Commons license
works just as well as GFDL. Take a look at CC-BY-SA for a copyleft
license: http://creativecommons.org/licenses/by-sa/3.0/
Best of luck with your studies, Sven! Please keep us posted and feel
free to email me off-list anytime!
Kevin Driscoll
--
http://kevindriscoll.info/
, 600)
Kevin
On 7/11/07, kirby urner <[EMAIL PROTECTED]> wrote:
> On 7/11/07, Kevin Driscoll <[EMAIL PROTECTED]> wrote:
>
> > Three years ago, I was definitely on the lexical path and would have
> > expected students to be able to answer Andy's question after a
On 7/6/07, Andre Roberge <[EMAIL PROTECTED]> wrote:
> But, this is straying far from the original question. These are kids
> that have had a few weeks of instruction (with probably less than 6
> hour of class time per week). What can be reasonably expected of
> them?
High school CS teacher (at
Definitely worth taking a gander at Hackety Hack, a learning tool based in Ruby.
http://hacketyhack.net/
Kevin
On 5/19/07, Nicolas Pettiaux <[EMAIL PROTECTED]> wrote:
> I relay this answer from Jason Brower that I thank.
>
> Nicolas
>
> -- Forwarded message --
> From: Jason Browe
On 4/29/07, kirby urner <[EMAIL PROTECTED]> wrote:
> So rather than help my competition by furnishing any amount of free
> source code, instructional videos and so on (what I've been doing),
> I'm now more inclined to give special advantages to inhouse gnu math
> teachers who share my ideological l
My students are learning to create screencasts this week as part of a
on-going "skillshare" project. Perhaps they can help out next term
when they have some more Pythonic Confidence (tm).
Kevin
On 1/26/07, kirby urner <[EMAIL PROTECTED]> wrote:
> On 1/26/07, Kevin Driscol
Screencasting a pythonic math lesson is a great idea. I think the
demos you've posted demonstrate the power of the medium however I fear
that it will be intimidating to non-programming math teachers.
Perhaps a lesson on function composition would be a better starting
place. Something difficult fo
Don't sweat the gatekeepers, nor their philosophical leanings.
Deploy your skills at teaching with Python.
Students who discover your code will benefit. Teachers who discover
your code will benefit.
Kevin
On 12/5/06, Arthur <[EMAIL PROTECTED]> wrote:
> Kevin Driscoll wrote:
>
Pardon me for stepping in late.
One way that edu-sig can get involved with olpc right away is by
building a tree of sample Python code for kids to discover as they
root around on their little green machines. How many useful, curious,
humorous, or mind-altering scripts can we compose in the next f
I love teaching modulo! There are countless ways to create
exploratory learning opportunities in which students discover the need
for modulo. And once a student starts programming, modulo really
starts to feel like the lost operator.
This is a situation in which programming yields a new perspect
Hi y'all,
My Pre-Calc peoples are finishing up a refresher unit on Linear
Functions. This week, they are working on a "mini-text" with
definitions, examples, tips, and tricks. They'll be wiki-izing this
work next week. Each unit will follow the same pattern as a way to
build a "math portfolio"
> There's been no loss or leakage of any kind from an engineering point
> of view. What leaked away, apparently, was any brains in the math
> teaching sector. Mostly bozos over there.
The PCjr shipped with beautiful fold-out schematics of every part. It
booted into cartridge BASIC.
Did the Ma
Read the article a couple times last night. It poses two difficult
questions: one concerning the role of programming in education (re:
math texts) and the other is the gradual transformation of the PC from
toolset to appliance.
For the first case, I think it unreasonable to try to recreate the
ex
It took about 150 emails but all of this raw_input() discussion has
finally brought us to a revalatory new place!
raw_input() and print() are comfy places to begin because that's where
my high school Pascal text began. And that's where my college C text
began. And that's where "How to think like
ergent,
> divergent, periodic and aperiodic. The chaotic is aperiodic. Plus
> you can be divergent and aperiodic or convergently periodic (which is
> different from settling down to a final limit "at infinity", which you
> may never do, even in theory sometimes).
>
> Her
I'm teaching Pre-Calculus for the first time this year and am hoping
to integrate Python as often as possible. My syllabus is focused on
exploring functions in various forms, uses, and contexts. The
intersections to programming are numerous and beautiful.
I'd love to get a brainstorm happening h
> I'm sick of these "teachers" you keep talking about. They should all
> just go away, and let the real programmers have their jobs. Don't
> even *think* about teaching Python if you haven't coded in it
> professionally and made real money off it. That's closer to my
> attitude than "oh, the tea
James,
Thanks again for sharing your work. I plan to do the same and it is a struggle!
It sounds like you are using a Python + Logo setup. Is it PyLogo?
Kevin
On 7/31/06, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
> On Mon, 31 Jul, 2006 at 11:04PM +0100, Michael spake thus:
> > Hi James,
>
Congratulations! Do you have a curriculum map or syllabus online?
I'd love to read about your sequencing.
Kevin
On 7/31/06, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:
> Hi all.
>
>This last academic year, we used Python for the first time in our
>introductory programming modules.
>
>
> I've generally used IDLE as well. I think Vim gets in the way if you
> don't have the reflexes. With older adults, there's often a strong
> allegiance to a text editor and it's considered presumptuous for a
> teacher to specify which one, unless there's a strong rationale for
> using something
I'm preparing a new diskimage for a WinXP-based computer lab and
deciding the editor or IDE I'll use to teach Python this year.
I always include my preference, Vim, but typically my students have
used either Textpad or IDLE. Although I like Textpad, I want my lab
to be as free as possible so I'm
o the poster.
Kevin
On 6/20/06, kirby urner <[EMAIL PROTECTED]> wrote:
> On 6/20/06, Kevin Driscoll <[EMAIL PROTECTED]> wrote:
>
> > We have regular programming competitions in class ("Slithers") and for
> > the last one, I brought in a local programmer to b
In a fascinating turn, few raised any objection to the English
emphasis. As regular web users, they understand and value the common
language. Some of my in-class examples use Spanish vocabulary for
variable names to emphasize the flexibility that exists in naming
variables, functions, etc. verses
As my school is not large enough to support such a focused programming
curriculum and I want to appeal to many sides of computing / networked
culture, I just finished teaching a 10-12th grade elective with ESR's
"How to become a hacker" essay as a framework. (See:
http://www.catb.org/~esr/faqs/hack
Next year, I'm going to be drafted back into the Math department after
a year of exclusively teaching CS. It looks like I'll have a class of
11th graders in either Alg 2 or Trig/Functions. They are kids not on
the AP Calc track (possible 12th grade AP Stats candidates.) I'd love
to incorporate p
equal sign ambiguity.
Perhaps we could start collecting examples of familiar symbols from
mathematics that might confuse a new programmer.
Kevin Driscoll
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How timely! I just finished teaching this exact nuance to my 9th
graders an hour ago! We began by assigning strings, floats, and
integers to a set of variables to demonstrate how variables different
from Algebra to Python.
When it came to = vs. ==, it was easy to reference the earlier work
and s
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