What do we do?
- Outcomes and standards-based education
- Not a curriculum company
Who is this for?
- Turning juniors/mids into mids/seniors
- Turning seniors into leads, principles, VPs
- Not necessarily with career alignment- they don't have to go all-in
anti-patterns, people, assholes, dopes
Development is a minefield of big shots, jerks, and jamokes. How do you steer clear of the saps-- and make sure that you're not being one yourself? By learning the signs. From the Weekend Commando to the Pharisee, we'll learn how to spot 5 different development jabronis in the wild. Most importantly, you'll learn some tricks for being less of a mark-ass buster and more of an ace.
npm initto start a new project
npm install -S express cors morgan dotenv body-parser knex pg
npm install -D nodemon mocha supertest
touch index.js app.js
app.jsfile that initializes Express, uses the
morganmiddleware, and exports
appas a module
+ Good job repeating the question for the video/remotes + Good job modeling good great git workflow! + I love your tasks for the students on the whiteboard ("How did the coder solve the problem? Did the coder get stuck? What did the coder do that I will now do?") - ...BUT, they aren't objectives. Objectives are the way you want the students to be changed, not what you want them to do. Objectives for those might be "Identify 2 or more ways to solve programming problems", or "Commit to changing one coding behavior." + Doing a great job narrating your thought process
- You're typing on your computer instead of Milo typing on his- anything a student can do, a student should do + Good leading question: "We need to go from one thing to three things. How would we do that?" + "When does it change?" taking good opportunities to ask questions - Don't touch a student's computer - To make that lesson stick, Milo needs to have done something- Find ways for him to prove some of that variable assignment stuff himself, either through tests, node scripts, or in the browser REPL
+ Checked in on Tru, who appeared to be zoning out - Very difficult to focus when Milo and Brent were talking - Instead of "Questions?", use a prompt that encourages questions, like "What questions do you have?" + Great live-coding + "What am I forgetting?" <- Great spinning a mistake into a teaching opportunity
+ "And now we know... what?" <- Good high-rigor prompting + Student is doing all of the work, and almost all of the thinking - Student serving out of the file system + Prompted the student to look something up instead of just giving him the answer + "You searched for ___, I searched for ____" <- Excellent