Have students act out packet routing to learn about how information moves through the Internet in a way that is easy for them to understand and visualize. Share Have students act out packet routing to learn about how information moves through the Internet in a way that is easy for them to understand and visualize. with FacebookShare Have students act out packet routing to learn about how information moves through the Internet in a way that is easy for them to understand and visualize. with Twitter
Use slide puzzles to help students understand how packets get reassembled when they reach their destination because students need help creating a mental model and are often are amazed and confused by this process. Share Use slide puzzles to help students understand how packets get reassembled when they reach their destination because students need help creating a mental model and are often are amazed and confused by this process. with FacebookShare Use slide puzzles to help students understand how packets get reassembled when they reach their destination because students need help creating a mental model and are often are amazed and confused by this process. with Twitter
Have student video tape their Arduino circuits to make it easier for you to grade because you don’t have to collect the Arduinos or set aside class time to observe the circuits in action. Share Have student video tape their Arduino circuits to make it easier for you to grade because you don’t have to collect the Arduinos or set aside class time to observe the circuits in action. with FacebookShare Have student video tape their Arduino circuits to make it easier for you to grade because you don’t have to collect the Arduinos or set aside class time to observe the circuits in action. with Twitter
Illustrate the steps a user-action travels through in the Ruby on Rails framework, from making a request at the browser to returning a response, to help students learn create a meaningful mental model. Share Illustrate the steps a user-action travels through in the Ruby on Rails framework, from making a request at the browser to returning a response, to help students learn create a meaningful mental model. with FacebookShare Illustrate the steps a user-action travels through in the Ruby on Rails framework, from making a request at the browser to returning a response, to help students learn create a meaningful mental model. with Twitter
Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly. Share Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly. with FacebookShare Highlight the basic syntax and semantics of Ruby on Rails without referencing complex external concepts like closures and blocks to enhance beginning students learning to code them quickly. with Twitter
Get students' thinking aligned with the Ruby on Rails community values by introducing them to community resources like Github, forums, and screencasts, for example http://railscasts.com/. Share Get students' thinking aligned with the Ruby on Rails community values by introducing them to community resources like Github, forums, and screencasts, for example http://railscasts.com/. with FacebookShare Get students' thinking aligned with the Ruby on Rails community values by introducing them to community resources like Github, forums, and screencasts, for example http://railscasts.com/. with Twitter
Remind students that each problem relies on a specific set of knowledge; not understanding a particular problem doesn't mean they’re stupid, it’s an opportunity to work hard and learn more. Share Remind students that each problem relies on a specific set of knowledge; not understanding a particular problem doesn't mean they’re stupid, it’s an opportunity to work hard and learn more. with FacebookShare Remind students that each problem relies on a specific set of knowledge; not understanding a particular problem doesn't mean they’re stupid, it’s an opportunity to work hard and learn more. with Twitter
Set expectations during workshops for a focused classroom by redirecting off-task behavior and showing students how to take their work to the next level. Share Set expectations during workshops for a focused classroom by redirecting off-task behavior and showing students how to take their work to the next level. with FacebookShare Set expectations during workshops for a focused classroom by redirecting off-task behavior and showing students how to take their work to the next level. with Twitter
Teach students that if they need to explain their code for someone else to understand it, they should think about how to change the code to make it readable. Share Teach students that if they need to explain their code for someone else to understand it, they should think about how to change the code to make it readable. with FacebookShare Teach students that if they need to explain their code for someone else to understand it, they should think about how to change the code to make it readable. with Twitter
Ground the teaching of style and code clarity through the experience of reading unfamiliar code to provide meaningful motivation for students. Share Ground the teaching of style and code clarity through the experience of reading unfamiliar code to provide meaningful motivation for students. with FacebookShare Ground the teaching of style and code clarity through the experience of reading unfamiliar code to provide meaningful motivation for students. with Twitter
Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. Share Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. with FacebookShare Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms. with Twitter
Create a list of the vocabulary terms that come up in error messages for the specific programming language you’re teaching so that students are prepared to understand and interpret the error messages they come across. Share Create a list of the vocabulary terms that come up in error messages for the specific programming language you’re teaching so that students are prepared to understand and interpret the error messages they come across. with FacebookShare Create a list of the vocabulary terms that come up in error messages for the specific programming language you’re teaching so that students are prepared to understand and interpret the error messages they come across. with Twitter
Introduce terms like declaration, initialization, and operand that often appear in C++ error messages so that students are prepared to understand and interpret the error messages they come across using C++. Share Introduce terms like declaration, initialization, and operand that often appear in C++ error messages so that students are prepared to understand and interpret the error messages they come across using C++. with FacebookShare Introduce terms like declaration, initialization, and operand that often appear in C++ error messages so that students are prepared to understand and interpret the error messages they come across using C++. with Twitter
Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. Share Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. with FacebookShare Misconception: Students transitioning from Scratch to AppInventor are often surprised to not have a wait block. with Twitter
Misconception: In Java, students don’t realize that methods are inherited, but constructors are not. Share Misconception: In Java, students don’t realize that methods are inherited, but constructors are not. with FacebookShare Misconception: In Java, students don’t realize that methods are inherited, but constructors are not. with Twitter
Suggest students study an hour a night Monday through Friday as opposed to five hours in a row over the weekends, to help your students create good study strategies and prepare them for success in your course. Share Suggest students study an hour a night Monday through Friday as opposed to five hours in a row over the weekends, to help your students create good study strategies and prepare them for success in your course. with FacebookShare Suggest students study an hour a night Monday through Friday as opposed to five hours in a row over the weekends, to help your students create good study strategies and prepare them for success in your course. with Twitter
Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. Share Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. with FacebookShare Use 7-day 4-doses-a-day pill-organizers to introduce students to 2D arrays because these create an interactive, 7-by-4 two-dimensional array that helps students visualize this abstract concept. with Twitter
Connect how extracting important information from word problems or logic puzzles relates to the process of working with software clients. Share Connect how extracting important information from word problems or logic puzzles relates to the process of working with software clients. with FacebookShare Connect how extracting important information from word problems or logic puzzles relates to the process of working with software clients. with Twitter
Use a toddler’s shape sorter as a way of introducing Class Creation and Inheritance. Share Use a toddler’s shape sorter as a way of introducing Class Creation and Inheritance. with FacebookShare Use a toddler’s shape sorter as a way of introducing Class Creation and Inheritance. with Twitter
Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. Share Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. with FacebookShare Explain that when you ask an object to do something the proper syntax in Java is to say object [dot] method, sometimes there is additional information required. with Twitter