This agrees with my experience, also. I would only add that workshops
that operate this way seem to engage student interest and
participation better, and I think that it prepares the participants to
think more analytically and _construct_ the material in their own
minds rather than _receive_ the
I’ve done both with teaching R. I don’t have any data, but I far prefer the
top-down approach.
My version of top-down is to give them code that works to make a standard plot.
That lets them make something tangible in the first 5 minutes. I then have them
look at the code and ask how they would
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forgive me if this is something covered before but I'd like to contrast two
opposite ways of teaching a language
What i mean is to teach something like python, you can go through the rigorous
language elements (which can be pretty boring) and build up your skills to the
level that you can
