students wonβt really be able to keep the software they make,
Devine Lu Linvega
@dangoljames @josias I can't help but imagine a kid learning forth as first programming language and how awesome it would be, I wonder how it changes the brain for a child
Josias
@dangoljames I hadn't considered using uxn for teaching. That sounds like a great idea, though not for this class in particular.
I'm planning on starting a programming club as well. That might be a good candidate for that.
Thanks the suggestion!
sparseMatrix
@josias Itβs almost certainly not something thatβs going to produce in someone a βcertifiable skillβ, like say, learning C# with Visual Studio.
You couldnβt do better though if you wanted to teach pure comp sci and impart that sort of thinking to your students that promotes the design and production of useful and efficient algorythms expressed directly as code.
I guess comp sci is what you make it. Good luck with your class π€
#uxn
sparseMatrix
Santa Claes πΈπͺππ°π
sparseMatrix
RPN, when I 'discovered' it in 1978 or so, was in the erstwhile personnage of a certain HP calculator who's model no. escaped me long ago.
I've always thought 'reverse polish notation' a bit derogatory, and like most such terms, makes a faithless jest that obscures the real value of the thing.
I tend to think of classical expressions of terms to be arranged for logical or categorical consumption; where RPN is arranged mechanically, arithmetically 'Good to Go', as it were.
Santa Claes πΈπͺππ°π
Santa Claes πΈπͺππ°π
Josias
We did the first class! Thank you everyone who has given input so far. π
We haven't gotten into Forth just yet. This class focused on what computers *are*.
When I first asked the question "What is a computer?" several students predictably pointed at their laptops.
We discussed various things in the world (desktops, laptops, smartphone, ENIAC, abacuses, brains, and toddlers) and determined if they were a computers or not. Then we discussed computer history.
Sumana Harihareswara
Santa Claes πΈπͺππ°π
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