Organize a game in which students in a circle need to obtain their assigned item by passing the items between empty-handed neighbors to interactively demonstrate deadlock. Share Organize a game in which students in a circle need to obtain their assigned item by passing the items between empty-handed neighbors to interactively demonstrate deadlock. with FacebookShare Organize a game in which students in a circle need to obtain their assigned item by passing the items between empty-handed neighbors to interactively demonstrate deadlock. with Twitter

Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. Share Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. with FacebookShare Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. with Twitter

Use physical activities to demonstrate sorting algorithms and help students build intuition about how these algorithms work. Share Use physical activities to demonstrate sorting algorithms and help students build intuition about how these algorithms work. with FacebookShare Use physical activities to demonstrate sorting algorithms and help students build intuition about how these algorithms work. with Twitter

Have students act as elements walking through a network to sort themselves to teach students about how Sorting Networks function. Share Have students act as elements walking through a network to sort themselves to teach students about how Sorting Networks function. with FacebookShare Have students act as elements walking through a network to sort themselves to teach students about how Sorting Networks function. with Twitter

Provide students with App Inventor starter code they can modify and build on so they have an opportunity to play around in App Inventor without becoming overwhelmed by starting from scratch. Share Provide students with App Inventor starter code they can modify and build on so they have an opportunity to play around in App Inventor without becoming overwhelmed by starting from scratch. with FacebookShare Provide students with App Inventor starter code they can modify and build on so they have an opportunity to play around in App Inventor without becoming overwhelmed by starting from scratch. with Twitter

Have students find the best method of sorting a group of unknown weights to teach them about sorting algorithms. Share Have students find the best method of sorting a group of unknown weights to teach them about sorting algorithms. with FacebookShare Have students find the best method of sorting a group of unknown weights to teach them about sorting algorithms. with Twitter

Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. Share Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. with FacebookShare Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. with Twitter

Use in-class clicker questions to identify students struggling at the beginning of the course so you can reach out to them. Share Use in-class clicker questions to identify students struggling at the beginning of the course so you can reach out to them. with FacebookShare Use in-class clicker questions to identify students struggling at the beginning of the course so you can reach out to them. with Twitter

Have pairs of students aim to achieve the same patterns on Battleship boards to teach them the precision necessary for algorithmic design. Share Have pairs of students aim to achieve the same patterns on Battleship boards to teach them the precision necessary for algorithmic design. with FacebookShare Have pairs of students aim to achieve the same patterns on Battleship boards to teach them the precision necessary for algorithmic design. with Twitter

Have pair programming groups rotate computers every 10 minutes in an activity where they have to continue to solve the assigned problem using other pairs’ code to motivate writing good comments. Share Have pair programming groups rotate computers every 10 minutes in an activity where they have to continue to solve the assigned problem using other pairs’ code to motivate writing good comments. with FacebookShare Have pair programming groups rotate computers every 10 minutes in an activity where they have to continue to solve the assigned problem using other pairs’ code to motivate writing good comments. with Twitter

Help students find bugs by drawing or writing out what their code does at each step. Share Help students find bugs by drawing or writing out what their code does at each step. with FacebookShare Help students find bugs by drawing or writing out what their code does at each step. with Twitter

Build relationships with local college faculty or software engineers so you can periodically ask them for email-based debugging help for students. Share Build relationships with local college faculty or software engineers so you can periodically ask them for email-based debugging help for students. with FacebookShare Build relationships with local college faculty or software engineers so you can periodically ask them for email-based debugging help for students. with Twitter

Include college seniors in intro courses by having them write blog posts reviewing interesting developments in information technology to engage intro CS students. Share Include college seniors in intro courses by having them write blog posts reviewing interesting developments in information technology to engage intro CS students. with FacebookShare Include college seniors in intro courses by having them write blog posts reviewing interesting developments in information technology to engage intro CS students. with Twitter

When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. Share When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. with FacebookShare When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. with Twitter

Remind students that the computer will run any code that compiles, no matter how unreasonable, because it doesn’t have the ability to determine if code is reasonable or not. Share Remind students that the computer will run any code that compiles, no matter how unreasonable, because it doesn’t have the ability to determine if code is reasonable or not. with FacebookShare Remind students that the computer will run any code that compiles, no matter how unreasonable, because it doesn’t have the ability to determine if code is reasonable or not. with Twitter

Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. Share Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. with FacebookShare Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. with Twitter

Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. Share Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. with FacebookShare Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. with Twitter

Misconception: Students believe that a method can only be called once on a given object. Share Misconception: Students believe that a method can only be called once on a given object. with FacebookShare Misconception: Students believe that a method can only be called once on a given object. with Twitter

Trace through example code in class to show and encourage students to debug effectively Share Trace through example code in class to show and encourage students to debug effectively with FacebookShare Trace through example code in class to show and encourage students to debug effectively with Twitter

Misconception: Students think that two different variables cannot refer to the same object. Share Misconception: Students think that two different variables cannot refer to the same object. with FacebookShare Misconception: Students think that two different variables cannot refer to the same object. with Twitter