Organize a game in which students in a circle need to obtain their assigned item by passing the items between empty-handed neighbors to interactively demonstrate deadlock. Like(1833 Likes)
Misconception: Students have difficulty understanding how to share App Inventor projects between different computers. Like(2166 Likes)
Use physical activities to demonstrate sorting algorithms and help students build intuition about how these algorithms work. Like(3188 Likes)
Have students act as elements walking through a network to sort themselves to teach students about how Sorting Networks function. Like(3127 Likes)
Provide students with App Inventor starter code they can modify and build on so they have an opportunity to play around in App Inventor without becoming overwhelmed by starting from scratch. Like(1937 Likes)
Have students find the best method of sorting a group of unknown weights to teach them about sorting algorithms. Like(3156 Likes)
Misconception: Students get confused about why every character in NetLogo is called a turtle even if they don’t look like turtles. Like(1905 Likes)
Use in-class clicker questions to identify students struggling at the beginning of the course so you can reach out to them. Like(1965 Likes)
Have pairs of students aim to achieve the same patterns on Battleship boards to teach them the precision necessary for algorithmic design. Like(1979 Likes)
Have pair programming groups rotate computers every 10 minutes in an activity where they have to continue to solve the assigned problem using other pairs’ code to motivate writing good comments. Like(1949 Likes)
Help students find bugs by drawing or writing out what their code does at each step. Like(1941 Likes)
Build relationships with local college faculty or software engineers so you can periodically ask them for email-based debugging help for students. Like(1945 Likes)
Include college seniors in intro courses by having them write blog posts reviewing interesting developments in information technology to engage intro CS students. Like(2059 Likes)
When explaining program structure, highlight which aspects of the program are static and which are dynamic in order to clearly distinguish between the two. Like(1987 Likes)
Remind students that the computer will run any code that compiles, no matter how unreasonable, because it doesn’t have the ability to determine if code is reasonable or not. Like(1967 Likes)
Misconception: Students believe that in a primitive assignment, x = y could be the equivalent of y = x; they think that the computer science “=” sign is the same as the mathematical “=” sign. Like(1925 Likes)
Misconception: Students think that both the IF and the ELSE cases of a conditional are executed every single time a conditional runs. Like(1958 Likes)
Misconception: Students believe that a method can only be called once on a given object. Like(1971 Likes)
Trace through example code in class to show and encourage students to debug effectively Like(1983 Likes)
Misconception: Students think that two different variables cannot refer to the same object. Like(2188 Likes)