├── LICENSE ├── README.md ├── images ├── gobridge.png ├── gopher-brown.jpg ├── intel.png └── sagan.jpg ├── organizer-closing.slide ├── organizer-training.slide ├── organizer-welcome.slide ├── ta-cheat-sheet.slide ├── teacher-cheat-sheet.slide ├── teacher-tips.slide └── teacher-training.slide /LICENSE: -------------------------------------------------------------------------------- 1 | Apache License 2 | Version 2.0, January 2004 3 | http://www.apache.org/licenses/ 4 | 5 | TERMS AND CONDITIONS FOR USE, REPRODUCTION, AND DISTRIBUTION 6 | 7 | 1. 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We also recommend that a 185 | file or class name and description of purpose be included on the 186 | same "printed page" as the copyright notice for easier 187 | identification within third-party archives. 188 | 189 | Copyright {yyyy} {name of copyright owner} 190 | 191 | Licensed under the Apache License, Version 2.0 (the "License"); 192 | you may not use this file except in compliance with the License. 193 | You may obtain a copy of the License at 194 | 195 | http://www.apache.org/licenses/LICENSE-2.0 196 | 197 | Unless required by applicable law or agreed to in writing, software 198 | distributed under the License is distributed on an "AS IS" BASIS, 199 | WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. 200 | See the License for the specific language governing permissions and 201 | limitations under the License. 202 | 203 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # List of all slide decks 2 | 3 | This is a quick list of the workshop slide decks contained in this repo. These are slides formatted to be used with the [Go present tool](https://godoc.org/golang.org/x/tools/present), which can be run locally. See the section at the bottom for more details. 4 | 5 | # Material for teachers 6 | 7 | - [Teacher training](http://go-talks.appspot.com/github.com/gobridge/workshop-material/teacher-training.slide) 8 | - [Teacher tips](http://go-talks.appspot.com/github.com/gobridge/workshop-material/teacher-tips.slide) 9 | - [Teacher cheat sheet](http://go-talks.appspot.com/github.com/gobridge/workshop-material/teacher-cheat-sheet.slide) 10 | - [TA cheat sheet](http://go-talks.appspot.com/github.com/gobridge/workshop-material/ta-cheat-sheet.slide) 11 | 12 | # Material for organizers 13 | 14 | - [Organizer training](http://go-talks.appspot.com/github.com/gobridge/workshop-material/organizer-training.slide) 15 | 16 | The slide decks below are templates. Please fork this repo and update these templates to fine-tune the content according to your own workshop (your sponsor listing, the course you are offering, your local meetup info, additional info you want to include, etc.) Use your own fork when presenting. 17 | 18 | - [Opening notes](http://go-talks.appspot.com/github.com/gobridge/workshop-material/organizer-welcome.slide) 19 | - [Closing notes](http://go-talks.appspot.com/github.com/gobridge/workshop-material/organizer-closing.slide) 20 | 21 | --- 22 | ## Using the Go present tool 23 | 24 | #### Note: we strongly recommend that you run the slides locally on your machine. It is very easy and it won't fail due to network failures. Also, currently the online tool [doesn't allow force refreshes](https://github.com/golang/gddo/issues/281), so updated content will take a few hours to be shown. 25 | 26 | - With Go installed, simply go to the root of this project and type ```present```. 27 | 28 | - It will output a URL that you can past in your browser. The page at that address will list all the slides in this project. Click on the one of interest. 29 | 30 | Note: edits you make to a slide will immediately be reflected on the page upon a reload. 31 | 32 | For information on how to use elements of the present tool, see: https://godoc.org/golang.org/x/tools/present 33 | 34 | --- 35 | Many thanks to the folks at [RailsBridge](https://github.com/railsbridge/docs) for creating the bulk of the content used here. 36 | -------------------------------------------------------------------------------- /images/gobridge.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/gobridge/workshop-material/efdc658d1ec4ea0c35d2014fef23955809a5f4ee/images/gobridge.png -------------------------------------------------------------------------------- /images/gopher-brown.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/gobridge/workshop-material/efdc658d1ec4ea0c35d2014fef23955809a5f4ee/images/gopher-brown.jpg -------------------------------------------------------------------------------- /images/intel.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/gobridge/workshop-material/efdc658d1ec4ea0c35d2014fef23955809a5f4ee/images/intel.png -------------------------------------------------------------------------------- /images/sagan.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/gobridge/workshop-material/efdc658d1ec4ea0c35d2014fef23955809a5f4ee/images/sagan.jpg -------------------------------------------------------------------------------- /organizer-closing.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Closing Notes 2 | Thank you for coming! 3 | 4 | [date of workshop here] 5 | 6 | [organizer name here] 7 | [organizer job title - company] 8 | [email - optional] 9 | [organizer's website] 10 | @[organizer twitter handle here] 11 | 12 | 13 | * You have completed the GoBridge [name of the course] workshop! 14 | Congratulations! 15 | 16 | .image images/gopher-brown.jpg _ 300 17 | .caption _Gopher_ by [[http://www.reneefrench.com][Renée French]] 18 | 19 | * Please thank our awesome sponsors! 20 | * Sagan Systems 21 | 22 | Sagan is a team of successful entrepreneurs crafting a 23 | delightful customer support experience for today's 24 | mobile, social, always connected consumer. 25 | 26 | .link http://sagansystems.com http://sagansystems.com 27 | 28 | .image images/sagan.jpg _ 200 29 | 30 | * Intel 31 | 32 | Intel designs and builds the essential technologies 33 | that serve as the foundation for the world's computing devices. 