I actually liked using scratch, to a very limited extent. First, it impresses on the kids that things don't "just happen" they are made to happen. The second is that it is an exercise in structured thinking, almost the only other class that focuses on structured thinking are the traditional geometry classes; and that is being moved up, and out of, the curriculum in favor of creative expression.
No math. Even though the state standards call for me to incorporate a math curriculum standard into each quarter, discussions of binary are specifically mentioned as something that is not to be done next year.
Understand, this was not a big discussion of binary, this was: computers use 1's and 0's, they do this because thy are made up of transistors, which are little on/off switches (yes, I am aware of amplifying transistors; that is not the discussion . . . keep it simple, after all, it is a middle school). In the lesson I included a simple binary to base 10 conversion.
That is out the window. Obviously, no, simple, introduction to Boolean (that was computer 2 [8th grade elective] anyways). The new word was "edutainment." Any changes I make to the lesson plans I was handed this month MUST have clearly stated 'edutainment' objective, and method, or they are not to be used.
Yes, it is the word, "edutainment," had previously NEVER appeared in my lesson plans.
Obviously, I will follow orders; but this is an example of why performance based pay, for teachers will never work.
When I think about what the districts really want in the computer program I recall a parable of a king who was walking with a friend and was asked how he kept order. His response was to draw his sword and knocks the top off some wheat growing nearby. He then said “there is your answer, never let one rise above the others.”
The same rule applies in education. It has been, recently, made clear to me, as a teacher, that it is more important that all of the classes that teach my subject produce consistent “product” than for me to teach my students more.
As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it. We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
There is some truth, I am not getting the target 90% mastery. I am closer to 85%. However, I am getting over 98% improvement of knowledge. The goal, though, is mastery; as such, it is easier to teach less and have the students able to demonstrate "mastery" of less (I have been told, by the district, that my definition of "mastery" is a bit strict). Further, my students measurable increase in the topics called for by the district exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just cal the district to complain, parents are unhappy because, and I quote "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in.
From the article, "Following a two-week trial a Virginia federal jury reached a verdict earlier today." From that I suspect the case was seen in the state of Virginia.
At the same time, I am a Middle School teacher with an MBA. With over six years of experience, I am still under 50K/year. While it is more than I would make if I were not a teacher, it is well under the "six-figure" salary that the author seems to think business majors earn.
People will look at this person as a bd person, and I do not question that; but the system that allowed this to happen is the real culprit. A system that rewards people, formally or subtly, for producing the desired results, is not a system that is engineered for finding truth.
The reality is that Lae Enforcement and investigation procedures need independent oversight built directly into the system. Otherwise these issues can never be resolved.
You do realize that what you wrote isn't even coherent. . ..right? You are presenting that because of pressure to, as you say it, "give data away for free," that the price it high. This would require me to accept that under other conditions, the price of data would be lower. However, you should recognize that never has been, and never will be "free markets."
Free markets are a theoretical structure. For Smith and Ricardian free markets to work, all actors need full knowledge of present and future conditions. Further, there must be no cost to the information (there also need to be no transaction costs and perfect factor mobility; but lets stick to information costs for the moment). So, because free markets rely on information being available to all actors, even if what you are saying is true (oh, and it isn't), free data would be a strong support of the free market.
However, the reality is that there is no free market. A small number of players have an unnatural advantage; this is usually the result of having very large sources of capital in the early stages of an industry. There are other ways; but this is the usual path. As stated, the Smith and Ricardian free markets are a theoretical structure. They are used to introduce entry level students to the ideas behind economics. They are not the end of economics, they are the beginning. If you really ant a better understanding of complex economics I recommend reading The Origin of Wealth by Eric D. Beinhocker.
Oh, and Net Neutrality was being discussed, initially, under the Bush administration.
I have been told, by the IT department (who have no place setting curriculum) that there will be no development environments or programming software installed and that I am not to teach it. This is due to a fear of, the undefined word, "hacking."
Further, I am, starting next semester, to stop teaching computer fundamentals and teach, only, applications. As such the intro to computers (parts of a computer, what is a network, that type of stuff . . . ) is out. Instead we will teach ONLY: Word, Publisher, Powerpoint, Photoshop, and Excel (and they are telling me to teach less Excel).
There are two reasons for this. The first is that many students are not interested in it. The second is that some of the other computer teachers in the district cannot teach it. Both of these factors weigh into the, perceived, need for a uniformity of skill and knowledge as the students enter the districts High Schools.
