In this episode I unpack Ericsson, Krampe, and Tesch-Römer’s (1993) publication titled “The role of deliberate practice in the acquisition of expert performance,” which debunks the notion of innate abilities within a domain and describes the role of deliberate practice in achieving expert performance.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

00:55 Abstract

01:40 My single sentence summary

02:12 Why I developed an interest in this topic as an educator

04:58 Paper introduction

06:59 Experience in a domain and maximal performance

08:13 But what about innate abilities?

11:07 Deliberate practice and computer science education

15:46 Three requirements of deliberate practice

17:16 Three phases of expertise acquisition

18:15 Constraints that prevent expertise

21:49 The role of deliberate practice in expert performance

25:41 General discussion

26:50 Innate talent in savants

28:36 Summary

30:34 Lingering questions and thoughts

30:41 Are we designing classes, experiences, or curricula to develop expertise or general knowledge?

30:55 What kind of a balance should we strive for between play and deliberate practice?

33:18 If deliberate practice can only be sustained for a limited amount of time each day, when should students engage in deliberate practice?

34:46 Which phase of deliberate practice are the students you work with and how does/n't your class align with those phases?

35:16 If it takes about ten years to become an expert in a domain, what does that say about the ethics of having new teachers working with students?

36:34 Outro