Thanks Jason. I'm starting a new Python gig at a local high school soon. If you'd like an opportunity for feedback from real students in Portland, Oregon, I'd be happy to shoot them a declassified copy. What's in it for them: a new way to learn Python while thinking critically about what's maybe working, what's maybe not. What's in it for you: feedback from the front lines.
Just a thought, let me know if interested. Details of this LEP High gig aren't completely hammered out. My goal is to keep it short, as I'm just looking to train in-house faculty up to self-sufficiency (meaning they get hooked, want to study Python on their own, don't really need me for anything). So yeah, you might get some feedback from teachers as well. The school runs Ubuntu laptops. Kirby On 10/15/07, Jason R Briggs <[EMAIL PROTECTED]> wrote: > > Hi all (again) > > In response to the various suggestions to move the chapter on graphics > forward, I've split the turtle chapter in half and moved the first part > forward to Chapter 5. Not as early as perhaps it should be, but it's > difficult to justify it appearing earlier in the book (particularly > since it relies on the kids already knowing some of the earlier bits). > > The updated version can here (not yet public) if interested: > > http://www.briggs.net.nz/log/wp-content/uploads/2007/10/swfk-0.2.zip > > J > _______________________________________________ > Edu-sig mailing list > [email protected] > http://mail.python.org/mailman/listinfo/edu-sig >
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