44
55This workshop is designed using the science of learning. Learning is
66when new content gets incorporated into long-term storage in the brain
7- and in a way that it can be later retrieved from storage to be used
8- again. Some of the best ways to enable learning is to do "active
9- learning" by engaging with the material, practicing retrieving what was
10- just taught, repeatedly being exposed to and retrieve the content,
11- linking the new information with what you already know, and explaining
12- it to someone else.
7+ in a way that it can be later retrieved. Some of the best ways to enable
8+ learning is to do "active learning" by engaging with the material,
9+ practicing retrieving what was just covered, repeatedly being exposed to
10+ the content, linking the new information with what you already know, and
11+ explaining it to someone else.
1312
14- We use a variety of activities to target the different pathways of
13+ We use a variety of activities to target the different " pathways" of
1514learning. A big part of learning is being engaged in the * process* of
1615learning, not just learning the content itself. So to help you be
1716engaged in your own learning, we want to involve you in the reasons
18- * why* we do the things we do. These are the things we do in this
19- workshop that we've designed to enable optimal learning:
17+ * why* we do the things we do during this workshop.
18+
19+ Throughout the workshop, we use these practices to support learning:
2020
2121- We have a clear learning goal with a strong narrative throughout the
2222 workshop that ties back to that goal. It's much easier to learn when
23- you have a better idea of where you are going, where you are at, and
24- what to expect along the way.
23+ you have a better idea of where you are going, where you are at in
24+ relation to the end goal, and what to expect along the way.
2525
2626- The main activities are "code-alongs", where the teacher types on
2727 the computer and explains what it means while you type along. The
@@ -37,60 +37,54 @@ workshop that we've designed to enable optimal learning:
3737 your own, so you start to get a real sense of how to do it yourself.
3838
3939- We have discussion activities to encourage linking the new
40- information with what you already know and do in your work and how
41- you can apply it. Since humans are social beings, we also tend to
42- learn better when there is some social aspect to it. Explaining
43- something to someone else is one of the best ways to learn! The
44- quote "while we teach, we learn" from the Roman philosopher Seneca
45- is true here.
40+ information with what you already know and do in your work as well
41+ as how you can apply it. Since humans are social beings, we also
42+ tend to learn better when there is some social aspect to it.
43+ Explaining something to someone else is one of the best ways to
44+ learn! The quote "while we teach, we learn" from the Roman
45+ philosopher Seneca is true here.
4646
4747- We have minimal to no slides or lectures, as they are forms of
4848 information sharing with the lowest rates of learning. Instead we
49- include reading tasks, so you can re-read things you may not
50- understand, go at your pace , and take notes, all of which support
49+ include reading tasks, so you can go at your pace, re-read things
50+ you may not understand , and take notes, all of which support
5151 learning. To help reinforce what you just read, the teacher will
52- briefly summarise and emphasise key points after you've read it,
53- which is another form of repetition and targets another part of the
54- brain (the auditory pathway).
52+ briefly summarise and emphasise key points after reading tasks, to
53+ repeat the main points and target another part of the brain ( the
54+ auditory pathway).
5555
5656- We include several breaks throughout the workshop to help you
5757 recharge and refocus. The brain is only able to effectively focus on
5858 one thing at a time in 30-50 minute blocks of time. That's why we
5959 mix together code-alongs, exercises, discussions, and reading to
60- give your brain something different to focus on. But having an
61- explicit break, even 5 minutes, is enough for the brain to better
62- process and store what was covered.
60+ give your brain some variation. Having an explicit break, even 5
61+ minutes, is enough for the brain to better process and store what
62+ was covered.
6363
6464- We put all the material online so that it is easy for you to go back
6565 to after the workshop, which builds the repetition and retrieval
66- practice part of learning.
67-
68- - Our brains can get easily distracted, which is completely normal! So
69- if you get distracted during the workshop, you can go to the
70- material online to quickly get caught up with where we are. We also
71- make sure to follow the material on the website closely, so that it
72- is easier for you to follow along.
66+ practice part of learning. Our brains get easily distracted, which
67+ is completely normal. So if you get distracted during the workshop,
68+ you can go to the material online to quickly get caught up with
69+ where we are. We also make sure to follow the material on the
70+ website closely, so that it is easier for you to follow along.
7371
7472- Being in a safe and supportive environment puts the brain into a
75- more relaxed state that also happens to be optimal for learning.
76- Hence why we try to explicitly create that space, for example with
77- the use of our Code of Conduct.
73+ more relaxed state that is optimal for learning. That's why we try
74+ to explicitly create that space, for example with the use of our
75+ Code of Conduct.
7876
79- - Asking for help can be a hard thing to do, especially in settings
80- where you are learning and might be confused or struggling with
81- something being taught. You might feel vulnerable asking for help
82- and showing that you don't know something. To help reduce these
83- feelings and to create a safer space, we regularly get you to put up
84- little origami hats (or stickies) to assess how everyone is doing.
85- If you need help or are struggling with something, you put up the
86- "help" hat (usually orange) and a helper will come to you as soon as
87- they can. We often have several helpers, so that you can get help
88- quickly. Putting up a little hat is a low effort way of asking for
89- help. You don't need to raise your hand that everyone can see nor
90- interrupt the teacher, and you can keep trying to follow along (or
91- fix the issue) as you wait for a helper to come over. This means it
92- will be easier for you to ask for help, which is what we want in a
93- learning setting! :grin :
77+ - Asking for help can feel difficult, especially when you are learning
78+ and are unsure about something. To make it easier and feel safer, we
79+ use origami hats (or stickies) to show how everyone is doing. If you
80+ need help, you put up the "help" hat (usually orange) and a helper
81+ will come to you as soon as possible. If not, you can put up a "all
82+ good" hat (usually blue) to let us know you are following along.
83+ Since we often have several helpers, you usually won’t wait long.
84+ This simple system lets you ask for help without interrupting the
85+ teacher or drawing attention, so you can keep following along while
86+ you wait. Our goal is to make getting help easier and more
87+ comfortable.
9488
9589Now you know a bit more about the thoughts behind how we've designed
9690this workshop to really try to support and enable your learning! :tada :
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