[IAEP] Future Direction

[Sora Edwards-Thro]

On Thu, Mar 5, 2015 at 7:13 AM, Alan Kay <alan.nemo at yahoo.com> wrote:

> But there are good materials for learning Etoys, especially in Spanish,
> and especially for teachers.
>

What Spanish materials exist?

>
> The last part I don't agree with because it contains a misconception about
> how to teach Etoys, and especially programming, to children and adults.
>

Thanks for reminding me that alternatives exist. That's what I was trying
to get at with the vague "different models would work differently" but
going into specific details, based on experience, is much more helpful and
promising.

>
> It is not used nearly enough (many pro teachers feel a loss of authority,
> and that is more important to them that in how well the children are
> learning).
>

Yes, we are talking about how to teach children but the real problem is
teaching adults to give up control and certainty.

On Thu, Mar 5, 2015 at 7:27 PM, Tony Anderson <tony_anderson at usa.net> wrote:

> I am not sure about how this could be accomplished where after-school
> programs are not feasible. At some of the schools I support, the teachers
> and students live too far from the school to stay after the normal day is
> over
>

Thanks for reminding us about the other kinds of obstacles to implementing
these programs.









>
> On 03/05/2015 08:18 PM, iaep-request at lists.sugarlabs.org wrote:
>
>> Message: 2
>> Date: Thu, 5 Mar 2015 12:13:46 +0000 (UTC)
>> From: Alan Kay<alan.nemo at yahoo.com>
>> To: Sora Edwards-Thro<sora at unleashkids.org>,    Gonzalo Odiard
>>         <godiard at sugarlabs.org>
>> Cc: IAEP SugarLabs<iaep at lists.sugarlabs.org>,   Tim Falconer
>>         <timothy at immuexa.com>,  "support-gang at laptop.org"
>>         <support-gang at laptop.org>
>> Subject: Re: [IAEP] Future Direction
>> Message-ID:
>>         <1578652867.4886132.1425557626158.JavaMail.yahoo at mail.yahoo.com>
>> Content-Type: text/plain; charset="utf-8"
>>
>> Hi
>>
>> I agree with your first paragraph (although I don't know of really
>> discoverable programming systems -- even Scratch has lots of conventions
>> that are hard to discover). But I do agree that 5-10% of an population is
>> better matched up to a given topic, and that the rest need more help of
>> different kinds.
>> But there are good materials for learning Etoys, especially in Spanish,
>> and especially for teachers.
>>
>> The last part I don't agree with because it contains a misconception
>> about how to teach Etoys, and especially programming, to children and
>> adults.
>>
>> We found -- via many attempts -- that 1 on 1 -- then branching out --
>> works much much better than trying to teach a group. The "Drive a Car"
>> project was invented to be the introduction, and it can be taught 1 on 1 in
>> about 20 minutes. Now we have two teachers of "Drive a Car". Then 4 etc. It
>> is worth taking the 100 minutes to carry this out. The reason for this
>> approach is found in your first paragraph, and the key is the 1 on 1 which
>> allows the time needed for specific learnings and questions about the
>> project.
>> Once a class has gotten going, then should eventually be the "first
>> teachers" for the next class, and now the whole new class can be handled in
>> ~30 minutes for the first exercise. This use of "peer teaching" works in
>> other areas also, but it is particularly effective in technique learning.
>> It is not used nearly enough (many pro teachers feel a loss of authority,
>> and that is more important to them that in how well the children are
>> learning).
>> Cheers
>> Alan
>>
>
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