Learning Habits

Habits Intro

The provided text text is a comprehensive framework for evaluating students in a Computer Science Project-based learning course, focusing on a broad spectrum of criteria beyond traditional assignment grades. This framework encompasses both soft skills and technical abilities, aiming to create a holistic profile of each student’s performance and growth.

• Focus and Intentions: This category assesses students’ general attitudes and behaviors towards learning, including attendance, work habits, behavior, timeliness, and prerequisite knowledge. It emphasizes the importance of consistent participation, productive work ethics, adaptability, and preparedness for the course.

• Technical Progression: This section evaluates students’ development of technical skills and understanding over the course. It includes assessments of their initial technical sensibility, their ability to clearly present and explain technical concepts, and their growth in technical expertise as they prepare for significant milestones like the AP exam.

• Soft Skills and Presentation: This area focuses on students’ interpersonal and self-management skills, including self-advocacy, communication and collaboration, leadership, and integrity. It highlights the importance of effective communication, teamwork, leadership potential, and ethical behavior in both academic and professional settings.

The framework suggests that each student’s performance is evaluated not just on their academic achievements but also on their work habits, technical skills, and soft skills. This approach aims to provide a more comprehensive assessment of students’ readiness for future challenges in Data Science and related fields.

Habits and Ongoing Evaluations

In any course, “Grade”, is not the only assessment that is on a report card. A Student, on a daily basis, establishes work behaviors and demonstrates capabilities with a Teacher.

As an employee, on a daily basis, an individual establishes work behaviors with peers and manager. Sometimes managers document behaviors. As Data Science improves, employers are constantly considering bnd re-considering etter techniques for monitoring employee work.

In this course, will be establishing a Data Science profile 1/0, or a ratio, for each students, this profile will be maintained by Teacher and will be complemented by the sytems we use. The course will be using these ratios in evaluating the grade and other assesment criteria for each students project and final report card.

• Focus, Intentions

  • Attendance: Does the student have a computer every day, were they tardy, or did they have any irregularities in presence; like being gone for 1/2 hour bathroom breaks, consistently missing intro sessions to class, …

  • Work Habits: Does the student have a class time work ethic or in Teacher perception appears to be productive; do they have collaboration meetings with pair and team? do they do their own work in class time? do the follow a plan? are the open to change? are the improving habits? are their work habits a positive to those around them?…

  • Behavior: Does the student require redirection from Teacher to be on task? are they active and appropriately participating in Tech Talks? are they actively trying to win habit points? are they focussing on the right things at the right time? do they have grit and persistence? do they avoid distractions like phones, ear phones, head phones, paper? …

  • Timeliness: Is the student ready to participate in live reviews? are they aware of assignments requirements and due dates? is their work outcome in alignment with assignment expectation? are they on track with work and showing progress? is progress consistent with time period, expectations, and Teacher assessed capabilities? do they keep ahead of the projects? do they avoid last day, last minute work? ….

  • Qualified, satisfies pre-requisites: Teacher assessment on if the Student was qualified to take class. For instance, some CSA students skip CSP and have had no previous background in CompSci. Another case, is the student a “good student”; someone that completes tasks and accomplishes goals; someone that is prepared to work in class and do homework; is the student able to identify their needs and learning style requirements; do they participate; do they ask questions; will they review visuals; talk about problems; attend office hours; Finally, is the student progressing and futher qualify themself through the year; is the student carrying skills from earlier sprints into current sprint.

• Technical Progression

  • Tech sense: Teacher assesment on the “technical sense or sensibility” when entering the class and each sprint throughout the year. For instance, in the beginning is student able to navigate their own computer, locate files, install software? Or as they progress through year are they able to use their tools, perform tool updates, keep things working, troubleshoot? Are they able to navigate through technical elements? Over time, will they adapt and try to improve efficiency? …

  • Tech talk: Does the student show the ability to explain what they have been working on? Are the able to describe technical elements with correct vocabulary? Are they able to understand technological jargon, understand the technical frameworks in order to explain it to others? Are they confident and prepared? …

  • Tech growth: Teacher assesment on “technical rating” as the student progresses in class or prepares to take the AP exam. Did the student acquire technical abilities in each Sprint prior to AP exam? Does the student learn the Tech, or do they simply try for the points? Is the student building on skills learned as foundations for the next task? At the time of the AP exam time, did the Teacher believe that they would undoubtedly receive a “3” or higher?

