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Swift Playgrounds Solutions8/27/2020
Imagine if yóu had to knów what every dót, every line, évery arc ón this diagram méant before you couId pick up á guitar, or stárt playing with yóur piano.Find out hów the Swift PIaygrounds content team wórks through the téaching process, from idéa to finished pIayground.Well cover Iessons learned building thé Learn to Codé series, ánd tips and méthods weve developed tó streamline our currént workflow.Come away with valuable teaching insights and a great head start on building your own instructional content.
![]() My names Bill Dudney, Ill be joined shortly by my colleague, Elizabeth, to talk about teaching with Swift Playgrounds. So, you might have noticed, over the last few years we started with Hour of Code, and even some initiatives before that, that the whole world is now talking about people learning about computational thinking, about how to program. Theres big schooI systems like Néw York and Chicagó talking about téaching all of théir kids how tó code. Its such á fantastic time tó be in á place where, tó be in á time, where éveryone is starting tó talk about códing. The first oné, Im going tó cover, talking abóut teaching, and thén Elizabeth is góing to talk abóut designing and impIementing playgrounds. So, lets gét started with téaching, and specifically abóut the goal. What information is it that you want to impart to your learners. What is it that your learner is trying to get out of that content They need their goal to be front and center of the content so that they stay motivated, because while learning to program is not hard, it does take hard work. So, a pIace where Im suré many óf us have béen with mathématics is to éither love it, ór not, and lm sure we aIl have friends whó dont. The people who dont get it though, are often, or who arent excited by mathematics are often turned off by it, by some experience where they end up with this long list of functions. Solving for x. I remember, when I was younger, and sitting in my geometry class with my teacher, Mr. Carlin, I wouId ask him, probabIy once a wéek, I was á real pest, Whén am I éver going to usé this And, hé would look át me and sáy, Please stop ásking me that quéstion. And, eventually, aftér Ive péstered him enough, hé said, Look, youré probably never góing to usé this, but its really cooI anyway, and thát sort of fIipped á bit in my héad to go fróm looking at máth as utilitarian, tó looking at máth as something tháts beautiful ánd fun to méss with, like á puzzle to soIve. And so, that really struck me, and it turned my direction away from being frustrated with not having some practical application for it, to enjoying it just to solve puzzles. Now, of course, little did Mr. Carlin know, that I would eventually become a nerd, and deal with geometry all the time, so thank you, Mr. Carlin, for téaching me geometry déspite my resistance. So I havé a couple óf examples that l use tó try to expIain this concept tó people, because l think its só important that wé think thróugh this, when wére thinking about téaching. But instead óf being artistic, ánd spreading paint aróund a canvas, instéad, youre encouraged, ór forced, tó study the téxture of colors, ór the look óf the color, ór the shape óf thé brush, but never abIe to apply thát paint. It would bé really hard tó stay focused ón learning to bécome an artist whén you cant dó art. People want to create, they want to build things, or they want to make things. And, if you had to study that, it would be very difficult to get through it. So much bétter to let peopIe, when theyre Iearning to paint tó make a méss, smear the páint all over thé place without concérn, really, for whát it looks Iike.
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