34 | 35 | .link http://intel.com http://intel.com 36 | 37 | .image images/intel.png _ 200 38 | 39 | 40 | * Thank you all volunteers! 41 | 42 | List names of all volunteers, and thank them. 43 | 44 | Organizers 45 | - ... 46 | - ... 47 | 48 | Teacher(s) 49 | - ... 50 | - ... 51 | 52 | TAs 53 | - .. 54 | - .. 55 | 56 | 57 | * Use your credentials 58 | 59 | Go ahead and add your experience to your resume and/or linkedIn: 60 | 61 | *GoBridge* 62 | December 2015 - now 63 | Volunteer (Teacher, Event Organizer) 64 | 65 | 66 | * Celebrate! 67 | 68 | - Info about after-party, if any. 69 | 70 | - Include parking info and directions. 71 | 72 | 73 | * Recap 74 | 75 | - List top 3 things that were taught. 76 | 77 | - Would students like to share what they learned? 78 | 79 | 80 | * Participate in your local Go community 81 | 82 | Information for each local Go communities. 83 | 84 | - Go meetup... 85 | 86 | - GoBridge local chapter... 87 | 88 | - Local Women Who Go chapter... 89 | 90 | 91 | * Participate in the GoBridge Community 92 | 93 | - Twitter: @golangbridge 94 | 95 | - Join the #gobridge channel on Gophers Slack (invite: [[https://invite.slack.golangbridge.org/][https://invite.slack.golangbridge.org/]]) 96 | 97 | - Participate in the Go Forum: [[https://forum.golangbridge.org/][https://forum.golangbridge.org/]] 98 | 99 | - Reach out on the mailing-list: [[https://groups.google.com/forum/#!forum/gobridge][https://groups.google.com/forum/#!forum/gobridge]] 100 | 101 | - Email: support@golangbridge.org 102 | 103 | 104 | * Want to organize a workshop? 105 | 106 | .image images/gobridge.png _ 100 107 | 108 | The entry point for all workshop information, including how to kickoff or fund one: 109 | 110 | .link https://github.com/gobridge/workshops/ https://github.com/gobridge/workshops/ 111 | -------------------------------------------------------------------------------- /organizer-training.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Organizer training 2 | 3 | GoBridge 4 | support@golangbridge.org 5 | http://golangbridge.org 6 | @golangbridge 7 | 8 | * Intro 9 | 10 | Thank you for volunteering! 11 | 12 | * Bridge Troll 13 | 14 | * Using Bridge Troll 15 | 16 | - Record and modify RSVPs for Students and Volunteers, including self-selected class level preferences 17 | - Email all students and/or volunteers 18 | - Record check-ins of students and volunteers 19 | - Ask people at every turn to update their RSVP on Bridge Troll if they can't come or if their info needs changing. 20 | 21 | Bridge Troll automatically sends are reminder email three days before the event, 22 | but you can also send additional emails as needed. Also remind them that they can 23 | return to Bridge Troll to modify their RSVP, class level preference, dietary and 24 | needs for any children they plan to bring. 25 | 26 | * Financial support 27 | 28 | * Paying for things 29 | 30 | GoBridge is committed to providing financial support for people who want to organize a workshop but haven't been able to raise funds for workshop expenses, whether it is a newcomer or a established chapter. 31 | 32 | - How anyone can apply for a grant for a GoBridge related event, whether or not they have a established local chapter: 33 | .link https://github.com/bridgefoundry/operations/blob/master/financial-support/workshop-grant-applications.md Grant application 34 | 35 | - How to establish a fund as a new Chapter of GoBridge 36 | .link https://github.com/bridgefoundry/operations/blob/master/sponsorship Establish a fund 37 | 38 | - How to withdraw money for a Gobridge related expenses 39 | .link https://github.com/bridgefoundry/operations/blob/master/using-funds Get reimbursed 40 | 41 | * Hosting venue 42 | 43 | * Space 44 | 45 | - Who will be the company's liaison to contact if any questions/problems arise during the workshop? What is their contact information? During parts of the workshop will they be on-site? 46 | 47 | - Which rooms/spaces are available for workshop use? 48 | 49 | - May we (and can we -- sometimes there are reasons why it's logistically not possible) reconfigure spaces freely, for instance moving desks and tables, as long as we promise to diligently restore their original configuration before leaving on Saturday? 50 | 51 | - What is a suitable space, if any, to put children and a babysitter? 52 | 53 | 54 | * Security 55 | 56 | - What arrangements need to be made regarding picking up/dropping off keys? 57 | 58 | - Does there need to be someone down at the door? 59 | 60 | - Will they require non-disclosure agreements? 61 | 62 | - Are there rooms/areas that must be kept off-limits? 63 | 64 | - Are there any special arrangements to make regarding security? For example, providing a list of attendee names some number of days/weeks in advance. 65 | 66 | - Is there a firm time when they need us to depart? 67 | 68 | 69 | * Equipment 70 | 71 | - Is there a screen/projector? Are there Mac/PC adaptors for it? 72 | 73 | - Are there extension cords/connectors that the workshop can use? 74 | 75 | - Is there central air/heat on the weekends? If not, are there extra fans/space heaters that can be used if needed? 76 | 77 | - May we use any whiteboards and chalkboards we find in the rooms/spaces? If so, may we erase whatever is already on those? 78 | 79 | - Anything not-completely-obvious to know about using their equipment? 80 | 81 | - What will be the wifi login on the days of the workshop? 82 | 83 | 84 | * Parking 85 | 86 | - Is there public parking nearby they can recommend? 87 | 88 | - Is there bike parking anywhere in the building that would be available for the workshop? 89 | 90 | - Can bikes be brought inside? 91 | 92 | 93 | * Catering 94 | 95 | - Which of the meals for the workshop are they planning on covering? 