Unexpected #Etymology

Words you wouldn't guess are etymologically linked.

An ongoing, continually updated thread 👇🏻

HOW TO COME TO AUSTRALIA (WA) AS A STUDENT

Unfortunately, you can not come as a student to study most trade occupations as they are offered as apprenticeships and heavily subsidised for locals. Only if you want to be a Light vehicle mechanic.

This thread is to help anyone interested and can afford to study in Australia but have 4 O levels or as low as 2 A level points. Most people think Uni when we talk about studying abroad, but do you know you can study in Australia and end up getting a work visa and/or a degree?

The answer is yes, and I will show you how! The information I will share now pertains to Western Australia only, as I do not know how other states go about it.
Before I continue, a note to those who might consider migrating to Australia or might want their kids to end up here.

If you can afford, it is better to come here as a student. Australian graduates have any easy pathway to PR whereas if you study outside Australia you will need work experience first and yet you are not guaranteed of success.

Now back to study stuff.

The equivalent of a Polytechnic college here is Technical and Further Education college, shortened to TAFE. TAFE colleges in WA have courses streamlined for international students ranging from certificate III (equivalent to NC) to Advanced Diploma (HND).

I have news about online teaching and reading workload, friends.

I have experimented with REDUCING the number of readings I assign for a class. This is hard in overview courses because you always feel like they should have "the lay of the land" and master all that there is.

HOWEVER...

My students have performed BETTER with reduced reading workloads.

Undergrads focus on ONE reading per week, while having 3 more available "if they so happen to have the time to read them" (they often do try to read these extra readings).

Masters' level students have appreciated taking a "let's just take things more slowly" approach.

Doctoral level students felt somewhat weirded out that I wasn't assigning three books a week. Though they appreciated it.

What I have drawn from my experiences:
- Workshops work.

Having a section of the class that is "hands-on, let's get writing/analyzing/thinking/reading" as a workshop fulfills two goals, for me:

1) Cements my students' understanding of the method.

2) Helps them have actual time to think and read and write rather than rush through.

Depth and breadth are issues we need to compromise on.

- Do I want them to read more broadly or more deeply?
- Do I want them to become more expert in a few things or become more generalist-type people?

These choices are malleable, as is our context.

What is NOT malleable:

50 Common Mistakes most developers make while starting out

A thread🧵👇

⚡️1. Focusing on completing courses instead of coding (or completing projects) .

⚡️2. Skipping the fundamentals.

⚡️3. Not joining a developer community.

⚡️4. Not creating projects from scratch.

⚡️5. Skipping Data Structures.

⚡️6. Not reading the documentation.

⚡️7. Trying to learn everything in one day.

⚡️8. Blindly following the tutorial and not extending the code or making their own version of code.

⚡️9. Not asking for help when needed.

⚡️10. Never commenting the code (In required places).

⚡️11. Endlessly Planning instead of Building.

⚡️12. Learning different technologies instead of mastering one.

⚡️13. Not reading stuff (books/articles/documentation).

⚡️14. Not maintaining a balance between programming and not programming.

⚡️15. Not finishing what they started

⚡️16. Not building stuff they care about.

⚡️17. Getting overwhelmed by others' progress/headstart

⚡️18. Not knowing when to quite and start over.

⚡️19. Not practising enough.

⚡️20. Endlessly buying Udemy courses.

Improving Remote Education - A Thread.

Over the last couple of weeks, the discussion has been about what primary schools are offering to their communities and how we can improve on it.

I'm relistening to the sessions, so points may not be in order as I add them... 1/

1. Non-teaching SLT are not experts on remote learning, what can they base any judgement on?

2. Facilitating staff discussion and sharing is likely to be far more effective to develop practice within your school. /2

3. Increasing access to devices/internet is a step towards making offers more equitable, but it is only part of the process.

4. Entertainment and engagement are different things.

5. Pre-recording should not be perfection, perfection wastes time and energy.

6. It is scary being beamed into someone's home, but having your home on show is also stressful. (perhaps something for Ofsted to consider, we are guests in other people's homes)

7. Giving over staff meetings to staff discussion and sharing is probably a better use of the time than other stuff you have planned.

Newlane University Manifesto--12 tenets: 1. Education should be available and accessible to every person on earth; making quality education inaccessible or exclusive is immoral. Education belongs in the same category as shelter, clean water, and basic food.

2. Education should be disconnected from geography. Students should be able to learn anything from anywhere on earth. With few exceptions, tying education to geography is a form of exclusion.

3. Education should be disconnected from a schedule. The most effective time to learn something is when the student is ready, not when the teacher or institution is available.

4. Education should not be admission- or permission-based, but freely available upon the asking. The current admission-based system is a vestige of a scarcity model that could only fit a limited number of seats in a classroom.

(4 continued) No one should have to be admitted or ask permission to learn a subject.