In preparing for class, set up at least one lab computer with all the software you expect to use and complete assignments and labs yourself right before your students do them. This lets you see any problems that might arise.
If you're teaching a short course, stick to one language so students can get the most out of their learning time.
Use command-line running scripts or IDEs over the Python shell, which students may find incredibly confusing.
If the Navigator is too controlling when pair programming, have that student write down instructions instead of speaking them.
Only place the number of kids in a group necessary to complete the task, too many or too few collaborators leaves kids feelings distracted and underutilized.
Assign each student a procedural role necessary for the group to function to create the most equitable environment.
Make sure students understand that collaboration is important, and make collaboration easier by having students play an icebreaker after groups are assigned
SciGirls Seven tip: “Girls benefit from collaboration, especially when they can participate and communicate fairly.”
Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?”
When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them!
“Encourage girls to suggest different approaches to solving a problem” instead of intervening and trying to rescue them.
Don’t shortchange your students; believe they can do investigative problem solving and assign open-ended projects.
Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with.