Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks. Share Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks. with FacebookShare Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks. with Twitter
Use constructive and well-formed examples, like Quicksort, to teach recursion so that students have a strong model for building their own solutions. Share Use constructive and well-formed examples, like Quicksort, to teach recursion so that students have a strong model for building their own solutions. with FacebookShare Use constructive and well-formed examples, like Quicksort, to teach recursion so that students have a strong model for building their own solutions. with Twitter
Give students time to read in class to ensure that they are doing assigned readings. Share Give students time to read in class to ensure that they are doing assigned readings. with FacebookShare Give students time to read in class to ensure that they are doing assigned readings. with Twitter
Misconception: Students get confused about whether to set or change variables in Scratch. Share Misconception: Students get confused about whether to set or change variables in Scratch. with FacebookShare Misconception: Students get confused about whether to set or change variables in Scratch. with Twitter
Let students try large-scale projects they come up with to build their sense of personal ability. Share Let students try large-scale projects they come up with to build their sense of personal ability. with FacebookShare Let students try large-scale projects they come up with to build their sense of personal ability. with Twitter
Set aside class time to read parts of Blown to Bits, a book about the social impact of technology, and then have discussions about the content and your students’ responses. Share Set aside class time to read parts of Blown to Bits, a book about the social impact of technology, and then have discussions about the content and your students’ responses. with FacebookShare Set aside class time to read parts of Blown to Bits, a book about the social impact of technology, and then have discussions about the content and your students’ responses. with Twitter
Have students use lollipop sticks or toothpicks to represent each statement call in an N-ary recursive algorithm. Share Have students use lollipop sticks or toothpicks to represent each statement call in an N-ary recursive algorithm. with FacebookShare Have students use lollipop sticks or toothpicks to represent each statement call in an N-ary recursive algorithm. with Twitter
Show students the visual representation of recursion in the Modern Family title sequence for a fun way to introduce them to this concept. Share Show students the visual representation of recursion in the Modern Family title sequence for a fun way to introduce them to this concept. with FacebookShare Show students the visual representation of recursion in the Modern Family title sequence for a fun way to introduce them to this concept. with Twitter
Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. Share Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. with FacebookShare Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. with Twitter
Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. Share Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. with FacebookShare Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. with Twitter
Have students analyze the effects of changing pieces of a loop to improve their understanding of loop structure. Share Have students analyze the effects of changing pieces of a loop to improve their understanding of loop structure. with FacebookShare Have students analyze the effects of changing pieces of a loop to improve their understanding of loop structure. with Twitter
At the end of each class, have students write themselves a summary of the big ideas they learned so they get practice sifting through lots of information to find its most important ideas. Share At the end of each class, have students write themselves a summary of the big ideas they learned so they get practice sifting through lots of information to find its most important ideas. with FacebookShare At the end of each class, have students write themselves a summary of the big ideas they learned so they get practice sifting through lots of information to find its most important ideas. with Twitter
Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. Share Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. with FacebookShare Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. with Twitter
Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. Share Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. with FacebookShare Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. with Twitter
Assign content as homework that students can learn from reading (like FOR loop syntax) so you can spend class time on more difficult topics where teacher guidance is the most needed (like what code goes inside of a loop). Share Assign content as homework that students can learn from reading (like FOR loop syntax) so you can spend class time on more difficult topics where teacher guidance is the most needed (like what code goes inside of a loop). with FacebookShare Assign content as homework that students can learn from reading (like FOR loop syntax) so you can spend class time on more difficult topics where teacher guidance is the most needed (like what code goes inside of a loop). with Twitter
Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. Share Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with FacebookShare Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with Twitter
Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. Share Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. with FacebookShare Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. with Twitter
Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. Share Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. with FacebookShare Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. with Twitter
Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. Share Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. with FacebookShare Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. with Twitter
Have students translate between Java Array and ArrayList to highlight the differences between the two. Share Have students translate between Java Array and ArrayList to highlight the differences between the two. with FacebookShare Have students translate between Java Array and ArrayList to highlight the differences between the two. with Twitter