User Tools

Site Tools



This shows you the differences between two versions of the page.

Link to this comparison view

Both sides previous revision Previous revision
Next revision
Previous revision
instructional_resources [2010/03/18 04:52]
instructional_resources [2010/10/10 06:46] (current)
Line 23: Line 23:
     * More examples: pong, boxball, frogger.     * More examples: pong, boxball, frogger.
   * Keynote: Carl Wieman   * Keynote: Carl Wieman
 +    * Experts have an organizational framework for their expert knowledge.
 +    * Monitoring of thinking. Not built in.
 +    * Takes many hours of intense thinking to change brain wiring.
 +    * Example of code perception--how an expert sees the check for sorted example. Less than 30% of CS students.
 +    * Content: isolated pieces to be memorized vs coherent structure.
 +    * Problem solving example.
 +    * Study shows physics etc students become more novice like!
 +    * Effective teaching. Motivation. Build on prior thinking. Memory understanding. Authentic practice of expert like thinking in a strenuous extended way.
 +    * Robert Bjork articles. Repeated and spaced over time. (http://​
 +    * Common error: make exams count. Encourages students to cram.
 +    * Limits on working memory. ​ Very limited in short term.  Thrashing ackowledge. 7 new items is max.
 +    * Curse of common knowledge teaching mistake. ​ Requires student to buffer all the pieces until can be shown how they fit together. Better to start with the big problem.
 +    * Learner needs to be challenged at the right level. Developing models, recognizing relevant and irrelevant material. Checking on sense making.
 +    * Feedback from teacher must be timely and specific. ​ Also need to know what and how to think about it.
 +    * Sinnentag chap 21. Cambridge handbook of expertise. ​ Missing from teaching but in experts:
 +    * Debugging and testing
 +    * Communication and collaboration
 +    * Implementation
 +    * Use technology.
 +    * Assign read chapter before class. Test online or at start of class. ​ Frees up working memory.
 +    * Build class around series of questions.
 +    * Use clickers.
 +    * Discuss in small groups, then revote. Instructor snoops in conversations.
 +    * Ask for reasons. Review incorrect answers important.
 +    * Example. ​ 10 minute activity. ​ Group of 3.  Code.  How to test.
 +    * Homework is very important. Must be practicing outside if class for many additional hours.
   * Selected session notes   * Selected session notes
     * Justification to teach programming:​ More and more applications are scriptable     * Justification to teach programming:​ More and more applications are scriptable
Line 32: Line 58:
   * Denning luncheon: Carse infinite and finite games   * Denning luncheon: Carse infinite and finite games
   * There is a paper on the 32 most difficult concepts in CS   * There is a paper on the 32 most difficult concepts in CS
 +  * Make classes immutable to simplify reasoning about concurrency.
 +  * Employment interviews are now requiring discussion about concurrency.
 +  * Feynman quote about concurrency
 +  * Olin College doing parallel programming first. Lynn Stein.
   * Keynote: Fincher   * Keynote: Fincher
     * Max Boisot information     * Max Boisot information
instructional_resources.1268913172.txt.gz ยท Last modified: 2010/03/18 04:52 by jtkorb