96 | 97 | - Would they prefer to arrange any of the food? Or would they prefer we arrange and have the caterers submit any invoices to the location host? 98 | 99 | - Can the caterer accommodate special dietary requests, e.g. food allergies? Or do they prefer we arrange for those meals separately? 100 | 101 | - If there are snacks/drinks at the office, are these available to people at the workshop? 102 | 103 | 104 | * Sponsor appreciation 105 | 106 | * All sponsors 107 | 108 | - When would they like to have a plug? 109 | 110 | - During the opening presentation or lunchtime are common moments for the host to welcome everyone 111 | 112 | - Will they have some of their people attending to do this? 113 | 114 | - Would they like to provide company-branded stickers or other swag? 115 | 116 | * Some logistics 117 | 118 | * Cleanup 119 | 120 | - Where are trash receptacles? 121 | 122 | - Where are compost/trash/recycle bags located? 123 | 124 | - Where should filled compost/trash/recycle bags be put? 125 | 126 | - Do they have any specific cleanup/composting requirements? 127 | 128 | - Do we need to wipe down all tables or just handle the trash and put tables back where they were before the event? 129 | 130 | - Would they prefer we use all disposable dishes and utensils? 131 | 132 | - Would they prefer that we throw out any left over food? Or wrap it and leave it in the fridge for any of their people? 133 | 134 | 135 | * Breakfast 136 | 137 | - Workshop breakfast is usually coffee & bagels. Arrange to have everything delivered about 15 minutes before Volunteers arrive, so there is food and coffee to greet them. 138 | 139 | - Search around the workshop’s location to find a coffee shop which will deliver it to you, if possible. Not everyone will drink, but make sure to have plenty as many will refill their cups throughout the day. Remember to request extra cups & cream. 140 | 141 | * Lunch 142 | 143 | - Ask the host location if they have any recommendations for catering companies that they have used before. Give the Caterer estimated head count; usually 70% of that number of Yes RSVPs. Ask for a Vegetarian/Vegan option for about a third of the food, and if they will want help clearing away any of the set-up they bring. You can save some money if one of the organizers has a car and is willing to return the dishes to the company after the event. 144 | 145 | - If lunch will be delivered, please make sure they come at least 30 minutes beforehand so you & your team have time to set up. When setting up, try to make sure the food is accessible by many at the same time (perhaps various stations?) as lunch time goes by so fast. 146 | 147 | * Make after-party reservations 148 | 149 | - It’s always great to thank volunteers for their time and help with a free drink after the event. This also gives the workshop goers a chance to socialize more and really build some networking connections that will help support them if they decide they now have the bug and want to actually delve into this awesome world of programming! 150 | 151 | - Find someplace close. The closer the after-party is to the workshop site, the more likely it is that people won’t get lost or distracted between workshop and party. A deserted bar is ideal, a casual restaurant is also good. 152 | 153 | - Make arrangements with the location ahead of time. If you can tell a place that X many people will be coming and you will buy Y many drinks (one for each of your volunteers), that’s often enough to encourage them to go out of their way to support what you’re doing. 154 | 155 | Hosting an all-day workshop requires effort on the sponsor's part. Hosting an 156 | afterparty is a different event and requires even more effort. Having it at a 157 | nearby bar, coffee shop, etc. means letting the host move their chairs back. 158 | 159 | 160 | * Train the teachers 161 | 162 | - Set up a teacher training via Google Hangout or Skype 163 | 164 | - This often happens during the week of the workshop 165 | 166 | 167 | * Arrangements for Children 168 | 169 | What we offer is a supervised play area. Since parents are nearby and ultimately responsible for their kids, we do not provide full child care with all that implies. We use experienced babysitters or trusted volunteers. 170 | 171 | Anecdotally, few people will bring kids, but knowing it is available will often allow parents to immediately RSVP, even if later a partner can take the kids; people more frequently need nursing/pumping space 172 | 173 | It's worth checking with the people who said they needed to bring children to make sure they still really do. Many do not realize that you will be providing it specifically for them, and will try and make other arrangements after requesting it. Check in with them as soon as you can after the initial request to confirm. 174 | 175 | * Day of workshop 176 | 177 | * Some tips 178 | 179 | - Assign a volunteer to check people in. 180 | 181 | - Have teachers and TAs wear different badge colors so they can recognize each other. 182 | 183 | - Mention the after-party early and often. The more times you mention the fact and location of the after party the less likely it is that people don’t come because they don’t know about it. 184 | 185 | * Set up: welcome desk, presentation space, classrooms, & food 186 | 187 | Helpful signs: 188 | - Wifi details 189 | - The workshop's hashtag (Ex.: #gobridge-sf-workshop) 190 | - The #gobridge-workshop backchannel on Gophers Slack 191 | - Directions to the bathrooms 192 | - Giant "check in here" sign for welcome desk 193 | 194 | Also: 195 | - Make sure you know how to turn on the projector for the opening presentation 196 | - Put the food out in some kind of attractive manner. 