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
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 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
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
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
Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. Share Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. with FacebookShare Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. with Twitter
Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. Share Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with FacebookShare Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with Twitter
Have students play the Gidget debugging game for practice debugging in an engaging environment. Share Have students play the Gidget debugging game for practice debugging in an engaging environment. with FacebookShare Have students play the Gidget debugging game for practice debugging in an engaging environment. with Twitter
Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. Share Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with FacebookShare Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with Twitter
Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. Share Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with FacebookShare Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with Twitter
As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. Share As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. with FacebookShare As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. with Twitter
Reassure students that, over time, they will develop more accurate hypotheses when debugging. Share Reassure students that, over time, they will develop more accurate hypotheses when debugging. with FacebookShare Reassure students that, over time, they will develop more accurate hypotheses when debugging. with Twitter
Have students break their code into smaller pieces to find out where the bug might be. Share Have students break their code into smaller pieces to find out where the bug might be. with FacebookShare Have students break their code into smaller pieces to find out where the bug might be. with Twitter
Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. Share Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. with FacebookShare Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. with Twitter
Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. Share Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. with FacebookShare Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. with Twitter
Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. Share Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. with FacebookShare Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. with Twitter
Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. Share Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. with FacebookShare Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. with Twitter
Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. Share Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. with FacebookShare Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. with Twitter