Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. Like(393 Likes)
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. Like(370 Likes)
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. Like(385 Likes)
Assign content as homework that students can learn from reading (like FOR loop syntax) so you can spend class time on more difficult topics where teacher guidance is the most needed (like what code goes inside of a loop). Like(368 Likes)
Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. Like(357 Likes)
Misconception: When students use the division operator during declaration or assignment of a Double in Java, like double x = a/b, they forget about integer division, which can result in rounding errors. Like(392 Likes)
At the end of each class, have students write themselves a summary of the big ideas they learned so they get practice sifting through lots of information to find its most important ideas. Like(355 Likes)
Have students analyze the effects of changing pieces of a loop to improve their understanding of loop structure. Like(359 Likes)
Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. Like(389 Likes)
Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. Like(366 Likes)
Show students the visual representation of recursion in the Modern Family title sequence for a fun way to introduce them to this concept. Like(375 Likes)
Have students use lollipop sticks or toothpicks to represent each statement call in an N-ary recursive algorithm. Like(385 Likes)
Set aside class time to read parts of Blown to Bits, a book about the social impact of technology, and then have discussions about the content and your students’ responses. Like(352 Likes)
Let students try large-scale projects they come up with to build their sense of personal ability. Like(379 Likes)
Misconception: Students get confused about whether to set or change variables in Scratch. Like(351 Likes)
Use constructive and well-formed examples, like Quicksort, to teach recursion so that students have a strong model for building their own solutions. Like(506 Likes)
Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks. Like(360 Likes)
Let students solve problems the long, hard, intuitive way first to motivate the use of more advanced Scratch blocks that can help them solve problems in a shorter, faster, more flexible way. Like(363 Likes)
Reach out to incoming students who have expressed an interest being a CS major in order to begin building relationships with and advising these students to help them become a part of the CS community. Like(441 Likes)