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Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed.
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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.
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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.
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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.
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Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts.
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Explicitly show students how to login to Scratch because not all students have the same level of computer literacy.
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Show students examples of unreachable code to help them reason about how conditionals are executed.
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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.
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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.
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Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch.
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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.
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Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously.
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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.
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Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane.
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Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch.
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Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally.
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As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs.
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Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators.
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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.
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