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# Edupsych Theory for Hacker School: Summer 2013 edition

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Based on my PyCon talk "EduPsych Theory for Python Hackers," here are the slides for my Summer 2013 Hacker School talk. The intent is to give this summer's batch of Hacker Schoolers ways to …

Based on my PyCon talk "EduPsych Theory for Python Hackers," here are the slides for my Summer 2013 Hacker School talk. The intent is to give this summer's batch of Hacker Schoolers ways to metacogitate about the self-directed learning they're embarking on.

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• 1. edupsych theoryfor hacker school(hacker school s2013)follow along at bit.ly/hackerschool-edupsych
• 3. WAT
• 4. uredoinitriteuredoinitriteCC-BY-SAfromhttp://www.flickr.com/photos/ykjc9/4143179870
• 5. the big idea:design your learningthe same way youdesign your code
• 6. Example: test-driven developmentdef factorial(n):"""Return the factorial of n, an exact integer >= 0.>>> [factorial(n) for n in range(6)][1, 1, 2, 6, 24, 120]"""result = 1factor = 2while factor <= n: (shamelessly stolen fromresult *= factor http://docs.python.org/2/library/doctest.html)factor += 1return result
• 7. Example: test-driven developmentdef factorial(n):"""Return the factorial of n, an exact integer >= 0.>>> [factorial(n) for n in range(6)][1, 1, 2, 6, 24, 120]"""result = 1factor = 2while factor <= n: (shamelessly stolen fromresult *= factor http://docs.python.org/2/library/doctest.html)factor += 1return resultwhat should it do?how will I know if it works?ok, now how do I make it work?
• 8. Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [learn_tdd(student) for student inclass][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestability
• 9. Example: test-driven developmentdef learn_tdd(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [learn_tdd(student) for student inclass][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilitycontent (goal)assessmentpedagogy (activity)Further reading: Understanding By Design
• 10. dependency: articulate clear andassessible goals(hint: check-in groups)
• 11. Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze therelationship betweena doctest, thefunction under test, and the test output.>>> [curriculum(student) for student in class][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilityBlooms taxonomy
• 13. Example: test-driven developmentdef curriculum(student):"""Students should be able to analyze the relationship betweena doctest, thefunction under test, and the test output.>>> [curriculum(student) for student in class][True, True, True, True, True]"""fun_activity_thing()student.doctestability = Truereturn student.doctestabilitybehaviorism(well come back to this at the end)
• 14. the world is socially constructed
• 15. the world is socially constructed(of course it is)
• 16. accidental learning in cognitiveapprenticeships within authenticcommunities of practice withmetacognition models andformative feedback to developself-efficacy and self-determination
• 17. Accidentallearning.
• 19. Dreyfus Model of SkillAcquisitionnoviceadvanced beginnercompetentproficientexpert
• 20. CC-BY-SAbywoodleywonderworks(http://www.flickr.com/photos/wwworks/2985216277/)
• 21. CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)
• 22. clarityclarity constraintconstraintfreedomfreedom frustrationfrustrationCC-BY-SA byginnerobot (http://www.flickr.com/photos/ginnerobot/4487647471/)CC-BYby NatalieMaynor(http://www.flickr.com/photos/nataliemaynor/2539937014/)
• 23. Why?Because Piaget.
• 24. Piaget In One Slideassimilation: adding another moduleaccommodation: REFACTOR EVERYTHING
• 25. assimilation------------accommodation------------------------------------------------assimilation
• 26. CC-BY-SAbyeschipul (http://www.flickr.com/photos/eschipul/278768722/)tasting the food
• 27. tasting == assessmentFormative: in-progress (code reviews, informalchats)tasting the food on the stoveSummative: at the end (GRADE GRADE GRADE)tasting the food on the plate
• 28. Community of practice.domaindomaincommunitycommunitypracticepractice
• 29. In a cognitive apprenticeship within acommunity of practice...zone of proximal developmentlegitimate peripheral participation
• 30. Zone of proximal development:learning to bike1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
• 31. Zone of proximal development:learning to program1. watching2. somebody pushes you3. wheeeeeeeeeeeeeeeeeeeeeeee
• 32. Zone of proximal development:learning to program1. watching2. pair programming, code review, etc...3. wheeeeeeeeeeeeeeeeeeeeeeee
• 33. MYTHS:not skilled enoughnot skilled enoughnot technical enoughnot technical enough(perhaps later but surely not now)(perhaps later but surely not now)
• 34. Legitimate PeripheralParticipation Task Criteria1. mission critical3. nobody really cares
• 35. Legitimate PeripheralParticipation Task Criteria1. mission critical2. we have no time3. nobody really cares
• 36. a history of cognitive paradigmsin teaching and learning(abridged)
• 38. bostonpythonworkshop.com
• 39. Cognitive
• 40. Felder: learning styles(tomorrow morning @11after check-ins)
• 41. FAIL #1: Assumption ofprivilegeIf its hard, somethings wrong with mevsIf its hard, somethings wrong with it(I can fix that!)
• 42. We teach the way we learn.
• 43. Situative