Kids’ ability to pick up new words from context is amazing.
Kids’ confidence even when they’ve misunderstood how a word is used is hilarious. 😊
This evening, our 7-year-old was boasting about how well-behaved his class was while their regular teacher had to attend an all-day meeting, vs how much it impressed the temporary teacher they had.
His words: “Today we had a supply teacher and we totally DOMINATED her!”
At school, our 9-year-old is currently studying the hsitory of human civilization from the late stone age through to the bronze age. The other week, the class was split into three groups, each of which was tasked with researching a different piece of megalithic architecture:
And so it was that one of our eldest’s classmates was searching on the Web for information about The Devil’s Quoits when they found… my vlog on the subject! One of them recognised me and said, “Hey, isn’t that your Uncle Dan?”1
On the school run later in the day, the teacher grabbed me and asked if I’d be willing to join their school trip to the henge, seeing as I was a “local expert”. Naturally, I said yes, went along, and told a bunch of kids what I knew!
I was slightly intimidated because the class teacher, Miss Hutchins, is really good! Coupled with the fact that I don’t feel like a “local expert”2, this became a kick-off topic for my most-recent coaching session (I’ve mentioned how awesome my coach is before).
I eventually talked to the class mostly about the human geography aspects of the site’s story. The area around the Devil’s Quoits has changed so much over the millenia, and it’s a fascinating storied history in which it’s been:
It turns out that to be a good enough to pass as a “local expert”, you merely have to know enough. Enough to be able to uplift and inspire others, and the humility to know when to say “I don’t know”.4
That’s a lesson I should take to heart. I (too) often step back from the opportunity to help others learn something new because I don’t feel like I’m that experienced at whatever the subject is myself. But even if you’re still learning something, you can share what you’ve learned so far and help those behind you to follow the same path. I’m forever learning new things, and I should try to be more-open to sharing “as I learn”. And to admit where I’ve still got a long way to go.
1 Of course, I only made the vlog because I was doing a videography course at the time and needed subject matter, and I’d recently been reading a lot about the Quoits because I was planning on “hiding” a virtual geocache at the site, and then I got carried away. Self-nerdsniped again!
2 What is a local expert? I don’t know, but what I feel like is just a guy who read a couple of books because he got distracted while hiding a geocache!
3 I’ve no idea what future archeologists will make of this place when they finda reconstructed stone circle and then, when they dig nearby, an enormous quantity of non-biodegradable waste. What was this strange stone circle for, they’ll ask themselves? Was it a shrine to their potato-based gods, to whom they left crisp packets as a sacrifice?
4 When we’re talking about people from the neolithic, saying “I don’t know” is pretty easy, because what we don’t know is quite a lot, it turns out!
This is a repost promoting content originally published elsewhere. See more things Dan's reposted.
…
If you google “learn to code,” the first result you see is a link to Codecademy’s website. If there is a modern equivalent to the Computer Literacy Project, something with the same reach and similar aims, then it is Codecademy.
“Learn to code” is Codecademy’s tagline. I don’t think I’m the first person to point this out—in fact, I probably read this somewhere and I’m now ripping it off—but there’s something revealing about using the word “code” instead of “program.” It suggests that the important thing you are learning is how to decode the code, how to look at a screen’s worth of Python and not have your eyes glaze over. I can understand why to the average person this seems like the main hurdle to becoming a professional programmer. Professional programmers spend all day looking at computer monitors covered in gobbledygook, so, if I want to become a professional programmer, I better make sure I can decipher the gobbledygook. But dealing with syntax is not the most challenging part of being a programmer, and it quickly becomes almost irrelevant in the face of much bigger obstacles. Also, armed only with knowledge of a programming language’s syntax, you may be able to read code but you won’t be able to write code to solve a novel problem.
…
So very much this! I’ve sung a song many times about teaching people (and especially children) to code and bemoaned the barriers in the way of the next (and current!) generation of programmers, but a large part of it – in this country at least – seems to come down to this
difference in attitude. Today, we’ve stopped encouraging people to try to learn to “use computers” (which was, for the microcomputer era, always semi-synonymous with programming owing
to the terminal interface) and to “program”, but we’ve instead started talking about “learning to code”. And that’s problematic, because programming != coding!
I’m a big fan of understanding the fundamentals, and sometimes that means playing with things that aren’t computers: looms, recipe cards, board games, pencils and paper, algebra, envelopes… all of these things can be excellent tools for teaching programming but have nothing to do with learning coding.
Let’s stop teaching people to code and start teaching them to program, again, okay?
This is a repost promoting content originally published elsewhere. See more things Dan's reposted.
Most people’s journey toward learning to program starts with a single late-night Google search.
Usually it’s something like “Learn ______”
But how do they decide which language to search for?…
Things I’ve been doing instead of blogging, this last month, include:
That’s quite a lot of stuff, even aside from the usual work/volunteering/etc. stuff that goes on in my life, so it’s little wonder that I’ve neglected to blog about it all. Of course, there’s a guilt-inspired downside to this approach, and that’s that one feels compelled to not blog about anything else until finishing writing about the first neglected thing, and so the problem snowballs.
So this quick summary, above? That’s sort-of a declaration of blogger-bankruptcy on these topics, so I can finally stop thinking “Hmm, can’t blog about X until I’ve written about Code Week!”