Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. Share Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with FacebookShare Misconception: students develop the habit of putting the type in front of variables; they don’t realize that this creates a new variable resulting in lots of variables with the same name. with Twitter
Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. Share Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with FacebookShare Misconception: students struggle with scopes of variables and may not understand when a variable can be accessed and when it cannot be accessed. with Twitter
Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. Share Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with FacebookShare Don’t allow repeat variable names in intro courses to avoid confusion about different variables with the same name. with Twitter
Remind students to match types on both sides of the equations because they often try to combine types when creating variables. Share Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with FacebookShare Remind students to match types on both sides of the equations because they often try to combine types when creating variables. with Twitter
Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. Share Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with FacebookShare Help students see that they’re building basic understanding over the course of the semester that will turn into wider understanding since they may become frustrated with their perceived lack of progress. with Twitter
Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. Share Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with FacebookShare Explicitly demonstrate how and where to set up a file for writing code because students often struggle with where to place code. with Twitter
Have students test in different environments to understand the interaction between code and the environment the code is executing in. Share Have students test in different environments to understand the interaction between code and the environment the code is executing in. with FacebookShare Have students test in different environments to understand the interaction between code and the environment the code is executing in. with Twitter
Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. Share Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. with FacebookShare Have students try to find John Smith in n cities when teaching web development to help students understand the importance and hierarchy of file structure through narrowing down search locations. with Twitter
Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. Share Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. with FacebookShare Have students work on their own when first introduced to material then progress to pair programming projects to optimize pair programming outcomes. with Twitter
Explore students’ syntax errors to reveal their misconceptions. Share Explore students’ syntax errors to reveal their misconceptions. with FacebookShare Explore students’ syntax errors to reveal their misconceptions. with Twitter
Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. Share Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. with FacebookShare Based on Khan Academy’s internal observations, use text-based languages in class for students who are at least 12 years old to begin giving them experience with syntax. with Twitter
Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. Share Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. with FacebookShare Encourage students to work on side projects to make sure they are getting enough programming practice and to make them more marketable. with Twitter
Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. Share Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. with FacebookShare Use videos to introduce new information and text to review it, as each is better suited to different stages of the learning process. with Twitter
Rotate students into different pairs during a single class period so they learn to explain and read code quickly. Share Rotate students into different pairs during a single class period so they learn to explain and read code quickly. with FacebookShare Rotate students into different pairs during a single class period so they learn to explain and read code quickly. with Twitter
Structure homeworks like code reviews to help students iterate on their code and learn the importance of readability. Share Structure homeworks like code reviews to help students iterate on their code and learn the importance of readability. with FacebookShare Structure homeworks like code reviews to help students iterate on their code and learn the importance of readability. with Twitter
Rather than taking away points, have students with sub-standard code improve it to better simulate how actual software engineering works. Share Rather than taking away points, have students with sub-standard code improve it to better simulate how actual software engineering works. with FacebookShare Rather than taking away points, have students with sub-standard code improve it to better simulate how actual software engineering works. with Twitter
Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. Share Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. with FacebookShare Give students constant exposure to code, even if they aren’t able to fully understand it right away, to develop their comfort with code over the long term. with Twitter
Tell students that the concepts they’re learning are useful “all the time” so they realize the material will be important in the future. Share Tell students that the concepts they’re learning are useful “all the time” so they realize the material will be important in the future. with FacebookShare Tell students that the concepts they’re learning are useful “all the time” so they realize the material will be important in the future. with Twitter
Show students where logic symbols - like pipe - are located on the keyboard so that they don’t struggle to find them. Share Show students where logic symbols - like pipe - are located on the keyboard so that they don’t struggle to find them. with FacebookShare Show students where logic symbols - like pipe - are located on the keyboard so that they don’t struggle to find them. with Twitter
Misconception: Students mistakenly believe comparison expressions use the same syntax in math, English, and logic. Share Misconception: Students mistakenly believe comparison expressions use the same syntax in math, English, and logic. with FacebookShare Misconception: Students mistakenly believe comparison expressions use the same syntax in math, English, and logic. with Twitter