So, we will go heavy on Photoshop and Publisher because, "the students like making pictures." To fit this in, we will abandon any hardware or coding instruction because "it's just too hard for them" and "we cant have hacking."
I got rid of my car several years ago. If I need to get somewhere I can ride my bicycle. for long distances I am going to fly anyways. For the few times I need to go somewhere I need a car for I can rent one. I think I have rented a car three times this year.
I saw my expression as an honest life observation of seeing doors slammed in my face and being opened for others. I am just going to leave it at -- You haven't lived it-- and leave it at that.
It isn't a troll or off topic, look at the summary: "The Get in I.T. Apprenticeship program, the White House explains, 'will target recruiting women, people of color, and transitioning military members.'"
Not a chance of a lawsuit, you would need actual proof of discrimination. There is only one place I had that level of proof.
When I was younger i wanted, more than anything, to be a deputy. This is because several of my fathers friends, deputies, were very helpful as I was growing up. i wanted to be that person who helped instead of the person who needed help.
I worked hard and passed ht e tests and put myself through the first two stages of the academy (to do the third stage I needed a department to sponsor [i.e. employ] me). The sherif of the county took me to one of the worst lunches I ever went to; he explained that if they hired me and it ever happened that I was unable to perform some superhuman task, that no one else could do either, and someone was injured as a result (he used "to be unable to tear the door off a burning car" as his example) some lawyer would turn on the county and point at me saying "you knew he had a problem when you hired him" and the county would probably loose and at the least, a case that would been had been entertained with any other deputy would be an expensive defense if I was involved.
So, yes, in that one case someone was honest in saying they were not going to hire me because of my disability. He was the only one who ever did. there is no way I would have turned on a man I went to Mass with and went to his football, and Christmas, parties for being honest (he has passed at this point; so yes, I speak of him in past tense).
Other than him, I just don't get calls back; but any fool can see it in their faces.
Truth is I have "invest[ed] in [my] own skills." I have an MBA and over ten years experience as a field technician (I got lucky and had a phone interview for that job). However, I apply for jobs and, quite frankly, it turns into a form of "oh, would you like help leaving the building." Frankly, all the systems dynamics studies (and publications) aside, I don't look like the person you want on your team, and yes, sometimes I fall down ... no worries, I get back up; but there is no way I am geting a job through anything but a phone interview.
I currently teach Middle School Computer apps and robotics, yes, a phone interview.
As a white guy with a minor disability that kept me out of the military (minor cerebral palsy, enough to close doors; but not enough for SSI Disability) I am essentially locked out.
The slash article says, "a core set of curriculum materials that are complete, organized, and adaptable." As a middle school teacher I would love to get some material that meets those qualifications.
Because Computer Science is not a core subject, the teachers are left making up things as we go along. At this point I have a pretty good scheme of work that eaves the students leaving with a lot more than they came in with. However, it would be nice to have some real standards and expectations for each grade level. Meaningful material for hitting those goals would be even better; but at the present the teachers really don't have anything beyond what some department head thinks is important.
(BTW: for my classes, giving full authority to a department head, who doesn't even teach at my school or at my level, meant I got an edict of "No programming!"
Even Arduino boards got nixed. I can show them to the students; but they are not allowed to program, or play with, them. I was told, "Even you have said they are controllers. The students might learn how to control things, and we can't have that happening." I was left with ??? on my face.
Fear of "hacking," something that the administrators cannot even define, is hobbling us.)
So, provide the material, let teachers try to present it as a "standard" curriculum.
As many have said, part of the problem is the acceptable business attire differences for men and women. The women where I work typically wear a thin shirt and a pair of shorts or skirt. Footwear is a pair of sandals.
For men acceptable attire is a shirt, over a T-shirt (I even got hassled because I was wearing a tank-top under my shirt one day), and a tie. The tie mandates that the shirt is buttoned up to the top. Then add long pants and full coverage shoes and socks. To top that off, we are "encouraged" to wear a coat when not engaged in physical activities.
It should come as no surprise that the men want the building a lot cooler; or allow the fashion to change so the men can wear lighter clothing.
Is there anything as simple as Basic for introducing kids to the "basics" of programming that is easily installable on Windows based computers?
After am introduction to programming my interest shifted to systems dynamics model programming (principally vinsim). However, I would like to be able to help the students learn the basic concepts (7th grade) While C++ has a lot of tools, it is too abstract and complex to keep the students attention. Hour of cide has a Logo toy. Really, I would like an up to date Basic that can be used easily but features that allow a person to do more with it.
Simple, I have run my Motorola through the washing machine and it still worked fine; not so with another brand. So, put them both in pockets, run them through the wash. Put them on the balcony to dry, see which one is still working.
