Misconception: Students incorrectly believe that variables passed into a block in Snap! will get modified; however, a copy of the passed-in variable is what the block receives and modifies. Share Misconception: Students incorrectly believe that variables passed into a block in Snap! will get modified; however, a copy of the passed-in variable is what the block receives and modifies. with FacebookShare Misconception: Students incorrectly believe that variables passed into a block in Snap! will get modified; however, a copy of the passed-in variable is what the block receives and modifies. with Twitter
Fold paper to demonstrate the effects of different complexities, (i.e., O(n)) using a physical analog to help students strengthen their understanding of this abstract topics. Share Fold paper to demonstrate the effects of different complexities, (i.e., O(n)) using a physical analog to help students strengthen their understanding of this abstract topics. with FacebookShare Fold paper to demonstrate the effects of different complexities, (i.e., O(n)) using a physical analog to help students strengthen their understanding of this abstract topics. with Twitter
Connect difficult programming constructs to concepts discussed in students’ concurrent coursework to help them anchor the information they’re learning and discover interdisciplinary connections. Share Connect difficult programming constructs to concepts discussed in students’ concurrent coursework to help them anchor the information they’re learning and discover interdisciplinary connections. with FacebookShare Connect difficult programming constructs to concepts discussed in students’ concurrent coursework to help them anchor the information they’re learning and discover interdisciplinary connections. with Twitter
Challenge students to rethink their notions of computing and computers when discussing the social implications of computing. Share Challenge students to rethink their notions of computing and computers when discussing the social implications of computing. with FacebookShare Challenge students to rethink their notions of computing and computers when discussing the social implications of computing. with Twitter
Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. Share Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. with FacebookShare Have students create a 2-3 minute videos of their project to demonstrate what it does and to synthesize the work they did for the project. with Twitter
Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. Share Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. with FacebookShare Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment. with Twitter
Create a list of questions pertaining to the daily lab material that focus on the concepts of lab exercises to ask students, individually or in groups, to gauge student’s understanding of the material. Share Create a list of questions pertaining to the daily lab material that focus on the concepts of lab exercises to ask students, individually or in groups, to gauge student’s understanding of the material. with FacebookShare Create a list of questions pertaining to the daily lab material that focus on the concepts of lab exercises to ask students, individually or in groups, to gauge student’s understanding of the material. with Twitter
Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. Share Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. with FacebookShare Line students up according to their familiarity with a concept, then pair nearby students so that students can work together in pairs more comfortably because of similar content competency. with Twitter
Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. Share Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. with FacebookShare Create an anticipation guide to elicit prior knowledge, identify misconceptions, and prepare students for a lesson. with Twitter
Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. Share Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. with FacebookShare Ask an open-ended question and encourage constant student participation, rather than responding to the class after each student makes a point, to lead engaging discussions and debates. with Twitter
Use Productive Talk Moves to enhance class discussions in order have high quality discussions that engage everyone and further student understanding of the material. Share Use Productive Talk Moves to enhance class discussions in order have high quality discussions that engage everyone and further student understanding of the material. with FacebookShare Use Productive Talk Moves to enhance class discussions in order have high quality discussions that engage everyone and further student understanding of the material. with Twitter
Ask a question that is tangential to the course content at the beginning of the course to teach students how to have a class discussion in low-stakes context so that students create a classroom environment that is safe for engaging in debates. Share Ask a question that is tangential to the course content at the beginning of the course to teach students how to have a class discussion in low-stakes context so that students create a classroom environment that is safe for engaging in debates. with FacebookShare Ask a question that is tangential to the course content at the beginning of the course to teach students how to have a class discussion in low-stakes context so that students create a classroom environment that is safe for engaging in debates. with Twitter
Arrange the computers in your classroom in a layout that allows you to easily view what all the students are working on. Share Arrange the computers in your classroom in a layout that allows you to easily view what all the students are working on. with FacebookShare Arrange the computers in your classroom in a layout that allows you to easily view what all the students are working on. with Twitter
Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. Share Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. with FacebookShare Set aside class time to check in with students when they’re working on large (2-3+ weeks) group projects in order to catch them before they get derailed and create a project that doesn’t demonstrate assignment requirements. with Twitter
Draw concept maps in class, in groups, or individually on the last day of each unit to ensure all students have developed a correct and helpful model of the material covered. Share Draw concept maps in class, in groups, or individually on the last day of each unit to ensure all students have developed a correct and helpful model of the material covered. with FacebookShare Draw concept maps in class, in groups, or individually on the last day of each unit to ensure all students have developed a correct and helpful model of the material covered. with Twitter
Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. Share Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. with FacebookShare Help students get their development environment up and running during the first class to avoid technological problems as the class progresses. with Twitter
Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. Share Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. with FacebookShare Show students what code looks like with and without new programming constructs (e.g., methods, Objects, inheritance, loops, switch statements) to motivate the reasons for using new concepts. with Twitter
Use a classroom debate as a way to encourage students to engage in discussions about ethics in computer science. Share Use a classroom debate as a way to encourage students to engage in discussions about ethics in computer science. with FacebookShare Use a classroom debate as a way to encourage students to engage in discussions about ethics in computer science. with Twitter
Provide students opportunities to analyze ethical dilemmas beyond their personal beliefs or preferences to ensure students get exposure to a wide variety of perspectives. Share Provide students opportunities to analyze ethical dilemmas beyond their personal beliefs or preferences to ensure students get exposure to a wide variety of perspectives. with FacebookShare Provide students opportunities to analyze ethical dilemmas beyond their personal beliefs or preferences to ensure students get exposure to a wide variety of perspectives. with Twitter
Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. Share Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. with FacebookShare Alert students working with csv files about removing different types of white-space because students don’t always expect to need to remove white space. with Twitter