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. Share 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. with FacebookShare 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. with Twitter
Provide electronic copies of readings and textbooks to ensure that students with mobility impairments can access your course materials. Share Provide electronic copies of readings and textbooks to ensure that students with mobility impairments can access your course materials. with FacebookShare Provide electronic copies of readings and textbooks to ensure that students with mobility impairments can access your course materials. with Twitter
Give students tips and resources to help them shift from one programming language to another. Share Give students tips and resources to help them shift from one programming language to another. with FacebookShare Give students tips and resources to help them shift from one programming language to another. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
Use dice to introduce instantiable classes in Java because it’s easier for novice students to create classes based on a familiar object. Share Use dice to introduce instantiable classes in Java because it’s easier for novice students to create classes based on a familiar object. with FacebookShare Use dice to introduce instantiable classes in Java because it’s easier for novice students to create classes based on a familiar object. with Twitter
Misconception: Students have trouble distinguishing between instance variables and parameters in Java. Share Misconception: Students have trouble distinguishing between instance variables and parameters in Java. with FacebookShare Misconception: Students have trouble distinguishing between instance variables and parameters in Java. with Twitter
Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. Share Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. with FacebookShare Have students think about a reference to an object as a numeric memory address to help them understand how passing references works. with Twitter
Misconception: Students have trouble understanding the difference between checked and unchecked exceptions in Java. Share Misconception: Students have trouble understanding the difference between checked and unchecked exceptions in Java. with FacebookShare Misconception: Students have trouble understanding the difference between checked and unchecked exceptions in Java. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
Give students scaffolding tools such as outlines, graphic organizers, and copies of projected materials with room for note taking. Share Give students scaffolding tools such as outlines, graphic organizers, and copies of projected materials with room for note taking. with FacebookShare Give students scaffolding tools such as outlines, graphic organizers, and copies of projected materials with room for note taking. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
Arrange seating in your classroom so that each student has a clear line of sight to you and the visual aids, such as PowerPoints. Share Arrange seating in your classroom so that each student has a clear line of sight to you and the visual aids, such as PowerPoints. with FacebookShare Arrange seating in your classroom so that each student has a clear line of sight to you and the visual aids, such as PowerPoints. with Twitter
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. Share 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. with FacebookShare 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. with Twitter
Provide multiple examples of specific CS concepts to make them relevant to individuals with diverse characteristics. Share Provide multiple examples of specific CS concepts to make them relevant to individuals with diverse characteristics. with FacebookShare Provide multiple examples of specific CS concepts to make them relevant to individuals with diverse characteristics. with Twitter
Avoid drawing undue attention to differences between students, such as pointing out a student’s disability, to ensure all students feel comfortable in your classroom. Share Avoid drawing undue attention to differences between students, such as pointing out a student’s disability, to ensure all students feel comfortable in your classroom. with FacebookShare Avoid drawing undue attention to differences between students, such as pointing out a student’s disability, to ensure all students feel comfortable in your classroom. with Twitter
Provide regular feedback and opportunities turning in corrected work so that students with learning disabilities don’t feel overwhelmed by assignments and projects. Share Provide regular feedback and opportunities turning in corrected work so that students with learning disabilities don’t feel overwhelmed by assignments and projects. with FacebookShare Provide regular feedback and opportunities turning in corrected work so that students with learning disabilities don’t feel overwhelmed by assignments and projects. with Twitter
Allow students who have trouble handwriting to type up assignments and assessments on word processing tools so they can focus on communicating their understanding of the material. Share Allow students who have trouble handwriting to type up assignments and assessments on word processing tools so they can focus on communicating their understanding of the material. with FacebookShare Allow students who have trouble handwriting to type up assignments and assessments on word processing tools so they can focus on communicating their understanding of the material. with Twitter