I would first try taking the various content of the PCK chapter and working it into the other chapters of Part II and Part III, increasing the number of (shorter) chapters. It might look something like this (not necessarily in this order):
Intro to what is now Part II+Part III: what teachers need to know (CK, PCK, etc.) and the overall problem programming teachers need to address (benchmarks like McCracken, Rainfall). Orientation for the upcoming chapters.
A chapter on objectives: objectives, target audience, taxonomies.
A chapter on motivation.
A chapter on patterns, roles, etc.
A chapter on exercise/activity types, their good and bad sides, and sequencing activities (e.g., Motivate-Isolate-Practice-Integrate or more well-established ID models)
A chapter on misconceptions, programming languages/paradigms, notional machines, visualization, etc.
A chapter on what is known about how learners write/read code, test, and debug and how that affects teaching. The stuff on pair programming might go here, too?
A chapter on assessment and giving feedback to students. (Or work this into the chapter on exercise types.)
A chapter on lecturing, live coding & other practical classroom-related stuff.
A chapter on evaluating one's own teaching and teacher collab: feedback between teachers. Perhaps the stuff on maintainability would also go here.
A chapter on teaching online.
Just a quick draft, but you get the idea: the "facts dumps" would smaller in size (than the current PCK chapter) and there would be a faster cycle between dumping facts and discussing what to do about them when teaching.
I would also look at whether it would make sense to move some of the material in Part II/III to Part I. (Motivation, for example.)
gvwilson
commented
6 years ago
Via Juha Sorva:
I would first try taking the various content of the PCK chapter and working it into the other chapters of Part II and Part III, increasing the number of (shorter) chapters. It might look something like this (not necessarily in this order):
Intro to what is now Part II+Part III: what teachers need to know (CK, PCK, etc.) and the overall problem programming teachers need to address (benchmarks like McCracken, Rainfall). Orientation for the upcoming chapters.
A chapter on objectives: objectives, target audience, taxonomies.
A chapter on motivation.
A chapter on patterns, roles, etc.
A chapter on exercise/activity types, their good and bad sides, and sequencing activities (e.g., Motivate-Isolate-Practice-Integrate or more well-established ID models)
A chapter on misconceptions, programming languages/paradigms, notional machines, visualization, etc.
A chapter on what is known about how learners write/read code, test, and debug and how that affects teaching. The stuff on pair programming might go here, too?
A chapter on assessment and giving feedback to students. (Or work this into the chapter on exercise types.)
A chapter on lecturing, live coding & other practical classroom-related stuff.
A chapter on evaluating one's own teaching and teacher collab: feedback between teachers. Perhaps the stuff on maintainability would also go here.
A chapter on teaching online.
Just a quick draft, but you get the idea: the "facts dumps" would smaller in size (than the current PCK chapter) and there would be a faster cycle between dumping facts and discussing what to do about them when teaching.
I would also look at whether it would make sense to move some of the material in Part II/III to Part I. (Motivation, for example.)