Robert Leeper
ABSTRACT
This paper presents a method of design for projects in computer courses that tends to enable all students in the class to achieve their maximum potential. Each project is structured at three progressive levels of difficulty corresponding to three prospective grades A, B, and C. The B-level is an extension of the C-level and the A-level is an extension of the B-level. Each student starts at the C-level and progresses as far as possible and is scored accordingly.
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Digital Library
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Index Terms
- Progressive project assignments in computer courses
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Reviews
Gerd Willee
Although Leeper works at a department of computer science, his paper doesn't deal specifically with problems of computer science; computer science is only an example for principles that should be observed while teaching in any area. Nevertheless, he presents useful and important hints, which every teacher should know. Unfortunately, they are not known or observed to the extent necessary. The problem of didactics at high schools and universities has been realized, at least in Germany, and many discussions on this topic have been held since. Unfortunately the result can only be called meager, which is why a paper like Leeper's is so important. Many teachers at universities will discover totally new insights about their job of teaching. Many of them have only learned the material to be taught, not how to teach it. Instead, they have created the “rules” that material presented logically can easily be understood and learned and that those who fail are at the wrong place. It would be good to find more papers on similar and related topics, such as the selection of the matter to be taught or different ways of teaching. Insights into this field from teacher training (e.g., using different channels for teaching, structuring lessons, and choice of media) should be made available and publicized on campuses.
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