197 | 198 | * Greet, check in, and nametags 199 | 200 | - Check all attendees in on Bridge Troll 201 | 202 | - Hand out name tags 203 | 204 | - When the first volunteer capable of checking people in walks in, make them a 'checkeriner' 205 | 206 | - Teachers & volunteers should be clearly marked on their name tags 207 | 208 | * Give opening presentation 209 | 210 | - This is where you tell the students a little bit about yourself, what brought you here, and go through those introductory slide deck that you forked and updated. 211 | 212 | - It’s also a good time to show a timeline for the day and mention that there will be a wrap-up session before everyone heads out the door. 213 | 214 | - This beginning session sets the tone for the workshop and is intended to get people excited about what they’re going to learn. 215 | 216 | - Give an overall schedule for the day so that both students and teachers are aware of what time breaks, lunch and end of class should be. 217 | 218 | - If the hosting venue or sponsor is giving a pitch or demo, confirm the time limit before hand and hold them to it. 219 | 220 | - It's also a great time to announce proper recycling/composting/landfilling procedures, where the water fountain is, and where the bathrooms are. 221 | 222 | * Keep time: remind/make all groups take breaks, eat lunch 223 | 224 | - Depending on how late you started, you may or may not need to enforce a morning break. Generally people are very focused, and you have to remind them to get some fresh air. (The conference rooms of most offices tend to get pretty stuffy with that much learning.) 225 | 226 | - A non-lunch afternoon break is essential. 227 | 228 | - Nominate the loudest organizer or volunteer to do the post-break "go back to your classes" yell. 229 | 230 | - If there's a class in the Installfest/presentation space, and that space is where the food is going to be, have them get their food first, so their class isn't interrupted by hordes of hungry coders. 231 | 232 | 233 | * Retrospective 234 | 235 | - Divide attendees up in order to do both a student and volunteer retrospective. 236 | 237 | - Get feedback on curriculum and organization. 238 | 239 | - Make columns on a board: Went Well, Went Wrong, To Improve 240 | 241 | - Have people list items and add a checkmark on items listed. 242 | 243 | - Keep the discussion focused on what happened at that workshop. Kill tangents that go too far off-topic or need to have their own meeting devoted to them. 244 | 245 | - Try not to lead the group down interesting tangents yourself. 246 | 247 | - Keep it under 20 minutes. 248 | 249 | - Take a picture of the whiteboard at the end and include those in your post-workshop write up. Email it to support@golangbridge.org or post on the GoBridge forum. 250 | 251 | - Pass out drink tickets to volunteers! 252 | 253 | 254 | * Afterparty 255 | 256 | * Afterparty logistics 257 | 258 | - Students pay for their own drinks 259 | 260 | - If there's an after-party sponsor, the money is used to pay for drinks (and a tip!) 261 | 262 | - The expectation is one drink per volunteer 263 | 264 | - After-parties can still happen if there's no drink sponsor – it's just a nice thank you for volunteers 265 | 266 | * If there's an after-party sponsor 267 | 268 | - Cost of after-party sponsorship is relative to the number of volunteers 269 | 270 | - Use drink tickets (either pre-made or just rip up a piece of paper) 271 | 272 | - Let the bartender know to put these drinks on the tab 273 | 274 | - If you have extra money, it's nice to get some appetizers to share 275 | 276 | 277 | * Post workshop 278 | 279 | - Within 72 hours, email students with: 280 | 281 | - Links to resources to continue learning 282 | 283 | - Post-workshop survey link, again 284 | 285 | - Encouragement to come back and volunteer 286 | 287 | - Email your volunteers & host space thanking them 288 | 289 | - Get reimbursed for expenses. Follow the guide for being reimbursed from Bridge Foundry: 290 | .link https://github.com/bridgefoundry/finances https://github.com/bridgefoundry/finances 291 | 292 | - Update this doc with your brilliant discoveries! 293 | -------------------------------------------------------------------------------- /organizer-welcome.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Welcome! 2 | Thank you for coming! 3 | 4 | [date of workshop here] 5 | 6 | [organizer name here] 7 | [organizer job title - company] 8 | [email - optional] 9 | [organizer's website] 10 | @[organizer twitter handle here] 11 | 12 | 13 | * Welcome to the GoBridge [name of the course] workshop! 14 | .image images/gopher-brown.jpg _ 300 15 | .caption _Gopher_ by [[http://www.reneefrench.com][Renée French]] 16 | 17 | 18 | * Backchannel for this workshop 19 | `#gobridge-workshop` channel on Gophers Slack. 20 | 21 | Post any question you have, *starting* *now!* 22 | 23 | If not on that Slack team, request an invite: 24 | 25 | .link https://invite.slack.golangbridge.org/ https://invite.slack.golangbridge.org/ 26 | 27 | 28 | * Housekeeping items 29 | - Raise your hand 30 | So the instructor and TAs can better assist everyone, we ask that you please raise your hand before asking a question. And please do ask questions! 31 | 32 | - Workshop storyline 33 | Sometimes we compile the best tweets and other social media posts into a storyline. Use the hashtag #gobridge when posting so we can find you! 34 | 35 | 36 | * Code of Conduct 37 | A reminder that we follow Go/GoBridge Code of Conduct. It can be found here: 38 | 39 | .link http://coc.golangbridge.org http://coc.golangbridge.org 40 | 41 | 42 | * We are here to help you 43 | 44 | Organizers 45 | - ... 46 | - ... 47 | 48 | Teacher(s) 49 | - ... 50 | - ... 51 | 52 | TAs 53 | - .. 54 | - .. 55 | 56 | 57 | * Don't be shy! 58 | 59 | - Ask questions! 60 | 61 | - TAs and teachers are here to help 62 | 63 | 64 | * Why are we here? 65 | 66 | - to educate underrepresented communities 67 | - to teach technical skills 68 | - to increase Go adoption 69 | - to foster diversity in Go 70 | 71 | GoBridge is dedicated to work so that the makers of technology are reflective of our diverse society, because diversity fosters innovation. 