Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. Share Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. with FacebookShare Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. 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
Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. Share Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. with FacebookShare Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. with Twitter
Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. Share Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. with FacebookShare Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. with Twitter
Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. Share Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. with FacebookShare Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. with Twitter
Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. Share Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. with FacebookShare Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. with Twitter
Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. Share Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. with FacebookShare Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. with Twitter
Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. Share Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. with FacebookShare Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. with Twitter
Give students a set number of late homework passes so they can give themselves extensions and hold themselves accountable for deadlines. Share Give students a set number of late homework passes so they can give themselves extensions and hold themselves accountable for deadlines. with FacebookShare Give students a set number of late homework passes so they can give themselves extensions and hold themselves accountable for deadlines. with Twitter
Provide consistent feedback opportunities from the very first day of the course to assist struggling students early on and prevent them from falling behind. Share Provide consistent feedback opportunities from the very first day of the course to assist struggling students early on and prevent them from falling behind. with FacebookShare Provide consistent feedback opportunities from the very first day of the course to assist struggling students early on and prevent them from falling behind. with Twitter
Create a group of student mentors who have already completed your school’s introductory computer science courses to give current students peer role models. Share Create a group of student mentors who have already completed your school’s introductory computer science courses to give current students peer role models. with FacebookShare Create a group of student mentors who have already completed your school’s introductory computer science courses to give current students peer role models. with Twitter
Individual attention from teachers is helpful for struggling students. Share Individual attention from teachers is helpful for struggling students. with FacebookShare Individual attention from teachers is helpful for struggling students. 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
Reassure students struggling with common misconceptions that they’re not alone to bolster their confidence. Share Reassure students struggling with common misconceptions that they’re not alone to bolster their confidence. with FacebookShare Reassure students struggling with common misconceptions that they’re not alone to bolster their confidence. with Twitter
Emphasize that Scratch is REAL coding; this lets students know that programming in educational languages like Scratch or Python is valuable even though these languages aren’t commonly used in industry. Share Emphasize that Scratch is REAL coding; this lets students know that programming in educational languages like Scratch or Python is valuable even though these languages aren’t commonly used in industry. with FacebookShare Emphasize that Scratch is REAL coding; this lets students know that programming in educational languages like Scratch or Python is valuable even though these languages aren’t commonly used in industry. with Twitter
Beware of the expert blind spot to ensure you can help your students overcome the initial difficulties that are intrinsic to learning new content. Share Beware of the expert blind spot to ensure you can help your students overcome the initial difficulties that are intrinsic to learning new content. with FacebookShare Beware of the expert blind spot to ensure you can help your students overcome the initial difficulties that are intrinsic to learning new content. with Twitter
Reassure students that it’s okay if they don’t initially understand a concept in order to motivate them to keep trying. Share Reassure students that it’s okay if they don’t initially understand a concept in order to motivate them to keep trying. with FacebookShare Reassure students that it’s okay if they don’t initially understand a concept in order to motivate them to keep trying. with Twitter
Encourage students who have worked ahead in the Code.org curriculum to explore PlayLab so they can use their time constructively by continuing to code. Share Encourage students who have worked ahead in the Code.org curriculum to explore PlayLab so they can use their time constructively by continuing to code. with FacebookShare Encourage students who have worked ahead in the Code.org curriculum to explore PlayLab so they can use their time constructively by continuing to code. with Twitter
Pick a student to live-code during class to show other students that their peers have many of the same strengths and weaknesses that they do when coding. Share Pick a student to live-code during class to show other students that their peers have many of the same strengths and weaknesses that they do when coding. with FacebookShare Pick a student to live-code during class to show other students that their peers have many of the same strengths and weaknesses that they do when coding. with Twitter
Remind students that many problems take time and thought to solve. Share Remind students that many problems take time and thought to solve. with FacebookShare Remind students that many problems take time and thought to solve. with Twitter