Yep, it is all the special snowflakes like the poster above that make for a society that needs an overabundance of laws. Instead of learning how to be polite the special snowflakes demand people with guns to enforce codified social norms which are, ultimately, less flexible than un-codified norms. But, make no mistake, they are still social norms.
Of course there is some truth to that. I had to take my Amateur radio exam to get a transmitter license (yes, there were low powered unlicensed transmitters).
Further, it was a club activity with very strong social norms, those norms evaporate, or fail to get instilled, with the solitary use of the "drones."
Possibly it is time to start looking at licensing fly-toys. With the rash of irresponsible behaviour it is coming, it is just a matter of when.
Operators seemed to be much more polite. It is possible that the military co-opting of the word, "drone," followed by civilian adoption of it has led to a change in operational attitudes.
Slashdot Mirror
I actually liked using scratch, to a very limited extent. First, it impresses on the kids that things don't "just happen" they are made to happen. The second is that it is an exercise in structured thinking, almost the only other class that focuses on structured thinking are the traditional geometry classes; and that is being moved up, and out of, the curriculum in favor of creative expression.
No math. Even though the state standards call for me to incorporate a math curriculum standard into each quarter, discussions of binary are specifically mentioned as something that is not to be done next year.
Understand, this was not a big discussion of binary, this was: computers use 1's and 0's, they do this because thy are made up of transistors, which are little on/off switches (yes, I am aware of amplifying transistors; that is not the discussion . . . keep it simple, after all, it is a middle school). In the lesson I included a simple binary to base 10 conversion.
That is out the window. Obviously, no, simple, introduction to Boolean (that was computer 2 [8th grade elective] anyways). The new word was "edutainment." Any changes I make to the lesson plans I was handed this month MUST have clearly stated 'edutainment' objective, and method, or they are not to be used.
Yes, it is the word, "edutainment," had previously NEVER appeared in my lesson plans.
Obviously, I will follow orders; but this is an example of why performance based pay, for teachers will never work.
When I think about what the districts really want in the computer program I recall a parable of a king who was walking with a friend and was asked how he kept order. His response was to draw his sword and knocks the top off some wheat growing nearby. He then said “there is your answer, never let one rise above the others.”
The same rule applies in education. It has been, recently, made clear to me, as a teacher, that it is more important that all of the classes that teach my subject produce consistent “product” than for me to teach my students more.
As a Computer Science (Computer Science is now a STEM subject) teacher at a middle school I am forbidden to teach any programming. I am also being told to stop teaching computer fundamentals ( . . . whats in the box, why is more RAM [up to a point] going to make the computer work better and how does the internet work. . . material like that)The focus, and the test, is entirely on computer applications.
All the time that was going into a core understanding of computers is to be switched to more presentations. I am not against presentations; I just feel that there is a limit to how much time we spend on it. We will also take time from spreadsheet fundamentals (understanding what they are doing, instead of just putting stuff in cells . . . for that matter, what is a cell?). The reasoning is that, "kids like making pictures," and, "that other stuff is just too hard."
There is some truth, I am not getting the target 90% mastery. I am closer to 85%. However, I am getting over 98% improvement of knowledge. The goal, though, is mastery; as such, it is easier to teach less and have the students able to demonstrate "mastery" of less (I have been told, by the district, that my definition of "mastery" is a bit strict). Further, my students measurable increase in the topics called for by the district exceeds that of the other district teachers; so what to do with this? Full stop. Return to a consistent curriculum. That is the district decision, not mine. Part of the problem is that several of the teachers do not have the background to understand what I am teaching, let alone teach it.
However, the real problem is this; my students are entering the High School with significantly more knowledge than the students from the other district middle schools. I do understand the districts problem, there is a real problem when the student’s get to the High School and get mixed into a class when they “already know this stuff,” and the other students have not been exposed to it. Further, the students from my classes expect to learn, not to review what I already taught them.
As far as the programming, there is a fear that knowledge of programming could lead to, “Hacking.” As such, it is to completely stop, even in the “after school” extracurricular classes. The same with the computer fundamentals, the district decision is that “kids don’t need to know that anymore.” Fear of knowledge and the need for a consistent curriculum outweigh small, hard to scale, class improvements.
I was just, as in this week, told that what the teachers before me were doing was sufficient. Okay, of three teachers before me, one handed the kids a typing book and told them they needed to do one typing lesson a day and then they could play games. The second had so many personal problems that she didn't try to teach anything, she just let them play games. The most recent required them to produce something (yes, something was loosely defined), then they could . . . you guessed it, play games.
