Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. Share Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. with FacebookShare Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. with Twitter
Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. Share Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with FacebookShare Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with Twitter
Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. Share Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. with FacebookShare Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. with Twitter
Show students examples of unreachable code to help them reason about how conditionals are executed. Share Show students examples of unreachable code to help them reason about how conditionals are executed. with FacebookShare Show students examples of unreachable code to help them reason about how conditionals are executed. with Twitter
Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. Share Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. with FacebookShare Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. with Twitter
Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. Share Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. with FacebookShare Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. with Twitter
Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. Share Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. with FacebookShare Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. with Twitter
Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. Share Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. with FacebookShare Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. with Twitter
Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. Share Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. with FacebookShare Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. with Twitter
Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. Share Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. with FacebookShare Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. with Twitter
Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. Share Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with FacebookShare Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with Twitter
Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. Share Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. with FacebookShare Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. with Twitter
Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. Share Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with FacebookShare Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with Twitter
Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. Share Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. with FacebookShare Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. with Twitter
Have students play the Gidget debugging game for practice debugging in an engaging environment. Share Have students play the Gidget debugging game for practice debugging in an engaging environment. with FacebookShare Have students play the Gidget debugging game for practice debugging in an engaging environment. with Twitter
Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. Share Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with FacebookShare Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with Twitter
Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. Share Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with FacebookShare Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with Twitter
Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. Share Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with FacebookShare Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with Twitter
Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. Share Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. with FacebookShare Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. with Twitter
Misconception: Students think that “return x*x” changes the value of x to be x*x. Share Misconception: Students think that “return x*x” changes the value of x to be x*x. with FacebookShare Misconception: Students think that “return x*x” changes the value of x to be x*x. with Twitter