• Soft Skills, Presentation

  • Self advocacy: Teacher assesment and perception on how the student self advocates. Does the student effectively communicate, convey, negotiate or assert interests, desires, needs? Does the student seek out help when needed? Does the student ask questions on Slack, in person, of team members? Does the student attend Tutorial? Is the student aware and informed of assignments? Does student make informed decisions and take responsibility for their own decisions?

  • Comm and Collab skills: Teacher assesment and perception on whether the student is a collaborator and communicator in classroom. Does the Teacher see the student exhibiting collaboritive behaviors? Does student explain and review work with others? Do they work consistently plan work with others? Are communication and collaboration behaviors a willing and active attributes in the students persona? Does the Teacher observe the student as active in communication during live reviews?

  • Integrity: Teacher assesment on how the student represents their own work and behavior. Does the student have a general sense of self-awareness, group-awareness, and how actions impact others? Does the student and student group respect and follow the rules established in the classroom and by the Teacher? Without question, did the student do their own work on each assignment and throughout the grading period? In live reviews, did the Teacher think the student was misrepresenting work as their own? Did the student stand-by silently as other were presenting, silence usually means coat-tailing in hope for credit? Was there questionable behavior that was not atoned, for instance being a suspect or caught in cheating scandal?

  • Organized: Teacher assesment or observation on organization and leadership qualities of the student. Did the Teacher observe the student as having key leadership and organization skills? Did the Teacher see time management skills exhibited by the student, including creating work issues and schedules, finding the in-between time for things that are not part of the norm? Did the student exhibit networking, critical thiking, and proactivity? Did the Teacher see excellence and the student to take on a technical or leadership position in the classroom? Did the student follow through with that responsibiility? Would the Teacher or did the Teacher ask the student to perform a task important to the entire classroom?

Hacks, Learning Habits Table

Review criteria above. In this review, pairs should rate each other base on their mutual experience.

Rank to Ratio, rank is an integer
1 = .55 2 = .75 3 = .85 4 = .90 4+Mastered-Y = .95

Pair_showcase_ipynb_2_.md:zone

Pair Showcase

Showcase Overview

This will be a Live Review! A Live Review is where Students present to a Teacher. The Students share accomplishments from the Sprint with the Teacher. The review will highlight elements from the sprint.

Work is performed daily in class, expectations are 2 hours of outside work weekly for CSSE, 3 hours for CSP and CSA. A Showcase for a Sprint is where you, and in this case your pair, have progressed working on provided Assignments and Hacks in the time provided until you reach the scheduled Showcase. Everything is iterative, so there is no such thing as extended time in a Sprint Showcase. Everyday you should be adding work and make blog updates to prepare for the Showcase.

Showcase Requirements

This is a culmination of all activities in a Sprint. - Review Sprint Information. - Be sure to open and review Sprint Illustration.

During the Sprint there is always time to preview, communcate, or checkoff progress with the Teacher; if you have shared progress during the sprint, be sure to highlight success to jog Teachers memory. Never, never expect the Teacher to remember something you did. The Showcase is time for you to shine, impress, and recap journey.

• Format of Showcase. This is a pair event. This Sprint is focused on Pair Programming and Work, not Individual. In a class, live reviews for this Showcase will be done in pairs or trios (rare, 3 or less per class) for this event.
  • Make sure work is polished and reviewed. Part of working with a pair is preparation, review, and testing prior to presenting to Teacher. In the Tech world, quality presentations of Tech are as important as the Tech itself. Never share work that has not be previewed or share buggy work in a Showcase. This lacks professionalism.
  • Google or Microsoft Docs, Sheets, Presentations are frowned upon and will result in significant deduction. It is expected that you will be showing materials from your personal Student blog. The Teacher believes using a blog is helping with your ability to design, organize, and code.
  • Pair work can be shared, but both people should be able to talk about anything they expect to be counted toward their personal credit. If you did not participate or carry your own load on a topic, be honest, don’t fake accomplishments.
  • Attempts to get credit by claiming falsely or coat tailing is frowned upon.
• Preparation and Time. The Showcase requires preparation. At this event, it would be a mistake to ask “what do you want to show?”. This type of question should be asked before the showcase.”. Additionally, there are many sources that have been provided to answer that question.
  • Spring Blogs. The hacks within the blogs contain requirements and extras that should/could be incorporated into the materials you present in the Showcase.

