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12-week-p5js-teaching-guide [2022/04/22 03:29] – [Processes] yu.lee12-week-p5js-teaching-guide [2022/04/24 03:06] (current) – scott.chen
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   - Students may be more used to point, click, drag form of interacting with computers   - Students may be more used to point, click, drag form of interacting with computers
   - Students may not be used to "creating" vs. "finding the answer"   - Students may not be used to "creating" vs. "finding the answer"
-  - +  - Students may feel the need for the teacher to tell them that they are "finished"
  
  
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 ===== other advice ===== ===== other advice =====
  
 +==== What to do about difficulties when learning ====
   - when students meet difficulties, the proper order of troubleshooting is A. students try to think and understand by self, B. students work with partner to overcome difficulty, C. student asks for help from TA, D. student asks for help from facilitator   - when students meet difficulties, the proper order of troubleshooting is A. students try to think and understand by self, B. students work with partner to overcome difficulty, C. student asks for help from TA, D. student asks for help from facilitator
   - the TAs will be useful, they have probably met the same difficulties that your students are currently facing, don't hesitate to delegate a troubleshooting task to them   - the TAs will be useful, they have probably met the same difficulties that your students are currently facing, don't hesitate to delegate a troubleshooting task to them
  
 +==== how to help ====
   - when helping students overcome difficulties, asking questions and allowing the students to think is more effective than directly providing answers   - when helping students overcome difficulties, asking questions and allowing the students to think is more effective than directly providing answers
-  - first ask questions which lead students to think through basic underlying logic +  - first ask questions which lead students to think through basic underlying logic (what does this command do? what does changing this variable do?) 
-  - afterwards, ask questions which allow students to be able to give clear, discreet answers which will be immediately useful for taking the next step in their programming task+  - afterwards, ask questions which allow students to be able to give clear, discreet answers which will be immediately useful for taking the next step in their programming task (should this value be made higher or lower? why?)
   - instead of pointing out where students made mistakes, show a correct model and have students attempt to identify where the difference is   - instead of pointing out where students made mistakes, show a correct model and have students attempt to identify where the difference is
 +  - if student is unable to find mistake themselves, direct their attention to the line of code which is problematic and have them discuss with a partner who has written it correctly (Sue, could you help Mindy with line 23 of her code?)
  
 +==== how students learn ====
   - especially in beginning stages, student difficulties will often come from language difficulties, don't panic if student uptake is slow   - especially in beginning stages, student difficulties will often come from language difficulties, don't panic if student uptake is slow
   - allowing students time to think after small prompts from the teacher will be beneficial for student growth, getting back to a student after allowing them a minute alone first is a good idea   - allowing students time to think after small prompts from the teacher will be beneficial for student growth, getting back to a student after allowing them a minute alone first is a good idea
   - some students may be too shy to show that they are having difficulty, instead of asking "is everything ok?", tell them "show me what you've made"   - some students may be too shy to show that they are having difficulty, instead of asking "is everything ok?", tell them "show me what you've made"
-  - clearly state targets and time deadlines: "in 15 minutes, you will need to show me..." and set a clearly visible timer, this will also let the students know if they need to speed up or ask for further assistance +   
 +==== timing for talking, identifying problems ==== 
 +  - clearly state targets and time deadlines: "in 15 minutes, you will need to show me..." and set a clearly visible timer, this will also let the students know if they need to speed up or ask for further assistance 
   - after identifying a difficulty that two or more students have, it is a good idea to quickly address the class and ask "does anyone want me to talk about this a bit?", this allows shy students to be able to just raise their hands instead of needing to personally hunt down a teacher and ask directly   - after identifying a difficulty that two or more students have, it is a good idea to quickly address the class and ask "does anyone want me to talk about this a bit?", this allows shy students to be able to just raise their hands instead of needing to personally hunt down a teacher and ask directly
-  - a session end or mid-session time slot for students to share what was difficult for them is a good way to get a feeling about what the biggest challenges of each session were and gives ideas for what needs to be reviewed+  - a session end or midsession time slot for students to share what was difficult for them is a good way to get a feeling about what the biggest challenges of each session were and gives ideas for what needs to be reviewed 
 +  - during whole class meetings, the TAs may be able to report the main difficulties that multiple students had/are having
  
 ===== some class technology notes ===== ===== some class technology notes =====
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   - teachers introduce themselves very briefly   - teachers introduce themselves very briefly
   - students introduce themselves   - students introduce themselves
-  - sponsors give short introductory remarks (WWC at Boys Class, TAFE at Girls Class) +  - sponsors give short introductory remarks 
-  - group photo+  - group photo (screenshot)
   - get into the content of the first class   - get into the content of the first class
-  - sponsors give short introductory remarks during break time (TAFE at Boys Class, WWC at Girls Class)+  - class 
 +  - screen sharing of final products for the day, students state own goals for adjustments they wish to make before next class 
 +  - let students know a time during the week when they can mail the instructor with questions if they meet difficulties in their homework 
 +  - wrapup, closing remarks, homework 
 + 
 +=====Class Rules===== 
 + 
 +These are rules for online class. If any student does not follow the rules, their parent will be contacted and the student may be asked to leave the class. 
 + 
 +1. You must be on time to each class 
 + 
 +2. Your camera must be on at all times during classes, with your WHOLE FACE on the screen 
 + 
 +3. If you need to go to the bathroom or leave the camera at any time, you must contact a teacher (any teacher) to ask for permission 
 + 
 +4. You will sometimes be asked to share screen 
 + 
 +5. You must respond when an instructor or TA calls your name 
 + 
 +6. If you experience any hardware, software, or internet issues, send a message in the Google chat room, the student Line group, or the parent Line group. Don't just disappear. 
 + 
 +7. Always try your best. Don't give up and stop working. There is always help available. 
 +  
  
  
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