Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. Share Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. with FacebookShare Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. with Twitter
Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. Share Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. with FacebookShare Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. with Twitter
Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. Share Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. with FacebookShare Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. with Twitter
Explore students’ syntax errors to reveal their misconceptions. Share Explore students’ syntax errors to reveal their misconceptions. with FacebookShare Explore students’ syntax errors to reveal their misconceptions. with Twitter
Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. Share Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. with FacebookShare Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. with Twitter
Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. Share Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. with FacebookShare Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. with Twitter
Encourage students to stick with CS by providing them with role models and mentors in the tech fields. Share Encourage students to stick with CS by providing them with role models and mentors in the tech fields. with FacebookShare Encourage students to stick with CS by providing them with role models and mentors in the tech fields. with Twitter
Have students test in different environments to understand the interaction between code and the environment the code is executing in. Share Have students test in different environments to understand the interaction between code and the environment the code is executing in. with FacebookShare Have students test in different environments to understand the interaction between code and the environment the code is executing in. with Twitter
Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. Share Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with FacebookShare Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with Twitter
Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. Share Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with FacebookShare Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with Twitter
Remind students to match types on both sides of the equations because they often try to combine types when creating variables. Share Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with FacebookShare Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with Twitter
Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. Share Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with FacebookShare Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with Twitter
Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. Share Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with FacebookShare Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with Twitter
Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. Share Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with FacebookShare Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with Twitter
Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. Share Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. with FacebookShare Teach "if" statements before "switch" statements, then explain how "switch" is a specialized case of "if" by translating an "if" statement into a "switch" statement. with Twitter
Show intro students in class how to force stop a program running in terminal because they need to be shown how to get out of a running infinite loop, it’s a very useful skill. Share Show intro students in class how to force stop a program running in terminal because they need to be shown how to get out of a running infinite loop, it’s a very useful skill. with FacebookShare Show intro students in class how to force stop a program running in terminal because they need to be shown how to get out of a running infinite loop, it’s a very useful skill. 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
Insist students use Javadocs as a resource in intro Java classes to reinforce the value of self-directed learning and ensure they know how to reference important documentation. Share Insist students use Javadocs as a resource in intro Java classes to reinforce the value of self-directed learning and ensure they know how to reference important documentation. with FacebookShare Insist students use Javadocs as a resource in intro Java classes to reinforce the value of self-directed learning and ensure they know how to reference important documentation. with Twitter
Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. Share Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. with FacebookShare Relate how cool it would be to have the entire dictionary for another language put into your head to importing libraries in Java to help students make sense of this abstract concept. with Twitter
Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. Share Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. with FacebookShare Misconception: If you consistently use the same variable names during class in lectures and examples, students may incorrectly assume objects in Java can only have those names. with Twitter