Misconception: Students believe that while loops tell the program when to stop rather than when to continue. Share Misconception: Students believe that while loops tell the program when to stop rather than when to continue. with FacebookShare Misconception: Students believe that while loops tell the program when to stop rather than when to continue. with Twitter
Use these 5 strategies to give students useful debugging strategies that will help them fix Segmentation Faults. Share Use these 5 strategies to give students useful debugging strategies that will help them fix Segmentation Faults. with FacebookShare Use these 5 strategies to give students useful debugging strategies that will help them fix Segmentation Faults. with Twitter
When teaching null dereferences, show a call that dereferences a null pointer in a debugger to give students a snapshot of what is happening. Share When teaching null dereferences, show a call that dereferences a null pointer in a debugger to give students a snapshot of what is happening. with FacebookShare When teaching null dereferences, show a call that dereferences a null pointer in a debugger to give students a snapshot of what is happening. 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
Use examples of actions, like accelerating a car, to introduce functions. Share Use examples of actions, like accelerating a car, to introduce functions. with FacebookShare Use examples of actions, like accelerating a car, to introduce functions. with Twitter
Teach simple Java with graphics first using the Draw/Roll Die activity, having students call objects and methods before defining their own, for an engaging way to reinforce material. Share Teach simple Java with graphics first using the Draw/Roll Die activity, having students call objects and methods before defining their own, for an engaging way to reinforce material. with FacebookShare Teach simple Java with graphics first using the Draw/Roll Die activity, having students call objects and methods before defining their own, for an engaging way to reinforce material. with Twitter
Always use the keyword ‘this’ in Java, and trace through many examples, to help students understand it. Share Always use the keyword ‘this’ in Java, and trace through many examples, to help students understand it. with FacebookShare Always use the keyword ‘this’ in Java, and trace through many examples, to help students understand it. with Twitter
In Javascript, put off object-oriented design until last to avoid complexity students don’t need. Share In Javascript, put off object-oriented design until last to avoid complexity students don’t need. with FacebookShare In Javascript, put off object-oriented design until last to avoid complexity students don’t need. 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
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
Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. Share Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with FacebookShare Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with Twitter
Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. Share Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. with FacebookShare Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. with Twitter
Misconception: students struggle with the onMousePress method (and other mouse interaction methods) in the Java objectdraw Library from Williams College; they need help understanding it’s called even when don’t explicitly call it. Share Misconception: students struggle with the onMousePress method (and other mouse interaction methods) in the Java objectdraw Library from Williams College; they need help understanding it’s called even when don’t explicitly call it. with FacebookShare Misconception: students struggle with the onMousePress method (and other mouse interaction methods) in the Java objectdraw Library from Williams College; they need help understanding it’s called even when don’t explicitly call it. with Twitter
Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. Share Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. with FacebookShare Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. with Twitter
Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. Share Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. with FacebookShare Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. with Twitter
Tell students they have to believe that some things just work before they will understand why it works because they need exposure to a lot of material before some concepts make sense individually. Share Tell students they have to believe that some things just work before they will understand why it works because they need exposure to a lot of material before some concepts make sense individually. with FacebookShare Tell students they have to believe that some things just work before they will understand why it works because they need exposure to a lot of material before some concepts make sense individually. with Twitter
Misconception: Students get confused by the multiple equals signs comparison operators in Javascript making it difficult to motivate the difference to beginning students. Share Misconception: Students get confused by the multiple equals signs comparison operators in Javascript making it difficult to motivate the difference to beginning students. with FacebookShare Misconception: Students get confused by the multiple equals signs comparison operators in Javascript making it difficult to motivate the difference to beginning students. with Twitter
Scaffold students to evaluating and understanding 3 === “3” in Javascript using the following steps to help students learn the difference between confusing comparison operators. Share Scaffold students to evaluating and understanding 3 === “3” in Javascript using the following steps to help students learn the difference between confusing comparison operators. with FacebookShare Scaffold students to evaluating and understanding 3 === “3” in Javascript using the following steps to help students learn the difference between confusing comparison operators. with Twitter
Use popular, repetitive music to teach loops in a beginning course because this motivates the purpose and application of loops while keeping students engaged by referencing popular culture. Share Use popular, repetitive music to teach loops in a beginning course because this motivates the purpose and application of loops while keeping students engaged by referencing popular culture. with FacebookShare Use popular, repetitive music to teach loops in a beginning course because this motivates the purpose and application of loops while keeping students engaged by referencing popular culture. with Twitter