72 | 73 | It’s been my personal experience and it is also well documented in academia, 74 | that diverse teams are more innovative, creative and adaptable in modern 75 | cultures. Diversity is strength. Diversity is longevity. 76 | .caption Andrew Gerrand - GopherCon 2015 closing keynote 77 | 78 | 79 | * It's a community project! 80 | 81 | - All GoBridge materials are free and open to reuse by anyone (restrictions apply to name it a GoBridge workshop.) 82 | 83 | - Many individuals work to make this possible. Join us! 84 | 85 | - GoBridge is part of the Bridge Foundry non-profit umbrella organization. 86 | 87 | 88 | * Great resources and community: You are not alone 89 | 90 | - The Go Wiki has tons of resources and links to all kinds of things: 91 | 92 | .link https://github.com/golang/go/wiki https://github.com/golang/go/wiki 93 | 94 | - Gophers Slack: There is probably an active channel for your city and your favorite open source projects: 95 | 96 | .link https://invite.slack.golangbridge.org/ https://invite.slack.golangbridge.org/ 97 | 98 | - There are forums where people discuss all things Go: 99 | 100 | .link https://forum.golangbridge.org https://forum.golangbridge.org 101 | .link https://groups.google.com/forum/#!forum/golang-nuts https://groups.google.com/forum/#!forum/golang-nuts 102 | 103 | - Women Who Go: A group of Gophers exclusively for those who identify as women. Find or start a local chapter: 104 | 105 | .link http://www.womenwhogo.org http://www.womenwhogo.org 106 | 107 | 108 | * Goals of the workshop 109 | 110 | Today you will learn... 111 | 112 | 113 | * What is Go? 114 | Simple, Poetic, Pithy 115 | 116 | So much so, that it inspired an ever increasing list of proverbs: 117 | 118 | .link http://go-proverbs.github.io http://go-proverbs.github.io 119 | 120 | 121 | * Before we start... 122 | Please thank our awesome sponsors! 123 | 124 | 125 | * Sagan Systems 126 | 127 | Sagan is a team of successful entrepreneurs crafting a 128 | delightful customer support experience for today's 129 | mobile, social, always connected consumer. 130 | 131 | .link http://sagansystems.com http://sagansystems.com 132 | 133 | .image images/sagan.jpg _ 200 134 | 135 | * Intel 136 | 137 | Intel designs and builds the essential technologies 138 | that serve as the foundation for the world's computing devices. 139 | 140 | .link http://intel.com http://intel.com 141 | 142 | .image images/intel.png _ 200 143 | -------------------------------------------------------------------------------- /ta-cheat-sheet.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - TA cheat sheet 2 | 3 | GoBridge 4 | support@golangbridge.org 5 | http://golangbridge.org 6 | @golangbridge 7 | 8 | 9 | * Intro 10 | 11 | Thanks for volunteering your time to TA a workshop. Here we've tried to 12 | capture tips to make your experience, and your student's, better. 13 | 14 | 15 | * First, Do No Harm 16 | 17 | The *most*important* thing you can do as a TA is to make people 18 | feel they are in a *safe*learning*environment*. 19 | 20 | The *worst*outcome* is for a student to leave frustrated, confused, 21 | or belittled and never wanting to try programming again. 22 | 23 | 24 | * Troubleshoot Problems 25 | 26 | The most important job of a TA is to help students who are stuck on a step so 27 | that the whole class does not have to wait for them. 28 | 29 | 30 | * Make yourself available for questions and troubleshooting 31 | 32 | Some amount of struggling is part of learning, but if someone looks frustrated, 33 | offer a simple "Anything I can help with?" 34 | 35 | At the same time, try not to hover. 36 | 37 | 38 | * Help the Teacher Read the Room 39 | 40 | In general, teachers, especially new ones, tend to go too quickly. 41 | 42 | If you can tell students are confused, try offering to repeat your own explanation 43 | of a concept. Even just hearing it again can help and spark new questions. 44 | 45 | * Help with Logistics 46 | Volunteer to: 47 | 48 | - keep track of when it's time for breaks. This is super helpful! 49 | 50 | - monitor the backchannel on Gophers Slack for questions. 51 | 52 | * Conduct 53 | 54 | - Make sure you are familiar with the Go/GoBridge Code of Conduct and possible issues that can come up, and how to handle them: [[http://coc.golangbridge.org][http://coc.golangbridge.org]] 55 | 56 | - Help maintain a safe space not only for students, but also for all the volunteers. 57 | 58 | - Treat everyone as capable of performing their role. For example, don't jump to help a woman TA unless it is clear she needs help or help is requested. 59 | 60 | 61 | * Learn from Your Teacher 62 | 63 | Most teachers begin as TAs. 64 | 65 | Note what does and doesn't work about the class and use that if you get the opportunity to teach. 66 | -------------------------------------------------------------------------------- /teacher-cheat-sheet.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Teacher cheat sheet 2 | 3 | GoBridge 4 | support@golangbridge.org 5 | http://golangbridge.org 6 | @golangbridge 7 | 8 | 9 | * Intro 10 | 11 | Thanks for volunteering your time to teach a workshop. 12 | 13 | Here we've tried to capture tips to make your experience, and your student's, better. 14 | 15 | 16 | * First, Do No Harm 17 | 18 | The *most*important* thing you can do as a teacher is to make people 19 | feel they are in a *safe*learning*environment*. 20 | 21 | The *worst*outcome* is for a student to leave frustrated, confused, or 22 | belittled and never wanting to try programming again. 23 | 24 | 25 | * Teacher & TA Huddle 26 | 27 | It can be really helpful to talk with your TAs briefly before you begin and 28 | set the tone that your classroom will be a collaborative experience, not just a lecture. 29 | 30 | If any of them are up for it, you can have them teach a section or even just explain or 31 | diagram a tricky concept like databases. 