6 Steps to Make Beginner Workshops More Beginner Friendly

by oboechick on March 30, 2016

I have spent roughly the last ten years of my life studying how to teach mathematics and music. I am not by any means an expert. I am simply a person with an educated opinion in how to teach beginners. I find that code is very similar to mathematics and music. So, I am going to put this into terms that I understand and hope they help you.

I want you to imagine you are teaching how to play Clair du Lune by Claude Debussy on the piano to an oboe player. 

  1. You would not say, “Here is the music.”

  2. “Here is a chart to show you what the notes are on the piano.”

  3. You know how to read music. Ready, set, go!”

This makes no sense. Here is a plan that would work a lot better.

  1. Make sure that the person can read the music. An oboe player only has to read one of the staffs that a piano does on a regular basis and so they may only read one of the staffs.

  2. Teach them the fundamentals of how to play the piano. A piano and an oboe are completely different. One major difference is that for the oboe, dynamics or volume, is controlled by air. On the piano it is controlled by how hard you press the key. It doesn’t matter how hard you press the keys of an oboe, it will not make it louder.

  3. Break the music down several times to make sure that the music is possible.

    1. Each hand on the piano is playing something different. So we start by breaking the music up into a few bars at a time and only work with one hand at a time.

    2. After the student knows what each hand is doing separately, you take it a few bars at a time putting the two hands together adding more in each lesson until you reach the end of the piece.

  4. Play the whole piece and enjoy!

    1. Note that this could take a week or a year. The secret is to know that it is ok for it to take as long as you need. It doesn't mean that you are stupid or that you will never be able to do it, it just means that you need more time than others.

When I walk into a workshop at a tech conference the first words I usually hear are, “Here are a set of directions, follow them and you can make (fill in the blank)!”. It is nice, each person is able to follow the instructions at their own pace. There can be two people or fifty people in the room and the workshop leader can walk around and answer questions without feeling too overwhelmed by the number of people present. This is an optimal way to teach something given limited time, unknown space, and differing skill levels of the attendees.

There is a lot that is being done very well. The people are very friendly and higher level attendees help those who are lower level. However, for a person who is looking at coding for close to the first time or a person who is not familiar with the programs being used it can be overwhelming if there is a lot of information thrown at them all at once.  I am going to use the experience I had in my first workshop because it has stuck with me the most. I will not name that person who ran the workshop or the conference the workshop was held at because I do not want there to be backlash on this person or the conference organizers. I find the person who ran this workshop is very smart, it was simply their first time running a workshop and the con is one of my favorites.

That said there are a few but very important steps that those who are running these workshops can do that will make it so that beginners feel that what they are working on is doable.

  1. There is no question that is stupid or boring.

    1. When you teach something, questions are the metric to show you how well you, as a teacher, are doing. You want to make the environment you are in safe. If you make someone believe that their question is stupid they are less likely to ask more questions which could result in them quitting.

  2. Don’t get mad at a beginner because they did not “google” it before they asked you.

    1. Having to figure out the right question to find the correct context, which site will have the most correct answer, and having to worry about whether or not there is a reliable internet connection to even do a web search can make a beginner who is on the verge of quitting quit.

    2. I have a background in Mathematics education. For a short time I tried to go into theoretical math. This did not work out but it has influenced the way that I look for information. Some of the subjects I was trying to research did not exist on the internet. That meant I had to go the the school library and go through a couple hundred books to find one reference. If you were lucky you could find a person who had the information and could help you find the right resources. This means that I did not think about doing an internet search to look for something. I ask a person because in my experience that is the fastest way to gather information. I did not appreciate being scolded for not doing something that was not regular for me. This was the reason I stopped learning to code the first time. It was almost three years before I started again.

  3. Don’t use words like “easy”, “simple”, and “fast”.

    1. The first workshop I ever attended was a twitter bot tutorial. I do not remember which program was used for the workshop, I was going to be able to build a twitter bot and nothing else really mattered at the time. I was excited because my partner had been making a lot of twitter bots and now I would be able to make one too. The workshop was two hours long and the phrases I heard used to describe the workshop were along the lines of “this is so easy you will be done in no time”. I was given a booklet of instructions (which were online) with fifteen to twenty steps on each page and there were somewhere between ten and fourteen pages. I did not understand half of what was on the first page. I was so overwhelmed that not even ten minutes into the workshop that I left the room to go hide in the bathroom and cry. Do not imply that something is “easy” or “simple”. Not everyone will find it easy, fast, or simple. When a person sees these words they often feel that if it isn’t easy for them, they must be stupid. This can make the difference between whether a beginner quits or keeps going.

  4. Don’t assume they will know all of the terms that seem second nature to you.

    1. The hardest part about learning mathematics is the vocabulary. Depending on where you go there could be as many as ten different terms that mean the same thing. There are also a few terms that mean different things depending on the context. When planning a workshop for beginners, pretend that the person has no coding experience. This means they will not know any of the correct vocabulary.

      1. The best example I can think from my first workshop experience is the word “fork”. In the instructions I was told to fork something on github. First, I had no idea what github was and secondly, what in the world does “fork” mean!?! I knew it was an eating utensil but what did that have to do with coding? (There were a lot of curse words swirling around in my head at this point.)

