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.

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  • After students solve something the hard way, you can motivate the introduction of advanced blocks as doing some of that work for them.
  • For example, have students write a script that counts from 0 to 9.
    • Even if students have solved similar problems using variables, many students will do this manually with ten "say _ for _ secs" blocks.
    • However, they can accomplish the same goal by iterating over a variable they create and using a repeat block.
      • You can use this transition as a pain point to motivate the use of more complex blocks that help the student get more work done more easily.
      • say (0) for (0.5) secs, say (1) for (0.5) secs, say (2) for (0.5) secs, say (3) for (0.5) secs, say (4) for (0.5) secs, say (5) for (0.5) secs, say (6) for (0.5) secs, say (7) for (0.5) secs, say (8) for (0.5) secs, say (9) for (0.5) secs;   set (my number) to (0), repeat (10): say (my number) for (0.5) secs, change (my number) by (1)
External Source
Colleen Lewis' CS10K Scratch Webinar
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