Teaching Tech Together
Free

Teaching Tech Together

By Greg Wilson (editor)
Free
Book Description

Hundreds of grassroots groups have sprung up around the world to teach programming, web design, robotics, and other skills to free-range learners outside traditional classrooms. These groups exist so that people don’t have to learn these things on their own, but ironically, their founders and instructors are often teaching themselves how to teach.

There’s a better way. Just as knowing a few basic facts about germs and nutrition can help you stay healthy, knowing a few things about psychology, instructional design, inclusivity, and community organization can help you be a more effective teacher. This book presents evidence-based practices you can use right now, explains why we believe they are true, and points you at other resources that will help you go further. Its four sections cover:


  • how people learn;

  • how to design lessons that work;

  • how to deliver those lessons; and

  • how to grow a community of practice around teaching.

​Printed copies are available from Lulu. If you would like to support this project, you can send $5(or any other amount) via PayPal. All money will be used to pay for third-party editing and some much-needed graphic design work.

Table of Contents
  • Teaching Tech Together
    • Introduction
      • 1.1) Who You Are
      • 1.2) What to Read Instead
      • 1.3) History
      • 1.4) Why Learn to Program?
      • 1.5) Have a Code of Conduct
      • 1.6) Acknowledgments
      • 1.7) Exercises
    • Building Mental Models
      • 2.1) Are People Learning?
      • 2.2) Exercises
    • Expertise and Memory
      • 3.1) Concept Maps
      • 3.2) Seven Plus or Minus Two
      • 3.3) Pattern Recognition
      • 3.4) Becoming an Expert
      • 3.5) Exercises
    • Cognitive Load
      • 4.1) Split Attention
      • 4.2) Minimal Manuals
      • 4.3) Exercises
    • Individual Learning
      • 5.1) Six Strategies
      • 5.2) Time Management
      • 5.3) Peer Assessment
      • 5.4) Exercises
    • A Lesson Design Process
      • 6.1) Learner Personas
      • 6.2) Learning Objectives
      • 6.3) Maintainability
      • 6.4) Exercises
    • Actionable Approximations of the Truth
      • 7.1) How Do Novices Program?
      • 7.2) How Do Novices Debug and Test?
      • 7.3) What Misconceptions Do Novices Have?
      • 7.4) What Mistakes Do Novices Make?
      • 7.5) What Are We Teaching Them Now?
      • 7.6) Do Languages Matter?
      • 7.7) Does Better Feedback Help?
      • 7.8) What Else Can We Do to Help?
      • 7.9) Exercises
    • Teaching as a Performance Art
      • 8.1) Lesson Study
      • 8.2) Giving and Getting Feedback on Teaching
      • 8.3) How to Practice Performance
      • 8.4) Live Coding
      • 8.5) Exercises
    • In the Classroom
      • 9.1) Enforce the Code of Conduct
      • 9.2) Peer Instruction
      • 9.3) Teach Together
      • 9.4) Assess Prior Knowledge
      • 9.5) Plan for Mixed Abilities
      • 9.6) Pair Programming
      • 9.7) Take Notes…Together?
      • 9.8) Sticky Notes
      • 9.9) Never a Blank Page
      • 9.10) Setting Up Your Learners
      • 9.11) Other Teaching Practices
      • 9.12) Limit Innovation
      • 9.13) Exercises
    • Motivation and Demotivation
      • 10.1) Authentic Tasks
      • 10.2) Demotivation
      • 10.3) Accessibility
      • 10.4) Inclusivity
      • 10.5) Exercises
    • Teaching Online
      • 11.1) MOOCs
      • 11.2) Video
      • 11.3) Flipped Classrooms
      • 11.4) Life Online
      • 11.5) Exercises
    • Exercise Types
      • 12.1) The Classics
      • 12.2) Tracing
      • 12.3) Diagrams
      • 12.4) Automatic Grading
      • 12.5) Higher-Level Thinking
      • 12.6) Exercises
    • Building Community
      • 13.1) Learn, Then Do
      • 13.2) Three Steps
      • 13.3) Retention
      • 13.4) Governance
      • 13.5) Final Thoughts
      • 13.6) Exercises
    • Marketing
      • 14.1) What Are You Offering to Whom?
      • 14.2) Branding and Positioning
      • 14.3) The Art of the Cold Call
      • 14.4) A Final Thought
      • 14.5) Exercises
    • Partnerships
      • 15.1) Working With Schools
      • 15.2) Working Outside Schools
      • 15.3) Final Thoughts
      • 15.4) Exercises
    • Why I Teach
    • Bibliography
    • License
    • Citation
    • Joining Our Community
      • C.1) Contributor Covenant
      • C.2) Using This Material
      • C.3) Contributing and Maintaining
    • Code of Conduct
    • Glossary
    • Meetings, Meetings, Meetings
      • Online Meetings
      • The Post Mortem
    • A Little Bit of Theory
      • Notional Machines
    • Lesson Design Template
      • Step 1: Brainstorming
      • Step 2: Who Is This Course For?
      • Step 3: What Will Learners Do Along the Way?
      • Step 4: How Are Concepts Connected?
      • Step 5: Course Overview
      • Reminder
    • Checklists for Events
      • Scheduling the Event
      • Setting Up
      • At the Start of the Event
      • At the End of the Event
      • Travel Kit
    • Presentation Rubric
    • Teamwork Rubric
    • Pre-Assessment Questionnaire
    • Design Notes
      • Brainstorming
      • Intended Audience
      • Exercises
      • Outline
      • Course Overview
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