Uploaded byPete Goodliffe
Becoming a Better Programmer
The document by Pete Goodliffe serves as a guide for individuals aiming to improve their programming skills, emphasizing the importance of attitude, continuous learning, and the acquisition of knowledge and social skills. It discusses various models of learning, the stages of skill acquisition, and the factors contributing to becoming an effective programmer. The text advocates for a proactive approach in developing personal skills, communication, and teamwork to become a better coder.
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Becoming a Better Programmer
- 1. BECOMING A BETTER PROGRAMMER aguide for people who care about code pete goodliffe @petegoodliffe
- 2. PETE GOODLIFFE PROGRAMMER /AUTHOR / COLUMNIST / TEACHER / CONSCIENTIOUS CODER @petegoodliffe
- 3. PETE GOODLIFFE PROGRAMMER /AUTHOR / COLUMNIST / TEACHER / CONSCIENTIOUS CODER STILL LEARNING @petegoodliffe
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- 6. WORK OUT WAYSTO BECOME BETTER PROGRAMMERS the plan
- 7. DO YOU WANTTO BECOME BETTER? QUESTION
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- 13. “ Attitude Attitude is alittle thing that makes a big difference. Winston Churchill
- 14. “ Attitude For success, attitudeis equally as important as ability. Walter Scott
- 15. “ Attitude To be agreat champion you must believe you are the best. If you’re not, pretend you are. Muhammad Ali
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- 17. HOW DO YOUGET BETTER?
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- 22. HOW TO APPLY ITALL LEARN Attitude (wisdom)
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- 24. “ PHYSICIAN, QUOTE THYSELF... Prettyearly in any programmer’s career comes the realisation that there’s more to being a great coder than a simple understanding of syntax and a mastery of basic design. The awesome programmers, those productive people who craft beautiful code and work effectively with other people, know far more. There are methods of working, attitudes, approaches, idioms, and techniques you learn over time that increase your effectiveness. There are useful social skills, and a whole pile of tribal knowledge to pick up. Pete Goodliffe (Becoming a Better Programmer)
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- 27. Models of learning YOU NOW YOU,BETTER FUTURE liability super-awesome
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- 29. “ The future Prediction isvery difficult, especially about the future. Niels Bohr
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- 31. “ The future We don’tlike their sound, and guitar music is on the way out. Decca Recording Company
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- 33. “ The future It willbe years - not in my time - before a woman will become Prime Minister. Margaret Thatcher
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- 35. “ The future There isno reason anyone would want a computer in their home. Ken Olson Chairman of Digital Equipment Co
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- 37. Models of learning YOU NOW YOU,BETTER FUTURE liability super-awesome
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- 39. FOUR LEVELS OF (IN)COMPETENCE Modelsof learning Abraham Maslow
- 40. unconscious incompetence conscious incompetence consciouscompetence unconscious competence Models of learning
- 41. THE DUNNING–KRUGER EFFECT Models of learning DavidDunning and Justin Kruger
- 42. unskilled fail to realiseown ineptness skilled underestimate their relative competence assume others are as good Models of learning
- 43. “ Models of learning Themiscalibration of the incompetent stems from an error about the self, whereas the miscalibration of the highly competent stems from an error about others. David Dunning and Justin Kruger "Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments". Journal of Personality and Social Psychology
- 44. “ Models of learning Realknowledge is to know the extent of one's ignorance Confucius
- 45. DREYFUS MODEL OF SKILLSACQUISITION Models of learning Hubert and Stuart Dreyfus
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- 48. novicerule-centric, no judgement advancedbeginner breaks from rules, gets stuck, can get answers, can’t filter competent mental model, plan routes, solves unknown problems proficient corrects previous errors, learns from others, interprets maxims, has tacit knowledge expert authority, interlinked with other skills, intuition Models of learning
- 49. aid learning describes youcan learn right now teamwork how you work with others in your team Models of learning
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- 51. KNOWLEDGE PORTFOLIO Models of learning ThePragmatic Programmers
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- 55. 10,000 = 10 years *3 hours 10,000
- 56. “ 10,000 The theoretical frameworkpresented in this article explains expert performance as the end result of individuals' prolonged efforts to improve performance while negotiating motivational and external constraints. In most domains of expertise, individuals begin in their childhood a regimen of effortful activities (deliberate practice) designed to optimize improvement. Individual differences, even among elite performers, are closely related to assessed amounts of deliberate practice. Many characteristics once believed to reflect innate talent are actually the result of intense practice extended for a minimum of 10 years. Analysis of expert performance provides unique evidence on the potential and limits of extreme environmental adaptation and learning. K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-Romer The Role of Deliberate Practice in the Acquisition of Expert Performance K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-Romer, 1993
- 57. FIVE STAGES OF LEARNING Modelsof “learning” (with apologies to) Elisabeth Kübler-Ross
- 58. FIVE STAGES OF LEARNING Modelsof “learning” (with apologies to) Elisabeth Kübler-Ross denial ○ anger ○ bargaining ○ depression ○ acceptance
- 59. DENIAL (I don’t needto learn about that)
- 60. ANGER (damn... I need toget something done, and I don’t know about that)
- 61. BARGAINING (I’d better learnas little about that as I can)
- 62. DEPRESSION (bloody hell... this isa big and complex topic; I’ll never learn enough to get anywhere!)
