Setup hackathons for your students so they can see what they’ve learned and practice unguided programming in teams. Share Setup hackathons for your students so they can see what they’ve learned and practice unguided programming in teams. with FacebookShare Setup hackathons for your students so they can see what they’ve learned and practice unguided programming in teams. with Twitter
Give students opportunities and resources (people, books & the web) for asking and answering their own questions. Share Give students opportunities and resources (people, books & the web) for asking and answering their own questions. with FacebookShare Give students opportunities and resources (people, books & the web) for asking and answering their own questions. with Twitter
When teaching proofs, demonstrate proof techniques extensively before asking students to write their own. Share When teaching proofs, demonstrate proof techniques extensively before asking students to write their own. with FacebookShare When teaching proofs, demonstrate proof techniques extensively before asking students to write their own. with Twitter
No single method for explanation works completely; rephrase concepts in a variety of ways to make it more likely a lesson will ‘click’. Share No single method for explanation works completely; rephrase concepts in a variety of ways to make it more likely a lesson will ‘click’. with FacebookShare No single method for explanation works completely; rephrase concepts in a variety of ways to make it more likely a lesson will ‘click’. with Twitter
To help students formalize their knowledge of data structures, act out these abstract ideas as a class. Share To help students formalize their knowledge of data structures, act out these abstract ideas as a class. with FacebookShare To help students formalize their knowledge of data structures, act out these abstract ideas as a class. with Twitter
To help students formalize their knowledge of algorithms, act out these abstract ideas as a class. Share To help students formalize their knowledge of algorithms, act out these abstract ideas as a class. with FacebookShare To help students formalize their knowledge of algorithms, act out these abstract ideas as a class. with Twitter
Highlight key differences between math, CS, and engineering to give students context for why CS is a distinct field in itself. Let students know that you don’t necessarily have to excel in one field to excel in the others. Share Highlight key differences between math, CS, and engineering to give students context for why CS is a distinct field in itself. Let students know that you don’t necessarily have to excel in one field to excel in the others. with FacebookShare Highlight key differences between math, CS, and engineering to give students context for why CS is a distinct field in itself. Let students know that you don’t necessarily have to excel in one field to excel in the others. with Twitter
Avoid formal definitions of topics at first in intro courses; these can be intimidating for students, as they can look like “hard math.” Share Avoid formal definitions of topics at first in intro courses; these can be intimidating for students, as they can look like “hard math.” with FacebookShare Avoid formal definitions of topics at first in intro courses; these can be intimidating for students, as they can look like “hard math.” with Twitter
Use graphs, visualizations, and examples to help make seemingly ‘ill-defined’ topics like Big-O feel more concrete. Share Use graphs, visualizations, and examples to help make seemingly ‘ill-defined’ topics like Big-O feel more concrete. with FacebookShare Use graphs, visualizations, and examples to help make seemingly ‘ill-defined’ topics like Big-O feel more concrete. with Twitter
Often, intuitive examples trump overly-technical description for introductions to tricky concepts such as Big-O runtime. Share Often, intuitive examples trump overly-technical description for introductions to tricky concepts such as Big-O runtime. with FacebookShare Often, intuitive examples trump overly-technical description for introductions to tricky concepts such as Big-O runtime. with Twitter
When teaching introductory courses, teach students to use “top-down thinking” and “bottom-up implementation.” Share When teaching introductory courses, teach students to use “top-down thinking” and “bottom-up implementation.” with FacebookShare When teaching introductory courses, teach students to use “top-down thinking” and “bottom-up implementation.” with Twitter
To improve introductory courses, interview students a few years after they take the course to discover which skills they retain. Share To improve introductory courses, interview students a few years after they take the course to discover which skills they retain. with FacebookShare To improve introductory courses, interview students a few years after they take the course to discover which skills they retain. with Twitter
Make sure that each student feels like an integral part of your classroom community. Share Make sure that each student feels like an integral part of your classroom community. with FacebookShare Make sure that each student feels like an integral part of your classroom community. with Twitter
Establish a structure for peer collaboration and help. Share Establish a structure for peer collaboration and help. with FacebookShare Establish a structure for peer collaboration and help. with Twitter
Tell students that a lower grade can be better than a higher one when you are developing better learning and study habits. Share Tell students that a lower grade can be better than a higher one when you are developing better learning and study habits. with FacebookShare Tell students that a lower grade can be better than a higher one when you are developing better learning and study habits. with Twitter
Emphasize that it’s never too late to get help. Share Emphasize that it’s never too late to get help. with FacebookShare Emphasize that it’s never too late to get help. with Twitter
After returning a test or exam, speak with your class about how they feel, and what they can do based on their scores. Share After returning a test or exam, speak with your class about how they feel, and what they can do based on their scores. with FacebookShare After returning a test or exam, speak with your class about how they feel, and what they can do based on their scores. with Twitter
Provide notes or videos that highlight important concepts of the homework to help navigate students through more difficult or involved parts of an assignment. Share Provide notes or videos that highlight important concepts of the homework to help navigate students through more difficult or involved parts of an assignment. with FacebookShare Provide notes or videos that highlight important concepts of the homework to help navigate students through more difficult or involved parts of an assignment. with Twitter
If students are worried about starting an assignment, give them an explicit first step. Share If students are worried about starting an assignment, give them an explicit first step. with FacebookShare If students are worried about starting an assignment, give them an explicit first step. with Twitter
Ask students how they are doing on assignments to keep them accountable and identify unproductive students when necessary. Share Ask students how they are doing on assignments to keep them accountable and identify unproductive students when necessary. with FacebookShare Ask students how they are doing on assignments to keep them accountable and identify unproductive students when necessary. with Twitter