Misconception: Return is a mystery to students because they may not understand that functions have an entry point and an exit point. This results in mistakes such as assuming Python will return the right thing.
Misconception: Students struggle with the jump from writing code in one method to writing code in two methods.
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.
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.
Use technical vocabulary consistently and define terms repeatedly to help students gain competency and fluency speaking in technical terms.
Have students trace loops with break statements to reinforce the behavior of break because tracing is a powerful and straight-forward exercise.
Misconception: Students may think that assigning one array to point to another array makes a copy of that array, failing to make a distinction between shallow and deep copies.
Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops.
Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition.