Start by having students transpose code from one loop type to the other when teaching all the different conditionals for the AP CS A exam. Share Start by having students transpose code from one loop type to the other when teaching all the different conditionals for the AP CS A exam. with FacebookShare Start by having students transpose code from one loop type to the other when teaching all the different conditionals for the AP CS A exam. with Twitter
Misconception: The update in the index in a for loop (i.e., the third part of the for loop control statement) happens after the all the steps inside of the loop have happened. Share Misconception: The update in the index in a for loop (i.e., the third part of the for loop control statement) happens after the all the steps inside of the loop have happened. with FacebookShare Misconception: The update in the index in a for loop (i.e., the third part of the for loop control statement) happens after the all the steps inside of the loop have happened. with Twitter
Explain nested for loops using a car odometer, the innermost loop controlling the ones digit must cycle fully before the outer loops steps forward, to help students better understand nested loops through a real world example. Share Explain nested for loops using a car odometer, the innermost loop controlling the ones digit must cycle fully before the outer loops steps forward, to help students better understand nested loops through a real world example. with FacebookShare Explain nested for loops using a car odometer, the innermost loop controlling the ones digit must cycle fully before the outer loops steps forward, to help students better understand nested loops through a real world example. with Twitter
Use note passing for explaining the difference between methods with no return (void methods) and methods with return to provide students with a relatable example. Share Use note passing for explaining the difference between methods with no return (void methods) and methods with return to provide students with a relatable example. with FacebookShare Use note passing for explaining the difference between methods with no return (void methods) and methods with return to provide students with a relatable example. with Twitter
Start programming courses with HTML to get students to engage with programming languages by building off of their pre-existing, experiential curiosity. Share Start programming courses with HTML to get students to engage with programming languages by building off of their pre-existing, experiential curiosity. with FacebookShare Start programming courses with HTML to get students to engage with programming languages by building off of their pre-existing, experiential curiosity. with Twitter
Misconception: Students get confused reconciling the coordinate system with the point Scratch uses as the center for Sprites. Share Misconception: Students get confused reconciling the coordinate system with the point Scratch uses as the center for Sprites. with FacebookShare Misconception: Students get confused reconciling the coordinate system with the point Scratch uses as the center for Sprites. with Twitter
Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. Share Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. with FacebookShare Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. with Twitter
Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. Share Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. with FacebookShare Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. with Twitter
Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. Share Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. with FacebookShare Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. with Twitter
Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. Share Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. with FacebookShare Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. with Twitter
Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. Share Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. with FacebookShare Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. with Twitter
Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. Share Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. with FacebookShare Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. with Twitter
Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. Share Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. with FacebookShare Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. with Twitter
Misconception: Students may think that assigning one array to point to another array makes a copy of that array, failing to make a distinction between shallow and deep copies. Share Misconception: Students may think that assigning one array to point to another array makes a copy of that array, failing to make a distinction between shallow and deep copies. with FacebookShare Misconception: Students may think that assigning one array to point to another array makes a copy of that array, failing to make a distinction between shallow and deep copies. with Twitter
Misconception: Students have difficulty working with temporary variables in arrays. Share Misconception: Students have difficulty working with temporary variables in arrays. with FacebookShare Misconception: Students have difficulty working with temporary variables in arrays. with Twitter
Have students trace loops with break statements to reinforce the behavior of break because tracing is a powerful and straight-forward exercise. Share Have students trace loops with break statements to reinforce the behavior of break because tracing is a powerful and straight-forward exercise. with FacebookShare Have students trace loops with break statements to reinforce the behavior of break because tracing is a powerful and straight-forward exercise. with Twitter
Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. Share Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. with FacebookShare Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. with Twitter
Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. Share Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. with FacebookShare Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. with Twitter
Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. Share Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. with FacebookShare Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. with Twitter
Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. Share Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. with FacebookShare Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. with Twitter