Lauren Mock

Misconception: Students think you can use the “item (any) of (list)” block in Snap! and Scratch to check for every item in a list, but this block actually returns a random item.

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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 Facebook 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 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 Facebook 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 Twitter

Create project videos to give students clear, verbal and visual explanations of what to do for a particular assignment.

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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 Facebook 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 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 Facebook 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 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 Facebook 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 Twitter

Have students sort playing cards to teach concurrency and illustrate the power of work that happens in parallel using a hands-on activity.

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