Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. Share Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. with FacebookShare Show students how to use StackOverflow appropriately to establish standards for using internet resources in your classroom and beyond. with Twitter
Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. Share Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. with FacebookShare Have students explain their problem and ask questions about it to an inanimate object when debugging so they have a clearer idea of what the problem is before asking for help. with Twitter
Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. Share Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. with FacebookShare Have students decompose problems in a more structured way by acting as project managers who need to build teams (of methods and classes) and divide the work amongst them in a clearly organized manner. with Twitter
Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. Share Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. with FacebookShare Teach students to use a system of inquiry, testing, and refining to debug their code, develop better coding habits, and deal with their frustration. with Twitter
Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. Share Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. with FacebookShare Encourage students to modify and break provided code as a way to better understand the code and its underlying concepts. with Twitter
Reassure students that, over time, they will develop more accurate hypotheses when debugging. Share Reassure students that, over time, they will develop more accurate hypotheses when debugging. with FacebookShare Reassure students that, over time, they will develop more accurate hypotheses when debugging. with Twitter
Create a program where local high school students come to your elementary school to teach younger students computer science in order to give your students relatable role models. Share Create a program where local high school students come to your elementary school to teach younger students computer science in order to give your students relatable role models. with FacebookShare Create a program where local high school students come to your elementary school to teach younger students computer science in order to give your students relatable role models. with Twitter
Make all students say “I don’t understand” out loud, in front of the class to show them that nothing bad will happen to help them feel more comfortable saying something when they don’t understand something in the future. Share Make all students say “I don’t understand” out loud, in front of the class to show them that nothing bad will happen to help them feel more comfortable saying something when they don’t understand something in the future. with FacebookShare Make all students say “I don’t understand” out loud, in front of the class to show them that nothing bad will happen to help them feel more comfortable saying something when they don’t understand something in the future. with Twitter
Have your research students maintain a weekly blog so they can share what they complete each week and serve as an example for other, curious students. Share Have your research students maintain a weekly blog so they can share what they complete each week and serve as an example for other, curious students. with FacebookShare Have your research students maintain a weekly blog so they can share what they complete each week and serve as an example for other, curious students. with Twitter
Publicize positions for undergraduate research through formal channels so that they’re accessible to a wider variety of students. Share Publicize positions for undergraduate research through formal channels so that they’re accessible to a wider variety of students. with FacebookShare Publicize positions for undergraduate research through formal channels so that they’re accessible to a wider variety of students. with Twitter
Have students complete a weekly log about what they accomplished this week, what they hope to accomplish next week, and what might hold them back from accomplishing these things. Share Have students complete a weekly log about what they accomplished this week, what they hope to accomplish next week, and what might hold them back from accomplishing these things. with FacebookShare Have students complete a weekly log about what they accomplished this week, what they hope to accomplish next week, and what might hold them back from accomplishing these things. with Twitter
Stretch your students to help them improve their skills by asking them what they are most struggling with and making them do that regularly. Share Stretch your students to help them improve their skills by asking them what they are most struggling with and making them do that regularly. with FacebookShare Stretch your students to help them improve their skills by asking them what they are most struggling with and making them do that regularly. with Twitter
Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. Share Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. with FacebookShare Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. with Twitter
Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. Share Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. with FacebookShare Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. with Twitter
Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. Share Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. with FacebookShare Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. with Twitter
Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. Share Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. with FacebookShare Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. with Twitter
Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. Share Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. with FacebookShare Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. with Twitter
Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. Share Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. with FacebookShare Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. with Twitter
Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. Share Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. with FacebookShare Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. with Twitter
Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. Share Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. with FacebookShare Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. with Twitter