Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” Share Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” with FacebookShare Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” with Twitter
SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” Share SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” with FacebookShare SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” with Twitter
Remember that each student has differing amounts of experience and skill sets when giving feedback. Share Remember that each student has differing amounts of experience and skill sets when giving feedback. with FacebookShare Remember that each student has differing amounts of experience and skill sets when giving feedback. with Twitter
Reward code solutions that have the correct thinking and steps behind them, as this can often be reassuring for students. Share Reward code solutions that have the correct thinking and steps behind them, as this can often be reassuring for students. with FacebookShare Reward code solutions that have the correct thinking and steps behind them, as this can often be reassuring for students. with Twitter
Require groups to review answers together if one student in the group cannot independently answer your questions completely to emphasize collective responsibility and ensure all students know the material. Share Require groups to review answers together if one student in the group cannot independently answer your questions completely to emphasize collective responsibility and ensure all students know the material. with FacebookShare Require groups to review answers together if one student in the group cannot independently answer your questions completely to emphasize collective responsibility and ensure all students know the material. with Twitter
Use www.polleverywhere.com as an alternative to iClickers for small groups. It provides a number corresponding to an multiple-choice answer for students to text in using their cellphones. Share Use www.polleverywhere.com as an alternative to iClickers for small groups. It provides a number corresponding to an multiple-choice answer for students to text in using their cellphones. with FacebookShare Use www.polleverywhere.com as an alternative to iClickers for small groups. It provides a number corresponding to an multiple-choice answer for students to text in using their cellphones. with Twitter
Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. Share Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. with FacebookShare Don't worry about trying to match the modality of your instruction to students' "learning styles" since the importance of learning styles is a myth. with Twitter
Work hard for your students so they will work harder themselves. Share Work hard for your students so they will work harder themselves. with FacebookShare Work hard for your students so they will work harder themselves. with Twitter
Create an environment where students know how to stay focused by making it easier to identify off-task behavior Share Create an environment where students know how to stay focused by making it easier to identify off-task behavior with FacebookShare Create an environment where students know how to stay focused by making it easier to identify off-task behavior with Twitter
Give students an opportunity (or force them) to use GDB and Valgrind. It teaches them how to use important debugging tools, it develops their debugging skills and it improves their code designing skills and code testing skills. Share Give students an opportunity (or force them) to use GDB and Valgrind. It teaches them how to use important debugging tools, it develops their debugging skills and it improves their code designing skills and code testing skills. with FacebookShare Give students an opportunity (or force them) to use GDB and Valgrind. It teaches them how to use important debugging tools, it develops their debugging skills and it improves their code designing skills and code testing skills. 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
Have students walk through and explain code to check for understanding. Share Have students walk through and explain code to check for understanding. with FacebookShare Have students walk through and explain code to check for understanding. with Twitter
Make screen-recordings of the gradings you do by hand so your students can see how you break their code and then learn from your experienced analysis. Share Make screen-recordings of the gradings you do by hand so your students can see how you break their code and then learn from your experienced analysis. with FacebookShare Make screen-recordings of the gradings you do by hand so your students can see how you break their code and then learn from your experienced analysis. with Twitter
Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. Share Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. with FacebookShare Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. with Twitter
Create rubrics to grade complicated assignments so that both you and your students have a better understanding of what quality work looks like. Share Create rubrics to grade complicated assignments so that both you and your students have a better understanding of what quality work looks like. with FacebookShare Create rubrics to grade complicated assignments so that both you and your students have a better understanding of what quality work looks like. with Twitter
Check your exam and homework questions to ensure they don’t rely on knowledge from outside of your course and aren’t phrased with excessively complex language to give students their best chance on each test. Share Check your exam and homework questions to ensure they don’t rely on knowledge from outside of your course and aren’t phrased with excessively complex language to give students their best chance on each test. with FacebookShare Check your exam and homework questions to ensure they don’t rely on knowledge from outside of your course and aren’t phrased with excessively complex language to give students their best chance on each test. with Twitter
Teach students (even young kids) the 20/20/20 rule: every 20 minutes, students should focus their eyes on an object 20 feet away for 20 seconds to protect their vision and create healthy habits. Share Teach students (even young kids) the 20/20/20 rule: every 20 minutes, students should focus their eyes on an object 20 feet away for 20 seconds to protect their vision and create healthy habits. with FacebookShare Teach students (even young kids) the 20/20/20 rule: every 20 minutes, students should focus their eyes on an object 20 feet away for 20 seconds to protect their vision and create healthy habits. 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
Have students write or explain how their open-ended project meets the rubric specifications to provide ample scaffolding to open-ended project success. Share Have students write or explain how their open-ended project meets the rubric specifications to provide ample scaffolding to open-ended project success. with FacebookShare Have students write or explain how their open-ended project meets the rubric specifications to provide ample scaffolding to open-ended project success. with Twitter
Use Zyante programming textbooks so that reading assignments are integrated with frequent exercises to ensure students understand and have plenty of practice with a topic before moving forward. Share Use Zyante programming textbooks so that reading assignments are integrated with frequent exercises to ensure students understand and have plenty of practice with a topic before moving forward. with FacebookShare Use Zyante programming textbooks so that reading assignments are integrated with frequent exercises to ensure students understand and have plenty of practice with a topic before moving forward. with Twitter