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It really depends on the prequisite knowledge that you have. If you're good in reading knitting patterns, it means you have a tack for algorithms. If you know p
by mettamage 8y ago
It really depends on the prequisite knowledge that you have. If you're good in reading knitting patterns, it means you have a tack for algorithms. If you know propositional logic because you were a philosophy major, then if-statements are basically a syntactic difference and nothing else.
When I was a bootcamp instructor I noticed that my top students were able to pick up React Native or Electron without me teaching them. One student needed to learn the basics of Python, PHP and later on Java Spring Boot. He was capable of doing that.
For students that are in the lowest 33% I would agree, but for everyone above that there is a debate and for the top students it is not a question in my opinion. They are employable, even for different technologies. Of course, they still have a lot to learn, but they also have demonstrated they're capable of doing that making them an investment that's easily calculated whether he/she will be an asset or not.
- disqard 8y agoAs someone with experience teaching younger people (middle school students) programming, I have also seen this three-way split, though it may not be an even one. 1. Learners who will succeed, regardless of the amount and nature of instruction. 2. Learners who will not be able to grasp the material, due to lack of engagement, interest, self-efficacy, or some other related factors that cannot easily be fixed in a one-to-many classroom setting. 3. Learners who will succeed with the right kind of instruction, but will flounder without it. Effective instructors try to gauge who falls into the third category, and then concentrating their efforts on these individuals.
- andernash 8y agoAs an enterprise boot camp instructor who taught the same fullstack web dev curriculum to career desktop application engineers at a big company, I saw this three-way split as well.
- walshemj 8y agoIts how teachers in the UK put most effort in getting D level students to a C and tend to ignore both the struggling and high achievers.