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The curriculum of a Computer Science course is a sequence of planned subjects that the students will be taught in the course. This tag should be used for questions asking for guidance on designing parts of that sequence, the entire sequence or questions related to the preferred order in which to teach subjects. Question relating to a single lesson should NOT receive this tag.

Similar to Itamar Green's answer, if I designed a course this way, I would only focus on one or two tasks in the lower level language. But even so, I might avoid this approach for introductory studen …
answered May 27 '17 by Ben I.
In my experience, kids need a second exposure to binary before it starts to really sink in. During sophomore and junior years, we use binary heavily for certain key moments at my school, so that fresh …
answered Jun 22 '17 by Ben I.
There is no single answer to this question, as the best approach will depends very much on the goals of the instruction. If you have adults who have entered into a 4-week intensive in order to change …
answered Jul 23 '17 by Ben I.
While there is a natural appeal to teaching assembly programming (hey, we can build everything up from first principals!), early students really need to master sequencing and organization at a higher …
answered May 23 '17 by Ben I.
With two weeks, you'd be better off focusing on a bit. If you are teaching C++/Java, why Python? I would choose only one of those three languages, as they are all fairly similar. Alternatively, if y …
answered Jun 12 by Ben I.
All of those tools are useful, and for slightly different things. Write code live and have students type along This is a great tool when you want to discuss a simple algorithm. Having the kids type …
answered Jun 6 '17 by Ben I.
As a wise man once said, "We are preparing students to solve problems that don't exist / using technologies that haven't been invented." I agree with alephzero in the sense that you can't avoid this …
answered Jul 1 '17 by Ben I.
I'm afraid that there is no single silver bullet. The problem you've pointed to is very real, and isn't limited to students. All of us tend to stick to our own familiar toolsets because, well, it's …
answered Apr 10 '18 by Ben I.
If the goal is simply to handle two types of audiences, you can structure the entire course that way - suggest that every class member choose a path. The rough outlines of the course will be the same …
answered Jun 12 '17 by Ben I.
First of all, kudos to you for being willing to support learning in your community! This is awesome work, and I'm always glad to hear someone is pitching in to help kids learn. I wouldn't be so sure …
answered Jun 28 '17 by Ben I.
I personally teach mutation almost immediately. However, I agree with Buffy that more difficult is not really the metric people are using to decide to teach mutation later. It is about giving certai …
answered Jul 21 '17 by Ben I.
For the record, I agree with @Buffy's response that it is not a great use of course time, and it sounds like you will be taking that advice. I have just two things to add: If you believe that this …
answered May 7 by Ben I.
1) What exactly are the knowledge areas? Are they the fields of computer science where Ph.D. students can focus their research? These are outlines of undergraduate courses. The document is descri …
answered Feb 17 by Ben I.
"Coding" is impossibly broad, so it's hard to know exactly how to advise you. There is no one right approach. In general, if you want to know about testing, quality assurance, and project management …
answered May 10 by Ben I.
There's one more reason I'd like to add to those here, less high-minded, but also a genuine consideration. One of the practical difficulties of teaching an introductory course is that the students co …
answered Sep 2 '17 by Ben I.

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