Earlier quoted context omitted.
> specifically focusing on lower-level "build blocks" practice This has been my experience with teaching math and CS. The biggest causes of failure is not identifying and teaching prerequisite skills. The key point is prerequisite. Many times the skills needed to pass a math or CS class are not part of that class's curriculum. Students who have encountered the building blocks already tend to do well, students who hav…
This is my experience as an adult studying calculus, linear algebra, dynamic programming etc. Calculus is mostly algebra. If you can’t reliably solve algebraic equations, derivatives and integrals will probably be a step too far. Algebra is mostly arithmetic. If you can’t reliably add and multiply rational numbers, solving for unknowns is going to be patchy at best. The key part as a student is learning to recognise…
This is, in my opinion, one of the issues with adults attempting to pick up new skills, in addition to that mythical "free time". Many of us have been conditioned that if we aren't masters in something immediately, its a lost cause. If someone suggests that we do "what kids do", then we think we're too "grown up for that". A good example would be tracing drawings. Many kids learn this way, but to suggest an adult do it and provide positive reinforcement in doing it is almost non-existent at the adult level.
Honestly, an adult version of Sesame Street (not "adult" in sex, drugs, violence, but the simplistic dialogue with repetition) may help adults learn a new language, but its competing with other factors like time, general attention, thinking this is "worthy" of our time, etc.