Have students program a robot to play a song to engage novices. Share Have students program a robot to play a song to engage novices. with FacebookShare Have students program a robot to play a song to engage novices. with Twitter
Prototype Makey Makey, a simple invention kit for the classroom that helps students turn everyday items into keyboard buttons, to bring Scratch programming projects into the real world and engage your students. Share Prototype Makey Makey, a simple invention kit for the classroom that helps students turn everyday items into keyboard buttons, to bring Scratch programming projects into the real world and engage your students. with FacebookShare Prototype Makey Makey, a simple invention kit for the classroom that helps students turn everyday items into keyboard buttons, to bring Scratch programming projects into the real world and engage your students. with Twitter
Use the constraints of formatting to show students that computers have an underlying set of rules. Share Use the constraints of formatting to show students that computers have an underlying set of rules. with FacebookShare Use the constraints of formatting to show students that computers have an underlying set of rules. with Twitter
Use Skylit to let students review past APCS free response questions. Share Use Skylit to let students review past APCS free response questions. with FacebookShare Use Skylit to let students review past APCS free response questions. with Twitter
Use Chortle as a great online resource that helps students learn Java for the AP test. Share Use Chortle as a great online resource that helps students learn Java for the AP test. with FacebookShare Use Chortle as a great online resource that helps students learn Java for the AP test. with Twitter
Use this list of common coding errors to help students debug. Share Use this list of common coding errors to help students debug. with FacebookShare Use this list of common coding errors to help students debug. with Twitter
Use Problets.org to help students practice programming basics in C++, Java, C#, or Visual Basic Share Use Problets.org to help students practice programming basics in C++, Java, C#, or Visual Basic with FacebookShare Use Problets.org to help students practice programming basics in C++, Java, C#, or Visual Basic with Twitter
Focus on simple examples in a breadth course about systems to avoid confusing students. Save depth for upper level courses. Share Focus on simple examples in a breadth course about systems to avoid confusing students. Save depth for upper level courses. with FacebookShare Focus on simple examples in a breadth course about systems to avoid confusing students. Save depth for upper level courses. with Twitter
Draw attention to types when teaching students Python to help lay the groundwork for understanding types in lower-level programming languages they’ll learn about later. Share Draw attention to types when teaching students Python to help lay the groundwork for understanding types in lower-level programming languages they’ll learn about later. with FacebookShare Draw attention to types when teaching students Python to help lay the groundwork for understanding types in lower-level programming languages they’ll learn about later. with Twitter
In anticipation of a relatively large project, assign smaller projects that include the programming concepts necessary for the large project. Share In anticipation of a relatively large project, assign smaller projects that include the programming concepts necessary for the large project. with FacebookShare In anticipation of a relatively large project, assign smaller projects that include the programming concepts necessary for the large project. with Twitter
Have the class make instructions for a Robot class you created that will bring Chipotle back to the classroom to motivate instructions and method sequencing. Share Have the class make instructions for a Robot class you created that will bring Chipotle back to the classroom to motivate instructions and method sequencing. with FacebookShare Have the class make instructions for a Robot class you created that will bring Chipotle back to the classroom to motivate instructions and method sequencing. with Twitter
Include a lot of visual examples in intro classes to help students learn by giving concrete visualizations of new, abstract concepts. Share Include a lot of visual examples in intro classes to help students learn by giving concrete visualizations of new, abstract concepts. with FacebookShare Include a lot of visual examples in intro classes to help students learn by giving concrete visualizations of new, abstract concepts. with Twitter
Have all functions return something in an intro course to help students understand that functions have a start and an end, even though they are always returning. Share Have all functions return something in an intro course to help students understand that functions have a start and an end, even though they are always returning. with FacebookShare Have all functions return something in an intro course to help students understand that functions have a start and an end, even though they are always returning. with Twitter
Misconception: With conditionals, students may try to compare the memory address of a function to a number, like x < foo, when they intended to compare x with the return value of foo. Share Misconception: With conditionals, students may try to compare the memory address of a function to a number, like x < foo, when they intended to compare x with the return value of foo. with FacebookShare Misconception: With conditionals, students may try to compare the memory address of a function to a number, like x < foo, when they intended to compare x with the return value of foo. with Twitter
Spend extra time teaching Big O in intro classes that use Python because the underlying implementation of Python lists is a mystery to students that leads students to believe many operations are constant, O(1), that are not. Share Spend extra time teaching Big O in intro classes that use Python because the underlying implementation of Python lists is a mystery to students that leads students to believe many operations are constant, O(1), that are not. with FacebookShare Spend extra time teaching Big O in intro classes that use Python because the underlying implementation of Python lists is a mystery to students that leads students to believe many operations are constant, O(1), that are not. with Twitter
Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. Share Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with FacebookShare Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with Twitter
Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. Share Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with FacebookShare Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with Twitter
Remind students to match types on both sides of the equations because they often try to combine types when creating variables. Share Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with FacebookShare Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with Twitter
Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. Share Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with FacebookShare Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with Twitter
Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. Share Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with FacebookShare Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with Twitter