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~/.diary schedule
| 10:30 | 11:00 | Schedule an appointment with the NZ embassy {{Tasks:905}} |
| 10:45 | 11:00 | 30min Feature: hippie expansion of page names from E-Mail from Gary V. Vaughan {{Tasks:927}} {{Schedule:9:30-10:00}} |
| 13:00 | 13:30 | Buy phone load {{Tasks:909}} |
| 13:30 | 15:00 | Prepare overview for CS21A {{Tasks:931}} |
Tasks
| A | X | Buy phone load {{Tasks:909}} {{Schedule:13:00-13:30}} |
| A2 | X | Bugfix: Track down planner-list-daily-files bug from E-Mail from Frederik Fouvry {{Tasks:930}d} (PlannerMode) |
| B1 | X | Fix permissions on the server {{Tasks:946}} (AdphotoScheduler) |
| B2 | X | Watch Paycheck with Dominique, Eric and Sean {{Tasks:948}} (SocialInteraction) |
| B3 | X | Prepare overview for CS21A {{Tasks:931}} {{Schedule:13:30-15:00}} (CS21A.Teaching) |
| B4 | X | Make a list of topics that CS21A should cover {{Tasks:942}} (CS21A.Teaching) |
| B5 | X | 30min Feature: hippie expansion of page names from E-Mail from Gary V. Vaughan {{Tasks:927}} {{Schedule:10:45-11:00}} (EmacsWikiMode) |
| B6 | X | 10min Merge Angus Lee's planner-wl.el from E-Mail from Angus Lees {{Tasks:940}} (PlannerMode) |
| B7 | X | 10min Check out from E-Mail from Valladolid Online Judge {{Tasks:939}} (PlannerMode) |
| B8 | X | 10min Commit planner--dev--1.0--patch-46 {{Tasks:938}} (PlannerMode) |
| B9 | X | 10min Commit planner--dev--1.0--patch-45 {{Tasks:937}} (PlannerMode) |
| B10 | X | Bug: Track down johnsu01's problem with links from E-Mail from John Sullivan {{Tasks:860}} (PlannerMode) |
| B | X | Check out EClass again from 2003.11.11 {{Tasks:876}} {{Schedule:22:00-22:30}} |
| B12 | X | Check out EmacsWiki#RecentChanges from 2004.04.22 {{Tasks:918}} |
| B | X | Re-cache Damien Elmes' TLA archive {{Tasks:926}} |
| B14 | X | Feature: Notes aggregator from Chat with Nafai on sterling.freenode.net%23emacs {{Tasks:858}} (PlannerMode) |
| B15 | X | Docfix: Add documentation about write-file-functions from E-Mail from Frederik Fouvry {{Tasks:897}} (PlannerMode) |
| A3 | C | Schedule an appointment with the AU embassy. Oh, good, no personal appearance required. {{Tasks:904}} {{Schedule:19:30-20:00}} (TripToAuAndNz) |
| A4 | C | Schedule an appointment with the NZ embassy {{Tasks:905}} {{Schedule:10:30-11:00}} (TripToAuAndNz) |
| C1 | C | Allow people to organize wiki files in a directory tree using Gary's patch from E-Mail from Gary V. Vaughan {{Tasks:781}} (EmacsWikiMode) |
| C2 | C | Feature: Work on Oddmuse compatibility from E-Mail from Joe Corneli {{Tasks:806}} (EmacsWikiMode) |
| C3 | C | Feature: Write an aggregator that adds notes to planner plan pages--this is planner-search-notes-with-body for now {{Tasks:629}} (PlannerModeRSS) |
Notes
18. Blogging
17. Heuristics for good lectures
I wonder - maybe I can do some kind of voting. Open each session with a controversial thought, like "Learn programming in 21 hours."
16. Themes
- Describe the great ideas behind computer science. (The _why_. See previously blogged topic.)
- Write graphical applications that solve real-world problems using basic programming structures. - Test, trace and debug programs.
- Develop a plan for learning unknown material. - Learn new features from documentation. - Share lessons learned with others.
- Identify the requirements. - Design an object-oriented system. - Develop a plan for implementation.
15. Learning-centered syllabus
(Nice page!)
I should expose my students to these questions. We've missed out on them so far.
- How do we think in this discipline? - How do we organize knowledge, add to the knowledge base, recognize and test new knowledge? - What is our philosophical base? - How do we approach questions of ethics? - With what theoretical questions are we most concerned?
- How do we use knowledge in the discipline? - How do we apply what we know? - How do we recognize unmet needs? - How does this discipline make the world a better place? - With what other disciplines do we interact?
- What stimulates our enthusiasm? - How do people in our discipline rejuvenate our interest or intellectual involvement? - What are our greatest accomplishments and loftiest goals? - What makes the discipline a worthwhile field of study?
14. Interesting notes from the best practices
Immediate Mastery Quiz: When a regular immediate mastery test is included in the last few minutes of the period, learners retain almost twice as much material, both factual and conceptual.