As such, I am told "the children don't like lectures and the parents think your class is hard." Here is the reality, the . . . I will say it . . . upper income, education driven, parents are in my corner; but the ones that don't come to meetings, they just cal the district to complain, parents are unhappy because, and I quote "expect him [the student] to study."
The result is that I have been given, and mandated, a curriculum for next year, as far as daily lesson plans (that don't even fit my class schedule; but that is a different issue). Guess what, work is out, make it fun, make it easy is back in.
Don't blame the teachers.
From the article, "Following a two-week trial a Virginia federal jury reached a verdict earlier today." From that I suspect the case was seen in the state of Virginia.
"Terms are always subject to change"
At the same time, I am a Middle School teacher with an MBA. With over six years of experience, I am still under 50K/year. While it is more than I would make if I were not a teacher, it is well under the "six-figure" salary that the author seems to think business majors earn.
People will look at this person as a bd person, and I do not question that; but the system that allowed this to happen is the real culprit. A system that rewards people, formally or subtly, for producing the desired results, is not a system that is engineered for finding truth.
The reality is that Lae Enforcement and investigation procedures need independent oversight built directly into the system. Otherwise these issues can never be resolved.
You do realize that what you wrote isn't even coherent. . . .right?
You are presenting that because of pressure to, as you say it, "give data away for free," that the price it high. This would require me to accept that under other conditions, the price of data would be lower. However, you should recognize that never has been, and never will be "free markets."
Free markets are a theoretical structure. For Smith and Ricardian free markets to work, all actors need full knowledge of present and future conditions. Further, there must be no cost to the information (there also need to be no transaction costs and perfect factor mobility; but lets stick to information costs for the moment). So, because free markets rely on information being available to all actors, even if what you are saying is true (oh, and it isn't), free data would be a strong support of the free market.
However, the reality is that there is no free market. A small number of players have an unnatural advantage; this is usually the result of having very large sources of capital in the early stages of an industry. There are other ways; but this is the usual path. As stated, the Smith and Ricardian free markets are a theoretical structure. They are used to introduce entry level students to the ideas behind economics. They are not the end of economics, they are the beginning. If you really ant a better understanding of complex economics I recommend reading The Origin of Wealth by Eric D. Beinhocker.
Oh, and Net Neutrality was being discussed, initially, under the Bush administration.
I teach Computer Technology at a middle school.
I have been told, by the IT department (who have no place setting curriculum) that there will be no development environments or programming software installed and that I am not to teach it. This is due to a fear of, the undefined word, "hacking."
Further, I am, starting next semester, to stop teaching computer fundamentals and teach, only, applications. As such the intro to computers (parts of a computer, what is a network, that type of stuff . . . ) is out. Instead we will teach ONLY: Word, Publisher, Powerpoint, Photoshop, and Excel (and they are telling me to teach less Excel).
There are two reasons for this. The first is that many students are not interested in it. The second is that some of the other computer teachers in the district cannot teach it. Both of these factors weigh into the, perceived, need for a uniformity of skill and knowledge as the students enter the districts High Schools.
So, we will go heavy on Photoshop and Publisher because, "the students like making pictures." To fit this in, we will abandon any hardware or coding instruction because "it's just too hard for them" and "we cant have hacking."
I got rid of my car several years ago. If I need to get somewhere I can ride my bicycle. for long distances I am going to fly anyways. For the few times I need to go somewhere I need a car for I can rent one. I think I have rented a car three times this year.
I saw my expression as an honest life observation of seeing doors slammed in my face and being opened for others. I am just going to leave it at -- You haven't lived it-- and leave it at that.
It isn't a troll or off topic, look at the summary:
"The Get in I.T. Apprenticeship program, the White House explains, 'will target recruiting women, people of color, and transitioning military members.'"
Not a chance of a lawsuit, you would need actual proof of discrimination. There is only one place I had that level of proof.
When I was younger i wanted, more than anything, to be a deputy. This is because several of my fathers friends, deputies, were very helpful as I was growing up. i wanted to be that person who helped instead of the person who needed help.
I worked hard and passed ht e tests and put myself through the first two stages of the academy (to do the third stage I needed a department to sponsor [i.e. employ] me). The sherif of the county took me to one of the worst lunches I ever went to; he explained that if they hired me and it ever happened that I was unable to perform some superhuman task, that no one else could do either, and someone was injured as a result (he used "to be unable to tear the door off a burning car" as his example) some lawyer would turn on the county and point at me saying "you knew he had a problem when you hired him" and the county would probably loose and at the least, a case that would been had been entertained with any other deputy would be an expensive defense if I was involved.
