5 hours ago
- The author chose Forth, a stack-oriented concatenative language from 1970, to teach middle and high school students programming over more popular options like Python or Scratch.
- Forth was selected because it avoids complex syntax, focuses on fundamental concepts, and integrates well with a custom learning environment, with a side benefit that even experienced students learn something new.
- The curriculum consisted of 12 one-hour sessions with the goal for students to create their own art (drawing, animation, or game) using Forth, runnable on their own computers without installation.
- Students learned the stack data structure using paper plates to physically simulate push and pop operations before using a digital Forth interpreter (Easy Forth).
- In the final session, students modified a snake game and created pixel art, demonstrating familiarity with Forth without needing advanced refactoring skills.
- The author reflects that while Forth's low-level stack focus may not be ideal for beginners, a concatenative language with immediate visual feedback could be effective, but ultimately the environment and opportunity for self-direction matter more than the specific language.
- The author emphasizes the importance of human-centered teaching programming, especially as LLMs become common, to prevent skill atrophy and ensure safe, reliable learning.