Empathize with students who struggled to get their code working, these students may not be ready to think about how to advance the design of their program; suggesting they refactor their code immediately after it finally runs can be discouraging. Share Empathize with students who struggled to get their code working, these students may not be ready to think about how to advance the design of their program; suggesting they refactor their code immediately after it finally runs can be discouraging. with FacebookShare Empathize with students who struggled to get their code working, these students may not be ready to think about how to advance the design of their program; suggesting they refactor their code immediately after it finally runs can be discouraging. with Twitter
Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. Share Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. with FacebookShare Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. with Twitter
Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. Share Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. with FacebookShare Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. with Twitter
Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. Share Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. with FacebookShare Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. with Twitter
Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. Share Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. with FacebookShare Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. with Twitter
Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. Share Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. with FacebookShare Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. with Twitter
Use sounds in Scratch to make it clear when particular lines of code are being executed because it can be really hard for students to figure out the order of execution. Share Use sounds in Scratch to make it clear when particular lines of code are being executed because it can be really hard for students to figure out the order of execution. with FacebookShare Use sounds in Scratch to make it clear when particular lines of code are being executed because it can be really hard for students to figure out the order of execution. with Twitter
Put debugging tips inside the test cases when you provide students with JUnit test cases to help students improve their own debugging abilities in Java. Share Put debugging tips inside the test cases when you provide students with JUnit test cases to help students improve their own debugging abilities in Java. with FacebookShare Put debugging tips inside the test cases when you provide students with JUnit test cases to help students improve their own debugging abilities in Java. with Twitter
Assign students to add comments to code their peers wrote that is void of comments to test students ability to understand the code as well as their peer’s ability to write clear code. Share Assign students to add comments to code their peers wrote that is void of comments to test students ability to understand the code as well as their peer’s ability to write clear code. with FacebookShare Assign students to add comments to code their peers wrote that is void of comments to test students ability to understand the code as well as their peer’s ability to write clear code. with Twitter
Teach students how to debug with print statements before teaching them to use a debugger. Share Teach students how to debug with print statements before teaching them to use a debugger. with FacebookShare Teach students how to debug with print statements before teaching them to use a debugger. with Twitter
Let students debug their code alone for a few minutes before intervening because students might feel that they should be able to find bugs immediately, which isn’t the case. Share Let students debug their code alone for a few minutes before intervening because students might feel that they should be able to find bugs immediately, which isn’t the case. with FacebookShare Let students debug their code alone for a few minutes before intervening because students might feel that they should be able to find bugs immediately, which isn’t the case. with Twitter
Show students what code looks like with and without switch statements to motivate the reasons for using them. Share Show students what code looks like with and without switch statements to motivate the reasons for using them. with FacebookShare Show students what code looks like with and without switch statements to motivate the reasons for using them. with Twitter
Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. Share Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. with FacebookShare Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. with Twitter
Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. Share Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. with FacebookShare Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. with Twitter
Misconception: when working with Booleans, students assume that false means incorrect and true means correct. Share Misconception: when working with Booleans, students assume that false means incorrect and true means correct. with FacebookShare Misconception: when working with Booleans, students assume that false means incorrect and true means correct. with Twitter
Challenge students to estimate the answer to a Fermi problem to model problem decomposition. Share Challenge students to estimate the answer to a Fermi problem to model problem decomposition. with FacebookShare Challenge students to estimate the answer to a Fermi problem to model problem decomposition. with Twitter
When explaining code to the class, project your code and use a tablet to draw on top of it. Ask students for debugging suggestions to make them more comfortable finding bugs and to show them that all programmers, even you, make mistakes. Share When explaining code to the class, project your code and use a tablet to draw on top of it. Ask students for debugging suggestions to make them more comfortable finding bugs and to show them that all programmers, even you, make mistakes. with FacebookShare When explaining code to the class, project your code and use a tablet to draw on top of it. Ask students for debugging suggestions to make them more comfortable finding bugs and to show them that all programmers, even you, make mistakes. with Twitter
Tell your students that they should assume their code has bugs to help decrease their frustration when writing code. Share Tell your students that they should assume their code has bugs to help decrease their frustration when writing code. with FacebookShare Tell your students that they should assume their code has bugs to help decrease their frustration when writing code. with Twitter
Use Parson’s Puzzles to help students engage with a concept without writing code or experiencing frustrating syntax errors. Share Use Parson’s Puzzles to help students engage with a concept without writing code or experiencing frustrating syntax errors. with FacebookShare Use Parson’s Puzzles to help students engage with a concept without writing code or experiencing frustrating syntax errors. with Twitter
Use the Online Python Tutor tool to trace through code and help students visualize what the code is doing. Share Use the Online Python Tutor tool to trace through code and help students visualize what the code is doing. with FacebookShare Use the Online Python Tutor tool to trace through code and help students visualize what the code is doing. with Twitter