Thinking design and thinking programming are skills that individuals learn over time. Often professors have mastered these skills and thus, cannot find ways to effectively teach students how to develop them from scratch. [That is why Brown is so cool - rather than depending solely on professors, we have a TA program which assumes that TAs have a better understanding of the beginner mind.]

So the question becomes, how can educators effectively teach design and other skills that they have acquired? As the article presents, often books try to teach it via example but the students get confused and only do it one way regardless of the variation. The authors developed a plan that shows students multiple variations on one type of code (different compositions). In our attempts to do the same basic idea, we developed thoughtful programs for students to think about.

For me, a bigger question comes up. How do students think? Can some students not think in a manner that makes them capable of learning? If not, how can we adapt our educational manner to attract as many people as possible? Is this our goal?

I like the idea of teaching with the different variations.. I would like to see more suggestions like that and possibly see more about how they are used in the classroom and the students reactions.

The TA program rocks! I think that your question "Can some students not think in a manner that makes them capable of learning?" wasn't phrased in the best manner though. What's important is to figure out how different teaching styles can reach the largest number of people. The trick is to make the styles similar so as not to exclude others, but reach all of your intended audience.

cslab10g /u/jbm -> webster student

   Main Entry: stu·dent
   Pronunciation: 'stü-d&nt, 'styü-, chiefly Southern -d&nt
   Function: noun
   Usage: often attributive
   Etymology: Middle English, from Latin student-, studens, from present
   participle of studEre to study -- more at STUDY
   Date: 14th century
   1 : SCHOLAR, LEARNER; especially : one who attends a school
   2 : one who studies : an attentive and systematic observer

Jon and Matt bring up good points. There are limitations to the number of ways that are available for a student to learn. I think that is the best aspect fo the ta program, a safety net that helps catch those students that have had difficulty understanding the material in the way it is presented. Do not forget, we are in a university setting. To get here, there had to have been some method that was able to reach those students in order for them to acquire basic skills. I do not see this s such a different situation. Learning is done differently by different people, but I don't feel that it is absolute "I only learn from this method". I am rambling...

I apologize. Let me rephrase. I am actually wondering if some people can actually learn computer science. I do not believe that all people can learn every topic. So, even if students could make it through CS15 (or some other course), do they have mental limitations that make other courses virtually impossible?

I think this is a valid point (see above). I know personally no matter how hard I try, I can not learn to play a musical instrument. I have no rhythm, I fully understand the concept, I just can't implement it. People generally don't associate musical ability and the ability to learn other concepts, but if CS were music, I'd be an English major.