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
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
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
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
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
Misconception: Students believe that reference pointers go both directions such that objects know what points to them. Share Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with FacebookShare Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with Twitter
Misconception: Students think that it’s possible to write methods that add attributes to a Java class. Share Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with FacebookShare Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with Twitter
Misconception: Students believe that methods in different classes cannot have the same name. Share Misconception: Students believe that methods in different classes cannot have the same name. with FacebookShare Misconception: Students believe that methods in different classes cannot have the same name. with Twitter
Misconception: Students believe that boolean values can only be used in conditionals. Share Misconception: Students believe that boolean values can only be used in conditionals. with FacebookShare Misconception: Students believe that boolean values can only be used in conditionals. with Twitter
Misconception: Students create a new object when they only need to copy a reference. Share Misconception: Students create a new object when they only need to copy a reference. with FacebookShare Misconception: Students create a new object when they only need to copy a reference. with Twitter
Misconception: Students create a new instance variable when they only need a local variable. Share Misconception: Students create a new instance variable when they only need a local variable. with FacebookShare Misconception: Students create a new instance variable when they only need a local variable. with Twitter
Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. Share Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with FacebookShare Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with Twitter
Misconception: Students think that “return x*x” changes the value of x to be x*x. Share Misconception: Students think that “return x*x” changes the value of x to be x*x. with FacebookShare Misconception: Students think that “return x*x” changes the value of x to be x*x. with Twitter
Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. Share Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with FacebookShare Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with Twitter