Guide To Pair Programming - ETR Associates

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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
DirectInstructionInstructionalReinforcementModeling &/orReflectionStudent Practice Coaching Identity/EmotionalReinforcementSESSION4 Program leaderreminds youthof the basicrules and rolesin Pair Programming,referring to thestudent-wordedposter.5 Youth areplaced in theirpermanent PairProgrammingpartnershipsThe student-wordedPair Programmingposter is mounted inthe computer lab forstudent reference.The student-wordedPair Programmingposter remains ondisplay in thecomputer lab forstudent reference.Students complete aPair ProgrammingMatching Activitywhere they draw linesto connect the rolesof Driver andNavigator to theappropriate roleresponsibilities on anactivity sheet.As part of demonstrating anew software skill for thissession, the adult programleader selects one youth withwhom he/she Pair Programs.The youth acts as the“Driver,” following theprogram leader’s instructionto demonstrate the skill.Using a Pair ProgrammingChecklist activity sheet,youth evaluate thedemonstration. The programleader leads a discussion oftheir evaluation.Youth work in temporarypairings at a computer andpractice Pair Programmingwhile practicing software skills.A timer is used to signal aswitch in roles halfwaythrough.“Pattern Block” activity: behinda screen one partner makes apattern out of geometric tilesand then describes the patternso the other partner canduplicate it without seeing it.Youth write/ discuss what theylearned about teamwork andcommunication from activity.Youth work in permanentpartnerships at a computer,practicing Pair Programmingwhile working on their project.Timer used to switch roleshalfway through.Program leader andteaching assistants or rolemodels monitor practiceand coach as needed.Program leaders observetemporary pairing toinform their decisionsabout permanent pairingsstarting session 5.Program leader andteaching assistants or rolemodels monitor practiceand coach as needed.Partners are encouragedto affirm each other’sPair Programming whenswitching roles.Partners are encouragedto affirm each other’sPair Programming whenswitching roles.Girls Creating Games: Pair Programming 23
Page 1 and 2: The Girls Creating Games Guide toPa
Page 3 and 4: I. IntroductionA. How to Use this G
Page 5 and 6: one barrier to this seating arrange
Page 7 and 8: Pair Programming Direct Instruction
Page 9 and 10: Detailed notes are useful, but time
Page 11 and 12: 3) Promote autonomy by encouraging
Page 13 and 14: • A partnership that has experien
Page 15 and 16: emotional experience than the other
Page 17 and 18: advantage of teachable moments.”
Page 19 and 20: Denner, J., & Bean, S. (2006). Girl
Page 21: The Girls Creating Games Approach t
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