Stanford Offers Eight Different Locations for Logic Teacher PD

Learn to Teach Stanford's Introduction to Logic

Eight Different Locations

Chicago  - June 22 - June 26
New England - June 29 - July 3
Philadelphia - June 29 - July 3
Atlanta - July 6 - July 10
Houston- July 13 - July 17
Seattle - July 20 - July 24
Stanford - July 20 - July 24
Los Angeles - July 27 - July 31

Freely available curriculum, Well-Tested, and Responsive to CSTA Standards

Intrologic is a free Stanford-developed curriculum that can be taught as a standalone course or embedded in a course. It is suitable for grades 9-12.

The course addresses the Data and Analysis & Algorithms and Programming concepts in the CSTA Teaching Framework.

Logic is to Computer Science as Calculus is to Physics. So far, this essential mathematical training is not available to programmers being trained in high schools.

The course is well-tested as it has been taught at Stanford University for over twenty years, and it is now offered as a MOOC that has attracted over 500,000 enrolled students. The topics covered include propositional logic, relational logic, deduction, and proofs.

The course will be jointly taught by Stanford professor Michael Genesereth and an award winning high school teachers -- Robert Luciano and Michael Towne.

The tuition is $750 excluding any travel or lodging. A limited number of tuition scholarships are available.



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Submitted by Stanford's Introduction to Logic on Fri, 02/07/2020 - 15:40

Logic Puzzle

The course uses puzzles as a pedagogical tool to engage the students with the course material. Here is one example puzzle.

A man comes back from a business trip with 100 coins to share with his two children. He places the coins on a table with 60 of the coins heads up, and the rest tails up. Then he turns out the light so that it is completely dark. He tells his son that he can do anything he likes with the coins on the table (feel them, flip them, turn them, move them, etc.) and he must split them into two groups. Then he tells his daughter that she may decide which of the two groups is hers, and which is her brother's. They will then turn the light back on, and each child may only keep the coins in his or her group that are heads up. (Dad gets to keep all the tails up coins.)

When the light is off, the children cannot see the orientation of the coins, and it is impossible to distinguish the orientation by feel alone. The little boy is determined not to let his sister "win" by ending up with more coins than him, so he wants to split up the coins into groups that will *guarantee* that, no matter which group his sister picks, they will both end up with the same number of coins. What should the little boy do?