Provide a comprehensive syllabus before your class begins so students of all ability levels can plan for the semester and gather the tools they need to succeed in the course.
Arrange seating in your classroom so that each student has a clear line of sight to you and the visual aids, such as PowerPoints.
Use familiar language and explicitly define new terms whenever possible to make sure all students, especially those with non-English first languages, understand the concepts you are describing.
Present content in a logical order, summarize what you have covered periodically, and emphasize major points to give students with learning disabilities an optimal learning environment.
Give students scaffolding tools such as outlines, graphic organizers, and copies of projected materials with room for note taking.
When lecturing with visual aids like PowerPoint, use large, bold fonts and uncluttered formatting, and make sure to read aloud and explain any content. This will help any students with visual impairments.
Misconception: Students have trouble understanding the difference between checked and unchecked exceptions in Java.
Have students think about a reference to an object as a numeric memory address to help them understand how passing references works.
Misconception: Students have trouble distinguishing between instance variables and parameters in Java.
Use dice to introduce instantiable classes in Java because it’s easier for novice students to create classes based on a familiar object.
Demonstrate manipulating primitives with operators before manipulating them with methods so students can understand the basics of primitives before using them in a more complicated way.
Misconception: Students who first learn object-oriented programming in Python don’t realize they need to explicitly define instance variables in Java because this is done implicitly in Python.
Misconception: Students get confused with object-oriented programming in Python because function declarations explicitly take self as an argument, but function calls don’t use self as argument.
Provide electronic copies of readings and textbooks to ensure that students with mobility impairments can access your course materials.
Collaborate closely with students who are mobility-impaired to establish what they want to accomplish with a computer, this way you can explore accommodations that allow them to meet their goals.
Organize an orientation session for first-time student attendees to ensure they get the most out of their CS conference experience.
Encourage students to use the buddy system when attending a CS conference with a large group to ensure all students are accounted for.
Help students meet as many new people as possible when attending a CS conference so they become more comfortable networking.
Coach students through the process of presenting their research in conference poster sessions so they are prepared on arrival.