Individual Task With Review: Problems to solve that apply the concepts presented. Students complete a worksheet or other task and compare the results with their neighbors before the whole class discusses the answers.
Intrinsically-Phrased Reward Statements: Positive expressions about emerging learner performance and achievement highlight internal feelings of self-worth and self-satisfaction (without praise, which is an extrinsic judgment). Enjoyment "That was fun!" "I get pleasure from that, too." Competence "You did it!" "That is mastered!" Cleverness "That was tricky." "Creative." Growth "You've taken a step forward." "Change has occurred!"
Construction Spiral: Ask a sequence of questions, beginning at a reflex level, in a three-step learning cycle--(1) individual writing for 3-5 minutes, (2) small group sharing in trios or pairs, and (3) whole class, non-evaluative compilation. Used to construct understandings and concepts.
Peer Teaching: By explaining conceptual relationships to others, tutors define their own understanding.
- Question Pairs--learners prepare for class by reading an assignment and generating questions focused on the major points or issues raised. At the next class meeting pairs are randomly assigned. Partners alternately ask questions of each other and provide corrective feedback as necessary.
- Learning Cells--Each learner reads different selections and then teaches the essence of the material to his or her randomly assigned partner. </blockquote>
13. A Brief Summary of the Best Practices in Teaching
12. Planning for instruction: CS21A
In CS21A, I expect students to learn how to write graphical Java applets and applications that use conditionals, control structures, and collections to solve problems. I also expect them to learn how to learn new functions and ideas from documentation, and develop the habit of object-oriented design and decomposition. They should also master tracing and debugging programs.
To measure their ability to learn independently by referring to documentation and experimenting with programs, I will give open-ended laboratory exercises and credit for things learned outside class. I will also give research-style assignments.
To measure their ability to read and trace through code, I will have drills and other exercises.
To measure their ability to debug, I will give them programming exercises where they have to test and debug source code.
To develop their ability to design objects, I will present them with situations and ask them to identify the objects, methods and attributes in an assignment that spans several sessions.
Students must know how to move and copy files on the computer in order to submit their projects. Arithmetic is also required.
Self-evaluations, laboratory work, quizzes.
Most of my instruction will be in the form of written supplements and laboratory activities. I will also demonstrate code in class.
The topic outline will be central to the course webpage. Assignments will highlight which topics they are relevant to, and assignments will also be cross-referenced with the topics so that students who want to practice a particular topic can choose among the available exercises.
I expect 20 students in my CS classes and 30 students in my MIS classes.
Almost all CS students approach this as a relevant major course. MIS students might not see the relevance of the course to their future work. I occasionally get non-majors.
I can assign short homework (~ 15, 30 minutes to complete) for the lecture days. Most lab work should be done in class. Students are expected to devote outside time to work on their projects. Realistically speaking, I should expect no more than 4 hours a week, preferably set up as two long blocks.
Most of my students will need some correction.
I would like to prepare courseware for this. I expect to devote an average of 2 hours preparing for each class session.
11. Free NZ visa
10. sacha/try-expand-emacs-wiki-name
(defun sacha/try-expand-emacs-wiki-name (old)
"Expand a wiki name."
(unless old
(he-init-string (he-dabbrev-beg) (point))
(setq he-expand-list
(if (derived-mode-p 'emacs-wiki-mode)
(delq nil
(mapcar
(lambda (item)
(when (string-match
(concat "^" (regexp-quote he-search-string))
(car item))
(planner-make-link (car item))))
(emacs-wiki-file-alist))))))
(while (and he-expand-list
(or (not (car he-expand-list))
(he-string-member (car he-expand-list) he-tried-table t)))
(setq he-expand-list (cdr he-expand-list)))
(if (null he-expand-list)
(progn
(if old (he-reset-string))
nil)
(progn
(he-substitute-string (car he-expand-list) t)
(setq he-expand-list (cdr he-expand-list))
t)))
9. NZ
8. Scheduling an appointment with the AU embassy
7. James Farmer's Online Education Weblog
6. Orkut at 11 weeks
5. Structured procrastination
The essay is available at: http://www-csli.stanford.edu/~john/procrastination.html
4. How to be a programmer: a short, comprehensive and personal summary
Excellent article. I think I'll make it (or something similar) required reading for my students. Mirroring locally.
3. Straw and Jan Alonzo
Kudos to Jan Alonzo (PLUG) for significant contributions to Straw, a blog aggregator. Impressed.
2. Scheduling
1. C2 wiki: Patterns for teaching
- Goals: Have them and explain them! - Structure courses top-down! - Weave a tight net of understanding! - Concrete before abstract! - Beware of chunking! - Explanation before expression! - Good definitions are bad explanations! - Tell Me Three Times - Establish feed-back loops! - Examples, examples, examples! - Repeat, but don't repeat! - Tell stories!
I'd love to hear about any questions, comments, suggestions or links that you might have. Your comments will not be posted on this website immediately, but will be e-mailed to me first. You can use this form to get in touch with me, or e-mail me at sacha@sachachua.com .
