> I also like the string library for certain pedagogical reasons, but I don't
> think the Templates are compelling when you can do essentially the same thing
> with string formatting. Is the $ notation that much of a "win?"
>
> --John
>
Yeah I've asked myself the same question.
It's a little less
I agree with Kirby that madlibs are a fun example.
On Friday 06 July 2007 2:12 pm, kirby urner wrote:
> As I mention in my slides for EuroPython (looking forward to
> meeting Laura again tomorrow), Madlibs proved appealing
> to most students, little stories where they have to prompt
> themse
Sorry, that post got away from me when I started hitting
tab keys 'n stuff. Blaming jet lag. Trying again...
Saved module (sillystory.py):
==
import string
def test():
thestory = string.Template(
"""
There once was a certain $persons_name from
$city who had a pet $animal. One day, the
Now it is sounding to me as if it is possible that your students
are at the 'i understrand it when you say it, but not well
enough to do it myself' stage. Which means they need more homework.
Basic drilling stuff. One odd thing I found was that students are
really unhappy with * as multiply and
On 7/6/07, Andre Roberge <[EMAIL PROTECTED]> wrote:
Note that non-classroom teaching (like Kirby does for
motivated kids) does not count!
Where is Jeff Elkner when we need him? ;-)
André
Well boo hoo, why doesn't my stuff count? It's a real classroom
with real computers and real mid
Andy,
Thanks for that pdf. I'm currently writing some research on teaching
programming languages to English Language Learners and will probably include it
in my paper.
Here's the sad part for me: in all my years of teaching science and math (and a
little programming), it seems to come down to
On 7/6/07, Vern Ceder <[EMAIL PROTECTED]> wrote:
> Tom,
>
> Yeah, if they've got dictionaries, then your way is both elegant and
> "Pythonic" ;-)
>
Except that ".keys()" is not needed in a truly Pythonic program ;-)
But, this is straying far from the original question. These are kids
that have h
Tom,
Yeah, if they've got dictionaries, then your way is both elegant and
"Pythonic" ;-)
Cheers,
Vern
Tom Hoffman wrote:
> On 7/6/07, Andy Judkis <[EMAIL PROTECTED]> wrote:
>> Vern, Richard,
>>
>> Your comments were very helpful -- it's sometimes hard for me to see the
>> question as a student
On 7/6/07, Andy Judkis <[EMAIL PROTECTED]> wrote:
> Vern, Richard,
>
> Your comments were very helpful -- it's sometimes hard for me to see the
> question as a student would. They can imitate nicely, but asking them to
> analyze and synthesize (as this question does, at a very superficial level)
>
Andy,
I certainly didn't mean to imply that you were a wise-guy! And if you've
been teaching them that sort of structure, it would definitely NOT be
the wise-guy answer.
I have to admit to not particularly liking (and not teaching) the while
True: approach myself, simply because it separates t
>> Rather than catalog my frustrations, let me just pose a question to you
>> all -- how much Python exposure do you think it should take before a
>> student should be able to answer this question? If a student can't even
>> answer this, is it reasonable to say that they have learned any
>> pr
I've been thinking about your students and what possibly might be
going on -- aside from their not learning anything, which unfortunately
is possible.
I think that you are better off trying to teach programming in
conjunction with trying to teach test driven design, and unit tests.
A large problem
Vern, Richard,
Your comments were very helpful -- it's sometimes hard for me to see the
question as a student would. They can imitate nicely, but asking them to
analyze and synthesize (as this question does, at a very superficial level)
seems to be asking a lot -- yet it's the essence of progra
I am not totally sold on hackety; not having had access to MS Windows
of late I haven't played with it.
I am saying that the whole business is great fun if approached right,
and there at least hackety has much to teach us.
I have had great success starting with ascii art, drawing boxes and
triang
Hi All,
I am very interested in responses to Andy's question because it was just this
sort of frustration with students' inability to write simple programs that
led me to using Python (as opposed to C++ or Java) in CS1. After my switch to
Python and "back to basics" CS1 back in 1999, my results
In a message of Thu, 05 Jul 2007 18:48:49 EDT, "Andy Judkis" writes:
>I've just completed my 6th semester as a teacher, teaching 2 sections per
>
>semester of a 10th grade course that includes a 4 week introduction to
>programming in Python. Here's a question from one of my exams:
>
>
>
>W
On 7/6/07, Michael Tobis <[EMAIL PROTECTED]> wrote:
> Sorry, but I don't think you've successfully motivated your students
> if that is all they can do in a month. Let me hazard a suggestion.
> Rather than being too mabitious you are not being ambitious enough.
For having exchanged a few emails wi
Andy Judkis wrote:
> I've just completed my 6th semester as a teacher, teaching 2 sections per
> semester of a 10th grade course that includes a 4 week introduction to
> programming in Python. Here's a question from one of my exams:
>
> Write Python code that will ask the user how who is th
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