Browse All Tips
Displaying 141 - 160 of 214
-
-
Misconception: Students have difficulty working with temporary variables in arrays.
-
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 -
Misconception: Students have difficulty understanding why a while(true) loop continues forever.
-
Demo visualizations of code executing online, using tools like Python Tutor, and on paper before having students practice visualizing code execution in the same way to better learn how code executes.
Share Demo visualizations of code executing online, using tools like Python Tutor, and on paper before having students practice visualizing code execution in the same way to better learn how code executes. with FacebookShare Demo visualizations of code executing online, using tools like Python Tutor, and on paper before having students practice visualizing code execution in the same way to better learn how code executes. with Twitter -
Use Clock as an example of an abstract class because ALL clocks have the same mechanism for keeping time, a necessary property for an Abstract Class, to provide students with a strong real-world mental model for abstract classes.
Share Use Clock as an example of an abstract class because ALL clocks have the same mechanism for keeping time, a necessary property for an Abstract Class, to provide students with a strong real-world mental model for abstract classes. with FacebookShare Use Clock as an example of an abstract class because ALL clocks have the same mechanism for keeping time, a necessary property for an Abstract Class, to provide students with a strong real-world mental model for abstract classes. with Twitter -
Have students act out diagrams they create of the stack and heap to extend this common drawing exercise and help them strengthen their mental models.
Share Have students act out diagrams they create of the stack and heap to extend this common drawing exercise and help them strengthen their mental models. with FacebookShare Have students act out diagrams they create of the stack and heap to extend this common drawing exercise and help them strengthen their mental models. with Twitter -
Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly.
Share Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly. with FacebookShare Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly. 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 -
Forward students links to programs in Python Tutor and ask them to answer questions about how the code works to go over what happens during a function call to provide students in-depth practice.
Share Forward students links to programs in Python Tutor and ask them to answer questions about how the code works to go over what happens during a function call to provide students in-depth practice. with FacebookShare Forward students links to programs in Python Tutor and ask them to answer questions about how the code works to go over what happens during a function call to provide students in-depth practice. with Twitter -
Misconception: Return is a mystery to students because they may not understand that functions have an entry point and an exit point. This results in mistakes such as assuming Python will return the right thing.
Share Misconception: Return is a mystery to students because they may not understand that functions have an entry point and an exit point. This results in mistakes such as assuming Python will return the right thing. with FacebookShare Misconception: Return is a mystery to students because they may not understand that functions have an entry point and an exit point. This results in mistakes such as assuming Python will return the right thing. with Twitter -
Distinguish the differences between print statements and return statements to help students understand that these elements are not related because this conflation can cause a lot of confusion.
Share Distinguish the differences between print statements and return statements to help students understand that these elements are not related because this conflation can cause a lot of confusion. with FacebookShare Distinguish the differences between print statements and return statements to help students understand that these elements are not related because this conflation can cause a lot of confusion. with Twitter -
Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops.
Share Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops. with FacebookShare Show a variety of for loops conditionals (e.g., < vs. <=; different variable names, different start values, different increment operations) to avoid common misconceptions about loops. with Twitter -
Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice.
Share Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice. with FacebookShare Having students trace a simple program for drawing a set of squares in Processing to introduce loops and strengthen student understanding for-loops with a body of code through practice. with Twitter -
Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops.
Share Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops. with FacebookShare Motivate for-loops by having students informally describe how to draw a set of 5 shapes, then having them turn this description into pseudocode to practice for-loops. with Twitter -
Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient.
Share Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with FacebookShare Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with Twitter -
Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content.
Share Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with FacebookShare Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with Twitter -
Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well.
Share Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with FacebookShare Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with Twitter -
Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject.
Share Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject. with FacebookShare Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject. with Twitter -
Use tupperware containers and act out being the computer to teach students how in CS variables and statements like x=x+1 are different than variables and equations in math by creating a meaningful visualization.
Share Use tupperware containers and act out being the computer to teach students how in CS variables and statements like x=x+1 are different than variables and equations in math by creating a meaningful visualization. with FacebookShare Use tupperware containers and act out being the computer to teach students how in CS variables and statements like x=x+1 are different than variables and equations in math by creating a meaningful visualization. with Twitter