      2. Another example: I once had to explain what “click” means to someone who did not speak English as a first language. Do not assume, even the most basic terminology may not be what they know

    2. Here are a few suggestions for what you can use to fix this without having to make everyone sit through you vocally explaining what every term is.

      1. Place a footnote on the page with the term explaining what it is. This small step will take time but it will help the beginner feel less overwhelmed by the amount of information you are asking them to process.

      2. Have a glossary with any term that you think may not be known by a new person. (This is the option I believe is best.) If no one needs it then they don’t have to even look at it. This would be like a glossary in the back of a history or math book with all the vocabulary words and definitions in it. You can create the glossary once and use for any workshop you do. If someone asks you about one you don’t have in your glossary, thank them, write it down, and add it in for next time. Having this glossary will make the workshop more accessible all around.‚Äč

    3. Does the definition of the word you are using match what your attendees know? Here is an example of why having a some form of glossary or footnote for the vocabulary is a really good idea, Take the word “set”.

      1. ‚ÄčThere are eight definitions in the Merriam-Webster dictionary for the English language none have anything to do with math or computers.

      2. In math there are different kinds of sets. Subsets and power sets are a few examples. But the number of rules defining whether or not a group is a set or not changes depending on the context.

      3. In computer science a set is a group of data. Some of these definitions may overlap with those in math but I am too unfamiliar with the subject to say definitively one way or the other. I have been told that there are at least five definitions in computer science.

      4. Are you confused yet? I certainly was when I was first learning set theory. This is one word that I chose, imagine what is it like looking at a whole booklet of instructions and not understanding half of what is there. Believe me when I say there have been more than a few tears shed over similar difficulties and I’m pretty sure they were not shed only by me.

    4. People will not feel stupid because you put more information than was needed into the instructions but they will feel stupid if they have no idea what a word means and they have to ask again and again. Especially if you roll your eyes then mutter under your breath that they should know it already because it is a beginning thing. This is supposed to be a workshop for beginners. They will not know everything you know. I know that I felt like I was taking a big risk by going to this workshop with my limited skills. I am guessing that there are many others who will feel the same. It will work best if you simply pretend none of your attendees know what you are talking about and go from there.

  5. Break it down more than you think is needed.

    1. The best way to prevent the feeling of being overwhelmed is to break the steps down more.

      1. As mentioned above, at the first workshop I went to I was given a booklet of instructions with fifteen to twenty steps on each page and somewhere between ten and fourteen pages. This is a lot to process all at once even if I did know all of the correct terminology. The workshop booklet that I was asked to look at felt like a calculus book and I was a student who had just started algebra 1. I felt overwhelmed and all I had done was look at the instructions.

      2. Don’t put more than three to five directions on a page. Designing the instructions into a powerpoint will help you know the right amount of information to put on a page. The less a beginner has to look at a time will make it seem more doable.

        1. If something is not blatantly obvious, add pictures with arrows. A picture of what something should look like will be a point that the student can check to make sure they are on the right track.

          1. In the instructions for the workshop, I was being asked to create a new file in the program. This was all I was given. There were no instructions for how to do it. It turned out that I had to back out of where I was, find a menu (there were five) and then click the new file option. Beginners are not likely to know where to look on a random program. Especially if you are using this program for the first time, the beginner should not be held to a standard higher than you hold yourself.

        2. Breaking it down further will help you see steps you skipped. This is something that I know I have nightmares about when I am having to plan a lesson either for student teaching or I am just being asked to teach something. Looking at something three to five steps at a time and asking yourself if anything needs to be done in between each step will help eliminate the chance of missed steps.

  6. Always have a backup plan.

    1. Know that no matter what you do, chances are you are going to have to change something (or everything). Every group of people that you work with is going to have different experiences and knowledge to pull from. This may mean that everyone who shows up are advanced skill levels, everyone is a beginner, or you have a group that is all over the board. Be ready to make changes once you see who is there, however, remember it is always easier to make an easy lesson harder but it is almost impossible to simplify a lesson on the fly.

    2. If you plan to use the internet, MAKE SURE THERE IS A RELIABLE INTERNET SOURCE! If you are unsure, download a copy onto a thumbdrive and have a plan that allows the attendees to participate in the workshop whether or not internet is available.

      1. If there is a program that the attendees need to have downloaded before hand, have a thumb drive with copies of the program on it so that the attendee doesn’t spend two hours downloading the program(s). (This is assuming there is internet to download it.)

      2. You could also try to get the conference to put a note into the description of your workshop asking the attendees to download what you are using before they come if that is possible. Not everyone will be able to do it but it may make it so that fewer people are frustrated by trying to download something with questionable internet or not having enough thumbdrives for everyone.

Just because a coder feels that the level of responsibility they have been given is more than they are capable does not necessarily mean that they are in fact, a true beginner. Do these people have more that they need to learn? Yes, the moment you stop learning is the moment your career dies. However, these coders also know the basics for coding and are therefore not true beginners. We need to stop allowing people who are beginning-intermediate, intermediate, advanced-intermediate, and advanced level coders set the bars for what a beginner is because chances are they have a hard time remembering what it was like to be a true beginner.

These six steps should help to make it so that true beginners feel more welcome at workshops while allowing higher level coders to participate. Let’s all remember that the goal is to encourage as many people as possible to code.

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