Have parents and peers also encourage students’ interest in Computer Science and problem solving to help influence their pursuit of it. Share Have parents and peers also encourage students’ interest in Computer Science and problem solving to help influence their pursuit of it. with FacebookShare Have parents and peers also encourage students’ interest in Computer Science and problem solving to help influence their pursuit of it. with Twitter
Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. Share Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. with FacebookShare Students tend to make assumptions about computer science based on the experiences they’ve already had with computers. with Twitter
When designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. Share When designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. with FacebookShare When designing CS courses for total novices, integrate activities based on students’ pre-existing interests to engage them. with Twitter
Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. Share Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. with FacebookShare Ensure young CS students check their functions with a variety of inputs, as well as with edge cases. with Twitter
Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. Share Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. with FacebookShare Beginning students are used to viewing computers from a user’s perspective, and they subsequently have habits that may conflict with using the computer as a programmer. with Twitter
Encourage new CS students to break away from the habit of using an interface to solve computer problems. Share Encourage new CS students to break away from the habit of using an interface to solve computer problems. with FacebookShare Encourage new CS students to break away from the habit of using an interface to solve computer problems. with Twitter
When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. Share When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. with FacebookShare When designing early CS courses, use tools with familiar interfaces, like programs with drag and drop components. with Twitter
Gradually increase the grading strictness about styling to help students become more meticulous about naming and documentation. Share Gradually increase the grading strictness about styling to help students become more meticulous about naming and documentation. with FacebookShare Gradually increase the grading strictness about styling to help students become more meticulous about naming and documentation. with Twitter
Emphasize the importance of planning and analyzing code to students with previous CS experience. Share Emphasize the importance of planning and analyzing code to students with previous CS experience. with FacebookShare Emphasize the importance of planning and analyzing code to students with previous CS experience. with Twitter
When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. Share When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. with FacebookShare When students consider a function that produces incorrect outputs to be working, assign problems that provide clear on-screen feedback when a function is incorrect. with Twitter
Build your course around "big ideas" that are motivated by "essential questions" to excite students. Share Build your course around "big ideas" that are motivated by "essential questions" to excite students. with FacebookShare Build your course around "big ideas" that are motivated by "essential questions" to excite students. with Twitter
Demonstrate the technology students will be learning about in class to motivate them. Share Demonstrate the technology students will be learning about in class to motivate them. with FacebookShare Demonstrate the technology students will be learning about in class to motivate them. with Twitter
Provide students with high level explanations of how the technology they’re using works. Share Provide students with high level explanations of how the technology they’re using works. with FacebookShare Provide students with high level explanations of how the technology they’re using works. with Twitter
Have students experiment with technology they use in class to “test its accuracy and uncover its limitations.” Share Have students experiment with technology they use in class to “test its accuracy and uncover its limitations.” with FacebookShare Have students experiment with technology they use in class to “test its accuracy and uncover its limitations.” with Twitter
Have students summarize what they’ve learned in addition to answering quiz questions and solving small problems. Share Have students summarize what they’ve learned in addition to answering quiz questions and solving small problems. with FacebookShare Have students summarize what they’ve learned in addition to answering quiz questions and solving small problems. with Twitter
Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. Share Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. with FacebookShare Remind students that variable assignment occurs in the order assignments are given. This avoids the misconception that changing one value affects other variables assigned before it. with Twitter
Avoid using x and y as variable names to prevent students from confusing variable assignments with mathematical expressions. Share Avoid using x and y as variable names to prevent students from confusing variable assignments with mathematical expressions. with FacebookShare Avoid using x and y as variable names to prevent students from confusing variable assignments with mathematical expressions. with Twitter
Introduce object states early when teaching object-oriented programming. Share Introduce object states early when teaching object-oriented programming. with FacebookShare Introduce object states early when teaching object-oriented programming. with Twitter
Be explicit about what direction references point when teaching about objects and references. Share Be explicit about what direction references point when teaching about objects and references. with FacebookShare Be explicit about what direction references point when teaching about objects and references. with Twitter
Use the "PB&J" sandwich activity to introduce important components of algorithms. Share Use the "PB&J" sandwich activity to introduce important components of algorithms. with FacebookShare Use the "PB&J" sandwich activity to introduce important components of algorithms. with Twitter