Ask students if the games they are designing are games they’d want to buy to keep students making progress toward your learning goals for them. Share Ask students if the games they are designing are games they’d want to buy to keep students making progress toward your learning goals for them. with FacebookShare Ask students if the games they are designing are games they’d want to buy to keep students making progress toward your learning goals for them. 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
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
Check out the Computing At School website for resources for a variety of CS courses. Share Check out the Computing At School website for resources for a variety of CS courses. with FacebookShare Check out the Computing At School website for resources for a variety of CS courses. with Twitter
Use worked examples (step-by-step demonstrations of how to perform a task) to introduce new problem solving skills to students. Share Use worked examples (step-by-step demonstrations of how to perform a task) to introduce new problem solving skills to students. with FacebookShare Use worked examples (step-by-step demonstrations of how to perform a task) to introduce new problem solving skills to students. with Twitter
Give students guided notes (i.e., partially-completed notes that students complete) to help them stay engaged and learn from lectures or readings. It may be especially helpful to include vocabulary lists. Share Give students guided notes (i.e., partially-completed notes that students complete) to help them stay engaged and learn from lectures or readings. It may be especially helpful to include vocabulary lists. with FacebookShare Give students guided notes (i.e., partially-completed notes that students complete) to help them stay engaged and learn from lectures or readings. It may be especially helpful to include vocabulary lists. with Twitter
Install the offline editor on student machines in your Scratch course in case the online editor is not available. Share Install the offline editor on student machines in your Scratch course in case the online editor is not available. with FacebookShare Install the offline editor on student machines in your Scratch course in case the online editor is not available. with Twitter
Check out Professor Colleen Lewis’ online Scratch curriculum for ready-to-use CS classroom activities and for ideas for your own curriculum. Share Check out Professor Colleen Lewis’ online Scratch curriculum for ready-to-use CS classroom activities and for ideas for your own curriculum. with FacebookShare Check out Professor Colleen Lewis’ online Scratch curriculum for ready-to-use CS classroom activities and for ideas for your own curriculum. with Twitter
Scaffold students through reverse engineering existing Scratch projects to help them gain competency in important concepts like message passing, variables, and event-based programming. Share Scaffold students through reverse engineering existing Scratch projects to help them gain competency in important concepts like message passing, variables, and event-based programming. with FacebookShare Scaffold students through reverse engineering existing Scratch projects to help them gain competency in important concepts like message passing, variables, and event-based programming. with Twitter
Mention to students that individual blocks in Scratch and Snap can be tested by double clicking them in the block library so they know this useful, non-intuitive trick for learning what an individual block does. Share Mention to students that individual blocks in Scratch and Snap can be tested by double clicking them in the block library so they know this useful, non-intuitive trick for learning what an individual block does. with FacebookShare Mention to students that individual blocks in Scratch and Snap can be tested by double clicking them in the block library so they know this useful, non-intuitive trick for learning what an individual block does. 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
Assign students an “all-about-me” project to practice introductory Scratch content and to engage with computational thinking through expressing themselves. Share Assign students an “all-about-me” project to practice introductory Scratch content and to engage with computational thinking through expressing themselves. with FacebookShare Assign students an “all-about-me” project to practice introductory Scratch content and to engage with computational thinking through expressing themselves. with Twitter
Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. Share Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. with FacebookShare Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. with Twitter
Misconceptions: Loops can be difficult for students in Scratch Jr. Share Misconceptions: Loops can be difficult for students in Scratch Jr. with FacebookShare Misconceptions: Loops can be difficult for students in Scratch Jr. 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
Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. Share Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. with FacebookShare Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. with Twitter
Model parabolic motion in Scratch to show students (and teachers) that Scratch can handle engaging, complex problems because it is a real programming languages. Share Model parabolic motion in Scratch to show students (and teachers) that Scratch can handle engaging, complex problems because it is a real programming languages. with FacebookShare Model parabolic motion in Scratch to show students (and teachers) that Scratch can handle engaging, complex problems because it is a real programming languages. with Twitter
Show past student projects during professional developments for courses that use Scratch to convince adults that kids of all ages can wrestle with hard, interesting problems and be excited by programming in Scratch. Share Show past student projects during professional developments for courses that use Scratch to convince adults that kids of all ages can wrestle with hard, interesting problems and be excited by programming in Scratch. with FacebookShare Show past student projects during professional developments for courses that use Scratch to convince adults that kids of all ages can wrestle with hard, interesting problems and be excited by programming in Scratch. with Twitter