- 63. ACCEPTANCE (oh ok, it’snot that bad after all)
- 64. DENIAL ○ ANGER○ BARGAINING ○ DEPRESSION ○ ACCEPTANCE
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- 67. What should Ilearn? WRITING CODE THE PRACTICE OF PROGRAMMING PERSONAL SKILLS WORKING WITH OTHERS
- 68. WRITING CODE code presentation avoid unnecessary code removing code learnfrom your old code working with unfamiliar code dealing with “bad” code handle errors well write robust code effective bug hunting programmatic tests avoid unnecessary complexity good design
- 69. THE PRACTICE OFPROGRAMMING know what software development is define cultural rules keep it simple use your brain nothing is set in stone “correct” code reuse effective version control working with QA “code freeze” making software releases
- 70. PERSONAL SKILLS learn tolearn know what makes a “good” developer seek out fulfilling challenges avoid stagnation act ethically love languages; learn them adopt good posture work smarter; not harder define what “done” looks like focus to find the solution
- 71. WORKING WITH OTHERS workwell in a team accountability communication skills manifestos, rules, tribal knowledge (an ode to code) dealing with conflict
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- 73. “ Learning Any fool canknow. The point is to understand. Albert Einstein
- 74. “ Learning The more thatyou read, the more things you will know. The more that you learn, the more places you'll go. Dr. Seuss, I Can Read With My Eyes Shut!
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- 77. “ Attitude Learning is likerowing upstream: not to advance is to drop back. Chinese proverb
- 78. DO YOU DESIRETO? BECOME “BETTER”? WORK “BETTER”? WRITE “BETTER” CODE?
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- 80. WHAT WILL YOUDO NOW TO IMPROVE?
- 81. “ Workshop Tell me andI forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin
- 82. THIS IS THE1ST DAY KEYNOTE
- 83. COMPETENCE IS PER-SKILL novice journeymanexpert session selection ?
- 84. COMPETENCE IS PER-SKILL novice journeymanexpert session selection
- 85. HOW WILL YOULEARN IN EACH SESSION? WHAT INFO DO YOU NEED IN EACH SESSION? ASK APPROPRIATE QUESTIONS
- 86. Questions... (keynote version) LOOKINGAT THE TIMETABLE: WANT WILL YOU EXTEND YOUR KNOWLEDGE ABOUT? WHAT WILL YOU LEARN AS A NOVICE? HOW WILL YOU SHARE YOUR KNOWLEDGE WITH HUMILITY? HOW WILL YOU ENSURE THAT YOU IMPROVE YOUR PROGRAMMING SKILLS? (it’s easy to coast!)
- 87. Questions... DO YOU WANTTO GET BETTER? WHAT’S IN IT FOR YOU? WHAT IS YOUR MOST DIFFICULT ISSUE AT THE MOMENT? WHAT WILL YOU WORK ON? (does this benefit you or the team?) HOW WILL YOU ENSURE THAT YOU DO IMPROVE?
- 88. WHAT WILL YOUDO NOW TO IMPROVE?
- 89. WHAT WILL YOUDO NOW TO IMPROVE? WRITING CODE THE PRACTICE OF PROGRAMMING PERSONAL SKILLS WORKING WITH OTHERS
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- 93. © 2015 PeteGoodliffe All rights reserved, etc, etc Image credits: Science: http://commons.wikimedia.org/wiki/File:Distillation_by_Retort.png Entertain: http://www.fraternalclipart.com/cgi-bin/csGallery/index.cgi?page=9&lpage=&command=s&query=&ccat=6 Axe: http://etc.usf.edu/clipart/19500/19545/mattock_19545_md.gif Plane: http://3.bp.blogspot.com/_CKmMSJVSZ8I/TGnEXK-bagI/AAAAAAAAADo/u-Pyz5Sf5aE/s1600/Ekran+Alıntısı.JPG Annoyed: http://www.sxc.hu/photo/1327383 Wine: http://www.sxc.hu/photo/1337577 Cheese: http://www.sxc.hu/photo/750248 Ladder: http://printablecolouringpages.co.uk/?s=download+ladder Evolution: http://www.tenvinilo.com/vinilos-decorativos/Vinilo-decorativo-evolucion-senor-192 Denial: https://thenounproject.com/term/denial/43010/ Anger: https://thenounproject.com/term/anger/94082/ Scale: https://thenounproject.com/term/scale/22202/ Depressed: https://thenounproject.com/term/depressed/127839/ Like: https://thenounproject.com/term/like/9666/ Boring stuff at the end