Hi Andy, When I teach git using both the slides and the command line, I first point students to the slides verbally and by putting links in the etherpad. I then have a copy of the slides on the side, usually on my phone (although I would use a tablet if I had one). Having a link for students allows them to look back at command we previously typed or a description of what they’re trying to apply while I’m in the shell and don’t have the slides visible. I like using the slides rather than the lesson itself because the distill the information down so students are reading a paragraph and missing what I’m saying. Git is complicated enough that I want to step students increasing levels of difficulty in a very controlled way, for this reason (especially on the collaboration) I follow a very specific plan. My goal in teaching git is to make students comfortable with the basic procedure of add, commit, push, pull. I also want to give them some experience with common error they might encounter, but only after they’ve mastered the standard workflow. I think this makes them much more comfortable playing around with git at home.
When teaching Python, I always create a master notebook which serves a few purposes. It refreshes the material in my mind right before I teach, it gives students a notebook with more explanation than I can type on the fly of what material I plan to cover, and it allows me to catch typos in the lessons. I put this is the course repository that I have students clone. Then in class, I create an in class blank notebook into which I type while I teach. I also commit this notebook as it has responses to questions students may have asked that wasn’t part of my original plan. I find that students like to follow along and typing along with them slows me down so they can follow along. I also point them to the master notebook in case they get lost. I am someone whose brain only half works in front of a group of people and I find that when I don’t have notes of what I want to cover I present a less coherent story line than when I’m following a plan. So again for Python I have printed notes (or a tablet) next to me while I’m teaching. Welcome aboard and good luck teaching! Feel free to email me directly if you have any other questions off list. -Azalee > On Jan 22, 2016, at 12:51 PM, Andreas Mueller <[email protected]> wrote: > > Hi. > > I'm new to SWC and I'm about to finish the instructor training. > I have a very basic question about presenting the material. > > I'll host a git workshop soon at my university (not branded as SWC but using > the material). > Looking at the git workshop at the last scipy: > https://www.youtube.com/watch?v=hKFNPxxkbO0 > Azalee is going through slides and then doing live coding. > > The live coding is exactly the same as in the SWC material, but it's not on > the slides. > So I'm not sure where he gets the material from. Is it learned by heart or > does he have a printed out version next to him or somewhere else? > > Thanks! > > Andy > > _______________________________________________ > Discuss mailing list > [email protected] > http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org _______________________________________________ Discuss mailing list [email protected] http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org