32 | 33 | But don't push people if they aren't ready. 34 | 35 | 36 | * Laptop Setup 37 | 38 | - Get your screen on the monitor or projector. This is never 100% foolproof! 39 | 40 | - Zoom your browser and text editor fonts. 41 | 42 | - Disable any potential popups like work email, etc 43 | 44 | 45 | * Try to Put Yourself in a Student's Shoes 46 | 47 | If you code all day for your job, it's easy to switch windows without stating your intent 48 | and use all sorts of time saving shortcuts without even realizing it. 49 | 50 | Always announce keyboard shortcuts and commands, along with *where* to run them. 51 | Beginner students often don't know the difference between bash, editor, etc. 52 | 53 | If you want, you can try [[https://github.com/keycastr/keycastr][KeyCastr]] which will display shortcuts as you type 54 | but be careful if you type passwords ;-) 55 | 56 | Be explicit: 57 | "Let's go back to our *text* *editor* and find the *topics.css* file in the *app/assets/stylesheets* folder so we can change the style." 58 | 59 | 60 | * How to Begin the Class 61 | 62 | Go around the room and have people introduce themselves. You can use icebreaker techniques like having people name their favorite open source project, to use one example. 63 | 64 | It's also tremendously helpful if everyone states what they want to learn. This can be really useful in higher levels to tailor the content to what the students want. 65 | 66 | If it's clear that the class is generally at a lower level that the requisites for the course, slow down accordingly. 67 | 68 | 69 | * Roadmap 70 | 71 | - Many people like to know the destination before they begin the journey so don't skip the "Objectives" part of each session 72 | - Sometimes classes don't finish the entire curriculum so it's good to tell them that upfront and remind them they can come back next time or try the rest on their own 73 | 74 | 75 | * Pacing 76 | 77 | - Hint: almost all new teachers go *too* *fast* 78 | - Repeat, repeat, repeat 79 | - Stop a lot so that the slowest person can catch up to the fastest 80 | - If almost everyone is done, ask a TA to help any students who are stuck and move on 81 | - You can also use pauses while TAs are helping troubleshoot to ask questions or suggest things to try 82 | 83 | 84 | * Ask Questions! 85 | 86 | - "What do you think will happen when I run this command?" 87 | - Give generous pauses (count to 10!) after asking questions 88 | - Don't be afraid to call on people by name 89 | - Simply asking "Does everyone understand?" or "Any questions?" tends to mask confusion. Be specific! 90 | 91 | 92 | * Whiteboards 93 | 94 | If you have whiteboards, take advantage of them. Ask a TA to write 95 | out new vocab there so it won't disappear as you move through slides. 96 | 97 | Many people are visual learners so diagrams can be very helpful too. 98 | 99 | 100 | * Breaks! 101 | 102 | - Don't forget about the breaks. It's easy to get into flow and forget. 103 | - Use a timer on your phone or ask one of the TAs to be a Timekeeper 104 | - Try to politely leave the room yourself. It can be easy to spend all the breaks answering questions. Teaching is a ton of work. Give yourself a break too! 105 | - Ask students to discuss what they learned, what they thought of it, at end of the day. As beginning of wrap-up session or just before it. 106 | 107 | 108 | * Wrapping Up 109 | 110 | - Set aside 10-15 minutes at the end for questions 111 | - Hopefully you've got at least some students who are hooked by this whole world of coding and want to learn more so share your favorite resources 112 | - Ask the TAs and students to do the same 113 | - Many students use online tutorials and can recommend good ones 114 | 115 | 116 | * Final Words 117 | 118 | - Remind them how much they accomplished 119 | - Encourage students and volunteers to come to the after-party if there's one 120 | - Encourage everyone to come back again 121 | - Encourage them to stick around for the final presentation and retro 122 | 123 | 124 | * Prep 125 | 126 | - The best prep is to read through the curriculum and do it yourself. 127 | - Suggestion: create a Docker image with Go installed and all required packages for students to use. 128 | - Have a USB with all materials. In case there's a network problem you can share files with students. 129 | 130 | 131 | * More Resources 132 | 133 | If you have time, you can read the full slide deck that this doc was adapted 134 | from, as well as general tips about teaching. 135 | 136 | .link http://go-talks.appspot.com/github.com/gobridge/workshop-material/teacher-training.slide Teacher training 137 | 138 | .link http://go-talks.appspot.com/github.com/gobridge/workshop-material/teacher-tips.slide Teacher tips 139 | -------------------------------------------------------------------------------- /teacher-tips.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Teacher tips 2 | 3 | GoBridge 4 | support@golangbridge.org 5 | http://golangbridge.org 6 | @golangbridge 7 | 8 | 9 | * General Teaching Advice 10 | 11 | When planning, don't think about what _you're_ going to do. Think about what _they're_ going to do. 12 | 13 | 14 | * Metaphors and Stories for Teaching Programming 15 | 16 | A program is like a recipe. 17 | There are two parts: a list of instructions and a list of ingredients. 18 | Think of code as the instructions and data as the ingredients. 19 | 20 | Also, to extend the metaphor, think about doubling a recipe: 21 | the instructions don't change even though the data are different this time. 22 | 23 | 24 | * Metaphors and Stories for Teaching Programming 25 | 26 | Computer memory is like a warehouse with lots of boxes. 27 | Each box has something inside (the data) and it also has a label (the variable name). 28 | 29 | 30 | * Metaphors and Stories for Teaching Programming 31 | 32 | The command line as Zork. You are "in" a room (a directory) and can either act on things in the room (commands) or move to a new room (cd). 