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--- instructional_resources [2010/03/18 04:52] – jtkorb
+++ instructional_resources [2010/10/10 06:46] (current) – jtkorb
@@ Line 23: / Line 23: @@
     * More examples: pong, boxball, frogger.
   * Keynote: Carl Wieman
+    * Experts have an organizational framework for their expert knowledge.
+    * Monitoring of thinking. Not built in.
+    * Takes many hours of intense thinking to change brain wiring.
+    * Example of code perception--how an expert sees the check for sorted example. Less than 30% of CS students.
+    * Content: isolated pieces to be memorized vs coherent structure.
+    * Problem solving example.
+    * Study shows physics etc students become more novice like!
+    * Effective teaching. Motivation. Build on prior thinking. Memory understanding. Authentic practice of expert like thinking in a strenuous extended way.
+    * Robert Bjork articles. Repeated and spaced over time. (http://www.SpacedEd.com)
+    * Common error: make exams count. Encourages students to cram.
+    * Limits on working memory.  Very limited in short term.  Thrashing ackowledge. 7 new items is max.
+    * Curse of common knowledge teaching mistake.  Requires student to buffer all the pieces until can be shown how they fit together. Better to start with the big problem.
+    * Learner needs to be challenged at the right level. Developing models, recognizing relevant and irrelevant material. Checking on sense making.
+    * Feedback from teacher must be timely and specific.  Also need to know what and how to think about it.
+    * Sinnentag chap 21. Cambridge handbook of expertise.  Missing from teaching but in experts:
+    * Debugging and testing
+    * Communication and collaboration
+    * Implementation
+    * Use technology.
+    * Assign read chapter before class. Test online or at start of class.  Frees up working memory.
+    * Build class around series of questions.
+    * Use clickers.
+    * Discuss in small groups, then revote. Instructor snoops in conversations.
+    * Ask for reasons. Review incorrect answers important.
+    * Example.  10 minute activity.  Group of 3.  Code.  How to test.
+    * Homework is very important. Must be practicing outside if class for many additional hours.
   * Selected session notes
     * Justification to teach programming: More and more applications are scriptable
@@ Line 32: / Line 58: @@
   * Denning luncheon: Carse infinite and finite games
   * There is a paper on the 32 most difficult concepts in CS
+  * Make classes immutable to simplify reasoning about concurrency.
+  * Employment interviews are now requiring discussion about concurrency.
+  * Feynman quote about concurrency
+  * Olin College doing parallel programming first. Lynn Stein.
   * Keynote: Fincher
     * Max Boisot information