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(1367 Likes)
Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. Like(1323 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(1464 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(1405 Likes)
Have students analyze the effects of changing pieces of a loop to improve their understanding of loop structure. Like(1390 Likes)
Misconception: Students don’t understand that the right side of an assignment statement is executed before the assignment. They think that variables store unresolved equations. Like(1460 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(1401 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(1418 Likes)
Have students use lollipop sticks or toothpicks to represent each statement call in an N-ary recursive algorithm. Like(1493 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(1407 Likes)
Let students try large-scale projects they come up with to build their sense of personal ability. Like(1470 Likes)
Misconception: Students get confused about whether to set or change variables in Scratch. Like(1314 Likes)
Give students time to read in class to ensure that they are doing assigned readings. Like(1481 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(2286 Likes)
Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks. Like(1399 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(1396 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(2509 Likes)
Incorporate student presentations into your class as a form of assessment so that students develop their public speaking skills. Like(1413 Likes)
Moderate a group discussion with teams that have trouble working together to resolve disagreements and encourage collaboration in a constructive way. Like(1447 Likes)
Encourage students to ask questions about homework assignments in class, because other students may be struggling with the same question. Like(1378 Likes)