Guide To Pair Programming - ETR Associates

SESSIONDirectInstruction1 Youth receivebasicinstructionabout workingin pairs.2 A mini-lectureon the rationalebehind PairProgramming isdelivered toyouth.3 Rules and jobdescriptionsfrom session 2are transferredto a poster,keeping youths’own language.Youth read eachrule and job.InstructionalReinforcementProgram leadersspeak on theimportance of regularprogram attendanceto successful pairprogrammingpartnershipsInformation on thebasics of pairprogramming isrepeated from sessionone.Reinforcement: PPjobs/rules are posted.Facilitator repeatskey points toemphasize theimportance andqualities of good PairProgramming.Modeling &/orReflectionYouth watch video withdemonstrations of PairProgramming.In large group, youth create adescription of jobs and rulesfor Pair Programming basedon what they saw in thevideo.Youth observe programleader or assistants modelinghow to give affirmations.Student Practice Coaching Identity/EmotionalReinforcementYouth work in temporarypairings at a computer andpractice informal PairProgramming while practicingsoftware skills. A timer is usedto signal a switch in roleshalfway through.Youth work in temporarypairings at a computer andpractice Pair Programmingwhile working on their project.Timer used to switch roleshalfway through.Youth work in temporarypairings at a computer andpractice Pair Programmingwhile practicing software skills.A timer is used to signal aswitch in roles halfwaythrough.Program leader and teachingassistants or role modelsmonitor practice and coach asneeded.Program leaders observetemporary pairing to informtheir decisions aboutpermanent pairings startingsession 5.Program leader and teachingassistants or role modelsmonitor practice and coach asneeded.Program leaders observetemporary pairing to informtheir decisions aboutpermanent pairings startingsession 5.Program leader and teachingassistants or role modelsmonitor practice and coach asneeded.Program leaders observetemporary pairing to informtheir decisions aboutpermanent pairings startingsession 5.Partners areencouraged to affirmeach other’s work (e.g.by giving a “high five”when they switchroles).Partners areencouraged to affirmeach other’s PairProgramming (e.g. bygiving a “high five”when they switchroles).Youth giveaffirmations in writingto others. Someaffirmations are readaloud.Girls Creating Games: Pair Programming 22