I'd also propose Scratch first -- you'd save quite some time, when beginners make syntax and naming errors - with Scratch you can concentrate on logic instead on these errors.
For girls Python I think https://groklearning.com/hoc-2014/ would be ok (found on http://code.org/learn) -- has step-by-step explanations For easier coding (not Python, but has similarities) http://www.playcodemonkey.com/ (also found on code.org/learn) And If you'd like Scratch type small intro tasks -- very good start for any intro programming course -- http://studio.code.org/hoc/1 On Thu, Dec 18, 2014 at 5:26 AM, Tamim Shahriar <tamim.shahr...@gmail.com> wrote: > Thanks everyone for your suggestions. It will help me to design the > outline and content I shall let you know how it goes. > > > Regards, > Tamim. > > On Thu, Dec 18, 2014 at 1:36 AM, kirby urner <kirby.ur...@gmail.com> > wrote: >> >> Hi Tamim -- >> >> Speaking teacher-to-teacher, I think in terms of an XY graph with X-axis >> the techie nuts and bolts and Y-axis the lore / history / storytelling. >> >> Then I draw a curve representing any given students "bandwidth horizon" >> and suggest varying the angle along the curve i.e. keep changing the mix of >> lore and tech. >> >> Too many teachers neglect lore I think: where did Python come from, who >> is Guido, what is open source, how many languages are there, what are they >> used for? >> >> Yes, we can go overboard and have only "fluff" but it's wrong to think of >> lore as "fluff" when in a good / healthy trail mix with techie (e.g. the >> syntax itself, magic methods...). >> >> What I find is a real time saver and helpful is to *not* start with a >> blank canvas i.e. an empty screen and say "now code something". Rather, >> start in the middle with something fairly complex yet understandable >> (conceptually) and invite them to make changes (plus they get to keep the >> code). >> >> I took this approach with middle-to-high schoolers (teenagers) with >> limited experience at a summer school. >> >> http://www.4dsolutions.net/satacad/martianmath/toc.html >> >> Each student had a high end Mac. I had Visual Python installed with my >> stickworks.py and other goodies (all free and out there) so they had >> something visually interesting, a live animation, right from square one. >> >> But then they could change some things. I call this "providing >> scaffolding". >> >> It's not like you're saying this is a shortcut to learning the language >> and people who slog along are wasting their time. It's not that. We're >> just front loading with concepts and human interest material and recruiting >> a few into diving in more seriously as a result of having so much fun. >> We're not hiding the fact that it'll take a lot longer to get good at >> Python. >> >> Additional resources: >> http://www.4dsolutions.net/ocn/cp4e.html >> >> Kirby >> >> >> >> On Wed, Dec 17, 2014 at 5:27 AM, Tamim Shahriar <tamim.shahr...@gmail.com >> > wrote: >>> >>> I am going to conduct a workshop next month. I shall use Python in the >>> day-long workshop. The workshop will be for girls only (grade 9-10) who >>> know how to use computers but not familiar with programming. >>> >>> If anyone has experience conducting similar workshop and has resource, >>> please share. >>> >>> Also, what do you think I should show them in the workshop? Every girl >>> will have access to a computer during workshop? Should I go with solving >>> problems from their math / physics book? Or should I try to show them >>> simple games to make it more fun? I am waiting for your ideas. >>> >>> >>> Regards, >>> Tamim. >>> Python Blog : http://love-python.blogspot.com >>> >>> _______________________________________________ >>> Edu-sig mailing list >>> Edu-sig@python.org >>> https://mail.python.org/mailman/listinfo/edu-sig >>> >>> > _______________________________________________ > Edu-sig mailing list > Edu-sig@python.org > https://mail.python.org/mailman/listinfo/edu-sig > > -- Jurgis Pralgauskis tel: 8-616 77613; Don't worry, be happy and make things better ;) http://galvosukykla.lt
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