33 | 34 | It's very important that you know where you are! 35 | 36 | Teach how to read the command line, and do an "ls" (or "dir"), "pwd", to look around. 37 | 38 | 39 | * Notes 40 | 41 | - Have one volunteer be a runner to remind people when it's 10 minutes until the next break. (This works really well.) 42 | - Make sure all of the projectors have Mac adaptors 43 | - Handouts with all of the code that people need to type 44 | - Tell people at the beginning where to find the material online 45 | - Have a volunteer leader, make sure they are distributed evenly 46 | 47 | 48 | * Notes (...cont.) 49 | 50 | - Start with live coding - watch and type along, don't even use slides. 51 | - If there are line numbers, we can say go to line 32 52 | - Go into Go Playground to practice basic concepts first, don't discuss what a variable is in the abstract right away. Learning by doing first and talking later works better. 53 | - Discuss Go idioms where appropriate. 54 | - Get a good night's sleep before the class, it is important to be well rested and fresh when teaching or TA'ing. 55 | -------------------------------------------------------------------------------- /teacher-training.slide: -------------------------------------------------------------------------------- 1 | GoBridge Workshop - Teacher training 2 | 3 | GoBridge 4 | support@golangbridge.org 5 | http://golangbridge.org 6 | @golangbridge 7 | 8 | * What is this? 9 | 10 | This slide deck is a tool to facilitate conversations about teaching best practices and challenges, specifically for GoBridge workshops. 11 | 12 | - Discussion is key! 13 | 14 | - Don't let the presenter(s) do all the talking! 15 | 16 | 17 | * Why GoBridge? 18 | 19 | We're making tech more diverse and more welcoming! 20 | 21 | 22 | * How? 23 | 24 | - We throw super-welcoming, fun, free workshops. 25 | 26 | - We provide a wealth networking opportunities for students and volunteers. 27 | 28 | - We help our volunteers become more empathetic and better communicators. 29 | 30 | 31 | * Introductions 32 | 33 | Who are you? 34 | 35 | 36 | * Typical GoBridge Schedule 37 | 38 | - Saturday's schedule, often: 39 | - 9-9:30am: Check-in, coffee, bagels 40 | - 9:30-10am: Opening presentation 41 | - 10am-12:30pm: Class! 42 | - 12:30-1:30pm: Lunch 43 | - 1:30pm-4:30pm: Class! (with a break sometime mid-afternoon) 44 | 45 | - Sunday's schedule, often: 46 | - 9-9:30am: Check-in, coffee, bagels 47 | - 10am-12:30pm: Class! 48 | - 12:30-1:30pm: Lunch 49 | - 1:30pm-4:30pm: Class! (with a break sometime mid-afternoon) 50 | - 4:30-5:00pm: Closing presentation & retros 51 | - 5:00pm-late: After-party 52 | 53 | 54 | * Is GoBridge Open Source? 55 | 56 | - WHY YES, THANK YOU FOR ASKING! 57 | 58 | - GoBridge IS VERY OPEN SOURCE! 59 | 60 | All the materials you're using were created by volunteers, and are on GitHub for forking and editing and using! 61 | 62 | If you see something that could be better, make a pull request. Pull requests are the lifeblood of GoBridge. 63 | 64 | If you don't know how to make one, we'll help! 65 | 66 | 67 | * How to make your class awesome 68 | 69 | We've made three quasi-arbitrary categories of ways to make your class awesome. 70 | 71 | We want our students to feel: 72 | 73 | - socially comfortable 74 | - technically capable 75 | - like you are approachable and can help solve their problems 76 | 77 | 78 | * Discussion: Social Comfort 79 | 80 | Imagine: 81 | 82 | - You're trying to do something difficult 83 | - You're in a group of strangers, many of whom know how to do it better than you 84 | - You've tried before but got lost or bored or confused 85 | - You don't feel like you can articulate your thoughts and questions 86 | - You don't know the right names for anything 87 | 88 | When was the last time you felt this way? 89 | How can we help make this easier? 90 | How can you help people feel socially comfortable? 91 | 92 | 93 | * Social Comfort (Ideas) 94 | 95 | * Introductions 96 | 97 | - Include name, profession, why are you here / goals for today's class, and something silly. 98 | - Don't rush, even if you have a big class. 99 | - If someone joins the class late, ask them to introduce themselves. 100 | 101 | 102 | * Icebreakers 103 | 104 | - Name games! Admit up front that most people are bad at learning new names. 105 | - Get people talking. The more comfortable they are at talking, the more likely they'll speak up when they don't understand something, or to answer someone else's question. 106 | 107 | 108 | * Social Comfort (More Ideas) 109 | 110 | Try to suppress your (understandable) culturally-influenced sexism 111 | 112 | - Don't hit on people. No sexual advances. None. Even at the after-party. 113 | - Don't make sexist jokes. Or racist, classist, or ableist jokes. Call people out if they do. A simple "That's not funny" and moving on quickly with the conversation will often suffice. 114 | - Don't make gender-based generalizations ("Women are better at X, because ...") 115 | - Don't make references to people's bodies or state your opinion of them. 116 | - Don't use slurs. 117 | 118 | 119 | * Discussion: Technical Capability 120 | 121 | - How can you help people feel technically capable? 122 | - What kinds of insecurities might your student have? 123 | - How can you bolster their confidence? 124 | 125 | 126 | * Technical Capability (Ideas) 127 | 128 | Explain that: 129 | 130 | - Even professional developers are constantly learning new technologies, so being confused is normal. 131 | - Initial code is often terrible: don't feel bad, just refactor! 132 | - Mistakes == Learning! 133 | 134 | 135 | * Dealing with technical concepts: 136 | 137 | - Define technical terms! Several times if needed! 138 | - Assume anyone you're teaching has zero knowledge but infinite intelligence. 