So, yes, in that one case someone was honest in saying they were not going to hire me because of my disability. He was the only one who ever did. there is no way I would have turned on a man I went to Mass with and went to his football, and Christmas, parties for being honest (he has passed at this point; so yes, I speak of him in past tense).
Other than him, I just don't get calls back; but any fool can see it in their faces.
Truth is I have "invest[ed] in [my] own skills." I have an MBA and over ten years experience as a field technician (I got lucky and had a phone interview for that job). However, I apply for jobs and, quite frankly, it turns into a form of "oh, would you like help leaving the building." Frankly, all the systems dynamics studies (and publications) aside, I don't look like the person you want on your team, and yes, sometimes I fall down . .. no worries, I get back up; but there is no way I am geting a job through anything but a phone interview.
I currently teach Middle School Computer apps and robotics, yes, a phone interview.
As a white guy with a minor disability that kept me out of the military (minor cerebral palsy, enough to close doors; but not enough for SSI Disability) I am essentially locked out.
Thanks
As is so often said, one mans terrorist is another mans freedom fighter. There are few places that phrase is as true as it is in Xinjiang.
The slash article says, "a core set of curriculum materials that are complete, organized, and adaptable." As a middle school teacher I would love to get some material that meets those qualifications.
Because Computer Science is not a core subject, the teachers are left making up things as we go along. At this point I have a pretty good scheme of work that eaves the students leaving with a lot more than they came in with. However, it would be nice to have some real standards and expectations for each grade level. Meaningful material for hitting those goals would be even better; but at the present the teachers really don't have anything beyond what some department head thinks is important.
(BTW: for my classes, giving full authority to a department head, who doesn't even teach at my school or at my level, meant I got an edict of "No programming!"
Even Arduino boards got nixed. I can show them to the students; but they are not allowed to program, or play with, them. I was told, "Even you have said they are controllers. The students might learn how to control things, and we can't have that happening." I was left with ??? on my face.
Fear of "hacking," something that the administrators cannot even define, is hobbling us.)
So, provide the material, let teachers try to present it as a "standard" curriculum.
As many have said, part of the problem is the acceptable business attire differences for men and women. The women where I work typically wear a thin shirt and a pair of shorts or skirt. Footwear is a pair of sandals.
For men acceptable attire is a shirt, over a T-shirt (I even got hassled because I was wearing a tank-top under my shirt one day), and a tie. The tie mandates that the shirt is buttoned up to the top. Then add long pants and full coverage shoes and socks. To top that off, we are "encouraged" to wear a coat when not engaged in physical activities.
It should come as no surprise that the men want the building a lot cooler; or allow the fashion to change so the men can wear lighter clothing.
I don't happen to think it is terribly off topic as the topic includes the words "Getting Kids To Code."
And no, basic was nothing like VB, it was a form of Fortran.
I find it interesting that you mention the syntax. That was one of the appeals, the syntax was simple.
I notice that both respondents are mentioning Python. I may look at some books on it in, what is left of, my summer.
Is there anything as simple as Basic for introducing kids to the "basics" of programming that is easily installable on Windows based computers?
After am introduction to programming my interest shifted to systems dynamics model programming (principally vinsim). However, I would like to be able to help the students learn the basic concepts (7th grade) While C++ has a lot of tools, it is too abstract and complex to keep the students attention. Hour of cide has a Logo toy. Really, I would like an up to date Basic that can be used easily but features that allow a person to do more with it.
Simple, I have run my Motorola through the washing machine and it still worked fine; not so with another brand. So, put them both in pockets, run them through the wash. Put them on the balcony to dry, see which one is still working.
I took the survey and there were several questions regarding the biases of teachers.
Yep, it is all the special snowflakes like the poster above that make for a society that needs an overabundance of laws. Instead of learning how to be polite the special snowflakes demand people with guns to enforce codified social norms which are, ultimately, less flexible than un-codified norms. But, make no mistake, they are still social norms.
Of course there is some truth to that. I had to take my Amateur radio exam to get a transmitter license (yes, there were low powered unlicensed transmitters).
Further, it was a club activity with very strong social norms, those norms evaporate, or fail to get instilled, with the solitary use of the "drones."
Possibly it is time to start looking at licensing fly-toys. With the rash of irresponsible behaviour it is coming, it is just a matter of when.
Operators seemed to be much more polite. It is possible that the military co-opting of the word, "drone," followed by civilian adoption of it has led to a change in operational attitudes.