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| Both sides previous revision Previous revision Next revision | Previous revision | ||
| 12-week-p5js-teaching-guide [2022/04/22 22:24] – [other advice] yu.lee | 12-week-p5js-teaching-guide [2022/04/24 03:06] (current) – scott.chen | ||
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| ===== other advice ===== | ===== other advice ===== | ||
| + | ==== What to do about difficulties when learning ==== | ||
| - when students meet difficulties, | - when students meet difficulties, | ||
| - 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, | - when helping students overcome difficulties, | ||
| - first ask questions which lead students to think through basic underlying logic (what does this command do? what does changing this variable do?) | - first ask questions which lead students to think through basic underlying logic (what does this command do? what does changing this variable do?) | ||
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| - 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?) | - 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, | - especially in beginning stages, student difficulties will often come from language difficulties, | ||
| - 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 ==== | ||
| + | | ||
| - 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 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 | - 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 | ||
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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 | + | - 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 | + | - 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 | ||
| + | - 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 | ||
| + | |||
| + | 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. | ||
| + | | ||