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Misconception: Students may accidentally use obsolete, invalid, or non-existent elements, attributes, or properties when learning web development.
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Misconception: Students may have trouble identifying errors in their code that cause elements to disappear from the page.
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Misconception: novices struggle with correct syntax for inline CSS when learning web development.
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Remind students to spend lots of time carefully reading the free-response questions on the AP CS A exam to prepare them for this portion of the exam.
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Misconception: Students add the numbers for ordered list items inside the HTML list item tags.
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Misconception: Students frequently make errors when creating lists in HTML by using unnecessary or incorrect elements.
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Ask students what they found confusing at the end of each week to identify problems so you can tailor future instruction to students needs.
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Have students write pseudocode as a pre-lab exercise so they are prepared to write code when lab begins.
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Have students create polygons in Scratch to help them practice debugging and reasoning about geometry.
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Point out why a concept is important, useful, and interesting to show students how the content they’re learning connects to higher-level concepts.
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Write learning goals for each week of the course to help structure homework and guide lectures.
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Provide more than one solution when explaining how to solve a problem to the class to emphasize that there is never just one way to do things.
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When conducting group activities, assign individual roles that promote the learning objective.
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Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done.
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Have students translate between Java Array and ArrayList to highlight the differences between the two.
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Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime.
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Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand.
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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.
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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.
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