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Thanks Jon! Will definitely do

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Thanks for the well thought out reply! The course layout you have written out is quite thorough. The only thing is that for someone who does not have any programming background, they need to see immediate results to gain an understanding of how powerful code is. That is why I thought Html/CSS is a good starting point and then go in deeper.

I am open to other methodologies, and we can talk more on email if you would like. Would love to exchange ideas and resources (email in profile)

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It's a bit radical, but I am tempted to test it. :)

I am wiseleo on just about every website and gmail, so feel free to send me an instant message.

For me, seeing an executable test spec for the first time was very surprising and revealing. There is an entire book "Refactoring: improving the design of existing code" that teaches you how to name functions so your code reads like English.

After all, this is valid Jasmine from near the beginning of my test suite:

it("should return an array containing at least one object", function() { expect(menu.length).toBeGreaterThan(0); });

It reads like English. If you can show that code can be written like this rather than like typical code, you will notice an immediate jump in confidence.

If you show that in Rspec, where the alien-looking

function ( ) { };

is replaced with

  do
end

and expect('should do something useful') becomes expect "should do something useful"

it becomes even more approachable.

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Thanks for the offer! I will ask the teachers and get back to you

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Its pretty old by anything of todays standards. I did get Ubuntu loaded on it for my teenage son to travel with this Summer and he says it doesn't really work for his needs, FYI.

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Yes definitely want to give him a primer of a git or some sort of VCS. Hopefully after we get through some basic python

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Hey Mike (sorry if that is incorrect). Can you email me when you get a chance? I would really like to see your slides in detail if possible.

Also, your doing more at 17 then I was, and I would love to talk more. (email in profile)

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Hi ahsanhilal, I don't think I can see your email on your profile. You can contact me at mike(at)scoreportal.org

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sent you an email

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I am using codehs, codeacademy

Treehouse is very similar to other ones, Odin Project seems to be for older learners. Bentobox is fantastic! Thanks for the rec!

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Great pick! I Will definitely loo into it. Thanks for the rec!

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Thanks for the input, appreciate it! I am mostly focusing on tools that give him explicit visual feedback, so that is why I am focusing on html and styling. Write some code and then have it do something on a blank page seems to be powerful.

As for theory, I am not really focusing on programming concepts, more on practical/visual work initially.

I was thinking of giving him some codecombat/scratch homework, but he is a bit older (16 already) so thought he might think it is for people younger than him. I will try it out though myself first.

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This is great news! I actually worked with Kalev on this in 2007-2009 in collecting the event database at University of Illinois, and it was one of the most interesting experiences of my life. Glad to see it finally opened up for general public/researchers.

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The common core standards which talk about division are described here http://www.corestandards.org/Math/Content/7/NS

At no point do the standards direct you how to teach long division. Rather they try make sure that kids who go through 5,6,7 grades have a basis in division and consequently long division. Claiming that common core directs teachers to teach division in a certain manner is false. The fact that the kid is learning how to do division in a weird manner is probably the fault of the teacher who does not understand it herself.

Common Core is a set of guidelines regarding what should be taught in a curriculum to provide some structure to the curriculum variability across classes, schools, districts and states. Common Core definitely has some problems and most of them pertaining to implementation, teacher training, and the fact that due to standards some students are being set up to fail. However, it definitely does not direct anyone how to teach, but rather what they should be teaching at the minimum.

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" However, it definitely does not direct anyone how to teach" I'm a parent of 3 kids in a NY elementary school. Several members of my family are teachers or administrators in schools. As a parent I disagree with that, and every single teacher/administrator would disagree with that. The entire point of COMMON core is to have everyone doing the same thing. This is one of the many reasons teachers hate it.

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Deidre Austen responded [0] to the original post that the standard being assessed is "find whole number quotients of whole numbers with up to 4-digit dividends and 2-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models."

Considering that this school has has chosen a reform (or non-standard) division approach to achieve this standard, instead of using regular long division, shows to me that curriculum managers do have options for ways to achieve the standards.

(Hopefully, this Facebook link works correctly)

[0] https://www.facebook.com/dan.bongino/photos/a.51705718172038...

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Exactly teachers have a lot of leeway in how they want to teach something. The most common reasons for failure are that the teacher does not understand exactly what she is teaching. That is a failure of the district and school in not recognizing that the teacher is not well-trained to teach the subject matter.

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I work with over 30 schools in Bay Area, Chicago and New York as well, and have been working with teachers, districts etc on common core for the past two years. The entire point of CCSS is to make sure that WHAT is taught in a grade level does not vary. HOW varies so much from district to district, as each school/classroom contains so much demographic variability. My point was that it does not direct you "how" to teach kids division. Rather it provides guidelines that they should be taught division. Please go read the entire standards list and tell me if they contain anything more than suggestion on how to teach any mathematical curriculum. I agree teachers hate it, but its mostly because: 1. They are being forced to adapt to something without adequate amount of training 2. They have children with a whole range of skill sets which do not map to the common core for the grade levels they teach. So some children might be ahead and some might be behind for the particular grade level, so its hard to make sure that everyone in a grade level is mapping on the standards

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Read the GP's link. You'll see that the COMMON core (despite its name) does not quite do that. It is up to the states and I think even local districts to decide how to implement it. The idea is that a common core is to set up ideas that every student should learn (that's the COMMON part), not _how_ they should learn it.

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Same thing everybody is doing in this case is long division. Everybody gotta get the result when faced with long division exercise.

If some administrators in schools or school district decided that there is only one way to do long division, then it is on them.

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