139 | - Remember people's professional and code backgrounds (QA, DBA, C++, Java, JS) and relate where possible. If they are a cook, try a cooking analogy. 140 | 141 | 142 | * Technical Capability (More Ideas) 143 | 144 | Encourage collaboration and interaction: 145 | 146 | - Explicitly encourage students to try to answer each other's questions. 147 | - If a question is asked, ask if anyone in the class thinks they can explain. 148 | - Be especially encouraging of the first few questions, to try to get things rolling. 149 | - Good responses to questions: "I'm glad you asked!" or "I actually wondered that, too." or "Great question!" 150 | 151 | 152 | * Be Super Positive, Always 153 | 154 | - Students have diverse backgrounds. Appreciate this fact. 155 | - If they aren't getting a concept, avoid anything that might shame them. 156 | - Don't be surprised when someone hasn't heard of something before. 157 | - Don't grab anyone's keyboard. Avoid taking over unless you think it's *really- necessary. Ask before you do. "Mind if I drive for a sec?" But really, don't. 158 | 159 | 160 | * Technical Capability (Even More Ideas) 161 | 162 | Walk the Middle Path: 163 | 164 | - Don't go too deep for your class level, but also, don't gloss over things. 165 | - When trying to be accurate, it's easy to go down a rabbit hole of specificity. Avoid. 166 | - Work with the TAs to make sure no one goes down that rabbit hole. Accountability! 167 | - Explain the big picture of a command *before* they type it in: 168 | - i.e., before typing the command to deploy to Heroku, explain the difference between localhost and Heroku. 169 | 170 | 171 | * Discussion (Do you know what's up?) 172 | 173 | - How can you help people feel like you know what's going on? 174 | - What are things you can do to help the students trust you? 175 | - What are some things to avoid? 176 | 177 | 178 | * Establish a few ground rules 179 | - Questions are always welcome, even if the student thinks it might be dumb. 180 | - Explain that if someone has trouble (e.g., not getting the expected output), the TAs will help troubleshoot. 181 | 182 | 183 | * Know What's Up (More Ideas) 184 | 185 | Don't be afraid to: 186 | 187 | - Call on people! By name! 188 | - Correct people if they're wrong. Be polite and encouraging. For instance: 189 | - "Well, this might work better and this is why." 190 | - "Can you explain how you came to that conclusion?" 191 | - "Does anyone have a different answer?" 192 | - Ask yourself questions and answer them. 193 | 194 | 195 | * Know What's Up (Even More Ideas) 196 | 197 | Pace yourself! 198 | 199 | - Don't go too fast. You will probably go too fast. Check in occasionally to ensure everyone is still with you. 200 | - You can say the same thing THREE TIMES and it will not be boring yet. 201 | - When you ask a question, wait TEN WHOLE SECONDS before saying anything else. People need time to think. 202 | - Don't let the most advanced students dictate the pacing or answer all the questions. 203 | 204 | 205 | * Discussion: Challenges 206 | 207 | Talk about what problems you might anticipate, and what to do about them. 208 | 209 | * Some issues: 210 | - Student is disruptive 211 | - Student is disengaged 212 | - TA is not helping 213 | 214 | 215 | * What's a TA? 216 | 217 | - At GoBridge, a TA is a volunteer who isn't leading the class. 218 | - If you're volunteering at your first GoBridge workshop, you should probably be a TA. 219 | - Sometimes they are the technical experts (rather than the teacher), sometimes not. 220 | - TAs often explain specific concepts for the class or teach a couple of sections to give the teacher a break from talking. 221 | 222 | 223 | * Discussion: TAs 224 | 225 | TAs: How can you best utilize the AWESOME POWER that is a TA? 226 | 227 | * TAs (Some Ideas) 228 | - TAs can ask questions to encourage students to speak up. 229 | - Ask your TA to explain a concept; they may be more technically advanced than you! 230 | - TAs can help people who get lost. 231 | - Co-teaching is also an option if you feel like you can tag-team. There doesn't have to be a hierarchy. 232 | - If someone falls behind, the TA can take them out of the room to do some 1-on-1, if there's another TA in the room. 233 | 234 | 235 | * Discussion: Comprehension 236 | 237 | - How can you tell if they understand the words you're saying? 238 | - What are good questions to ask to check comprehension? 239 | - What did your favorite teachers do to gauge understanding? 240 | 241 | 242 | * Student Comprehension (Some Ideas) 243 | 244 | - Pay attention to body language. 245 | - People ask questions most often when they are actively processing material. If they aren't, it might be that the material is too easy or hard. Try to figure out which it is! 246 | 247 | 248 | * Calling on people 249 | 250 | - Calling on people makes the class more interactive and engaging, and less lecture-y. 251 | - Don't always ask questions to the whole class: call on individuals by name. 252 | - Consider breaking the class into two teams and addressing questions to teams. 253 | - Ask people what they expect a command to produce BEFORE you hit enter. 254 | - Ask "How would you do _this_ " or "If I wanted to do \#\{that\}, what would I do?" 255 | 256 | 257 | * Keep in mind: 258 | 259 | - There will be people with _all_ kinds of computers. 260 | - Even though Windows is not a usual development environment, we're here to encourage people and meet them wherever they are right now. 261 | - Do NOT say bad things about Windows, even if it's frustrating. 262 | - If you're not sure about something, grab another volunteer. 263 | 264 | 265 | * Very Important, Very Practical Things 266 | 267 | - You need to read the curriculum you are teaching through and through, beginning to end, before teaching it. 268 | 269 | - First workshop? Be a TA! 270 | 271 | We need your help! Thank you!!! 272 | --------------------------------------------------------------------------------