Key points are not available for this paper at this time.
We have recognized that the natural tendency to teach according to the structure of one's own understanding runs contrary to established models of cognitive development. Bloom's Taxonomy has provided a basis for establishing a more efficacious pedagogy. Emphasizing a hierarchical progression of skill sets and gradual learning through example, our approach advocates teaching software development from the inside/out rather than beginning with either console apps or monolithic designs.
Buck et al. (2000) studied this question.