Pair_programming.md:zone

Pair Programming

“Real World” Projects

Don’t do it alone. You and your pair will work collaboratively together and will learn to Build, Deploy and Host a Website (many blogs). Each blog has “Technicals” learned throughout each project. This Website will be done as incremental blogs as you learn. Each week an assignment will be given, and then the next week it will be under Live Review, and then for the weeks after each blog will be hosted on your Website.

• Feature Considerations for Website (blog project)
  • Final Project and Blog Requirements - A home or fun zone for your Website should contain a unique idea(s) - Educational zones that capture every key learning and course objectives - About Me page, consider personal privacy issues as this will be public
    • Project Technicals, over the Trimester
      • Managing Project-based Learning (PBL) requirements for each Project (Issues, Scrum Board)
        • CSSE, CSP, CSA. Use of “JavaScript, HTML, CSS”. Frontend or Presentation development.
        • CSP. Use of “Python Functions and Classes” in a backend.
        • CSA. Use of “Java Classes and OOP” in a backend.
        • Data Structures. The exchange between frontend and backend: Backend could be Data Frames from Pandas, “SQL” databases, “API” data, etc.
• Individual GitHub Pages Considerations
  • Each week we will be studying Big Ideas/Key Objectivies. There will be Units and blogs in the schedule that will describe key objectives. In AP Classes this will include Collage Board Test Prep and PBL Tech Talks. In Articulated Courses, this will be documenting meeting objectives of the course.
    • GitHub (GH) Pages should be used as a project/lab notebook. In GH Pages, you can capture Project-based Learning (PBL). Also, in Jupyter Notebooks you can capture JavaScript, Python, and Java key learnings each week using Jupyter Notebook code cells!
    • BTW, using GH Pages will let you Code and Blog at the same time. Jupyter Notebooks using Python and Markdown will enable running code in code cells and notes in Markdown cells. The Teachers like running code! Jupyter Notebooks, using Python kernel can do JavaScript, Python, Bash and other languages. Additionally, there is an independent Java kernel.

Hacks

Establish PBL and Comp Sci attitude; often called an Agile Mindset or Growth Mindset. Here are some elements you could add to start your blog.

• Watch a video How I Would Learn To Code. Record some thoughts.
• Attitude. An Agile/Growth mindset is not knowing the answer, making lots of mistakes and performing iteration. A successful grade is dependent on making mistakes, research, asking questions, and continual iteration. Record some mistakes you made and then show the resulting corrections.
• Tools and Equipment. Highlight some items you learned from the tools setup. Why do you think bringing a personal laptop or Chromebook to class daily is so important? Comment on how the Internet, AP Classroom, ChatGPT, and Nighthawk Coders website will be considered as a textbook.
• Requirements. Everything will be distributed electronically. All code you develop will be delivered to the Cloud. No paper!
• Grading guidelines. Write your interpretation of this paragraph in your blog. There will be key technical objectives that will require producing tangibles aka tangible artifacts. Essentially, it is impossible to be late with work if you work consistently attend class, work in class and turn in progressive tangibles each week. Thus, failure to have work will result in a point deduction. Additionally, late work must be defended during office hours and will receive a 10% deduction or more.
• Understanding point scale. Write your interpretation of the below in your blog.
  • A High “A” is very tough to achieve, something beyond the given requirements. Something that exhibits an unforced desire to learn and Code/Code/Code beyond. A series of these types of grades is required to earn a Teacher recommendation for College.
    • Low “A” is consistency in producing tangibles toward Team Project and Individual GH Page according to Issues and Scrum Board plans. Plans must be consistent with key objectives and technicals.
    • “B” is having flaws in consistency or tangible shortcomings, but mostly on track. A flaw would be mostly working code, and attempts, but an incomplete assignment.
    • “C” is a lack of consistent effort, lacking tangibles. Lack of producing running Code.
    • Below “C” is composed of Slash/Slash/Slash offenses. Lack of attendance, disruptive behaviors, using phone inappropriately, doing work from other classes during CompSci class time, paper visible in class, and turning in “tangibles” that you can’t represent in live review.
    • Zero is a result of plagiarism. The Teachers will likely miss the first few offenses of plagiarism, thus any offense will result in an inquiry on previous work. Remember this is an effort-based class.