Hermes Agent
ed23524817
Preserve source locations, validate malformed JSON, and add opt-in resource limits. Include executable error-guide coverage, learner pilot materials, native Windows acceptance helpers, and updated CI/documentation.
47 lines
2.4 KiB
Markdown
47 lines
2.4 KiB
Markdown
# Classroom pilot checklist
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**Status: ready for supervised learner testing, not classroom certification.**
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Accessibility for learners with learning disabilities is a design goal and is
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**not yet validated** by intended learners. Passing tests does not establish it.
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Use [current status](CURRENT_STATUS.md) for scope, not older feature roadmaps.
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The [ready-to-run pilot kit](LEARNER_PILOT.md) includes short tasks and a
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[blank feedback form](LEARNER_FEEDBACK_TEMPLATE.md). No real session is implied.
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## Before a session
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- Use a build whose platform was actually tested; check `claro --version`.
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On the legacy Windows build the executable is `claro98.exe`.
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- Run `claro test` and `claro validate` in the extracted project folder.
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- Prepare a writable practice folder and explain how to stop/close a stuck run.
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- Use only reviewed, trusted scripts. Claro is not a sandbox and runs with the
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learner's permissions; do not collect sensitive information in exercises.
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## Observe the first hour
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1. Run [hello](../lessons/01_hello.claro) and change its message.
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2. Try [input](../lessons/02_ask_name.claro), variables and simple arithmetic.
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3. Introduce one decision, then one small loop, at the learner's pace.
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4. Follow the [ten lessons](../lessons/README.md) and [first-hour guide](FIRST_HOUR.md).
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5. Try a small quiz; ask the learner to explain what changed and why.
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6. Introduce a harmless mistake, run `claro check`, and observe whether the
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message identifies the right line and suggests an understandable repair.
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Show one recommended spelling per concept. Do not introduce classes, typing,
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packages, networking, concurrency or graphics as prerequisites to first programs.
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## Record feedback
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- Can the learner start, run, change and save a program without repeated coaching?
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- Which instructions, words, prompts or errors cause confusion?
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- Are examples short enough? Is the expected output obvious?
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- Can the learner recover from a mistake and understand what a loop does?
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- What presentation, pacing or assistive-technology adjustments help this person?
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Record observations without claiming one design suits every disability. Get
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consent before retaining feedback and avoid unnecessary personal/health data.
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Make one small improvement, then repeat learner testing.
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Platform checks, hosted release verification and accessibility feedback are
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separate milestones. See [release status](RELEASE_STATUS.md).
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