Lex, that was late but worth the wait! Definitely a fan of the approach. Thanks!
Juan. On Tue, Dec 8, 2015 at 11:33 PM, Lex Nederbragt <lex.nederbr...@ibv.uio.no> wrote: > Late to the party, but here is what I did once (as mentioned here > <https://disqus.com/home/discussion/software-carpentry/not_quite_lesson_material/#comment-2254281932> > ): > > Explaining shell variables and loops: > > Take an empty cup, this is going to be your variable (a 'container'). > Write something on a sticky note, and put the sticky note in the cup. Now > your variable has a value. Ask a student or helper to 'echo' the content of > the variable, i.e. read what is written on the sticky note. Replace the > sticky note with another one with some other data, 'echo' again. > > When it comes to loops, ask a few students (e.g., the front row) to each > write their name on a sticky note. Take your (empty) cup and go to the > first student, ask her/him to place the sticky note in the cup. Go to the > 'echo' student/helper, and ask for him/her to read the content. Go to > student number 2, replace the sticky note with this student's note, and > redo the echo. Repeat until all names have been read. Remark that the cup > still contains the name of the last student. > > Lex > > > On 04 Dec 2015, at 18:25, Greg Wilson <gvwil...@software-carpentry.org> > wrote: > > ...and when we talk about pedagogical content knowledge (PCK) in > instructor training, this is exactly the kind of thing we mean. If someone > would like to boil this down into a PR against the instructor's guide ( > instructors.md) of either shell-novice or python-novice-inflammation so > that we can pass it on to future generations, that would be wonderful. > > Cheers, > Greg > > On 2015-12-04 4:56 PM, Karin Lagesen wrote: > > Just wanted to say thanks for the great suggestions! > > Will try to incorporate and see what happens :) > > karin > > > On 12/3/2015 4:23 PM, Tyson Whitehead wrote: > > On December 3, 2015 10:24:44 AM Karin Lagesen wrote: > > The more I teach, the more I realize that I am not really able to convey > what a for loop does to everybody. Do any of you have a metaphor or > something that you use for teaching it? I explain about variables and > collections, and the body of the loop, and I show examples, but I am still > not able to get through all the time. > > > How about starting with the unrolled version and then introducing for as a > better way to write it. For example > > print "hi there, "bill" > > print "hi there, "sue" > > print "hi there", "bob" > > Ask what is similar about all these? What is the underlying "template"? > Try and get them to identify something like > > print "hi there", name > > Then, in terms of this template, the above is > > name="bill" > print "hi there", name > > name="sue" > print "hi there", name > > name="bob" > print "hi there", name > > From there perhaps it isn't such a big stretch to go to > > for name in ["bill","sue","bob"]: > print "hi there",name > > especially if there is some way to step through this last one in a debug > mode so they can literally see what it is doing. > > Cheers! -Tyson > > > > _______________________________________________ > Discuss mailing list > Discuss@lists.software-carpentry.org > > http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org > > > -- > Dr. Greg Wilson | gvwil...@software-carpentry.org > Software Carpentry | http://software-carpentry.org > > > _______________________________________________ > Discuss mailing list > Discuss@lists.software-carpentry.org > > http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org > > > > _______________________________________________ > Discuss mailing list > Discuss@lists.software-carpentry.org > > http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org >
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