Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. Share Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with FacebookShare Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch. with Twitter
Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. Share Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with FacebookShare Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch. with Twitter
Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. Share Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with FacebookShare Misconception: Student think costumes are outfits rather than the overall appearance of a sprite in Scratch. with Twitter
Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. Share Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. with FacebookShare Teach students how the xy-coordinate system works before having them use motion blocks in Scratch so they don’t get confused by positive and negative numbers. with Twitter
Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. Share Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with FacebookShare Introduce young students to degrees, decimals, and percentages so that they can use turn and sound blocks in Scratch. with Twitter
Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. Share Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with FacebookShare Misconception: Students have difficulty transitioning from working with one sprite to multiple sprites in Scratch. with Twitter
Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. Share Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. with FacebookShare Misconception: Students think the positioning of scripts within the script area in Scratch influences the order in which they are executed. with Twitter
Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. Share Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. with FacebookShare Have students create a digital story in Scratch about an interesting scientific phenomenon as a final project to teach them both computer programming and science literacy. with Twitter
Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. Share Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. with FacebookShare Explicitly show students how to login to Scratch because not all students have the same level of computer literacy. with Twitter
Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. Share Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with FacebookShare Misconception: Students get frustrated when they try to point their character to the left and it ends up flipped upside down because they don’t understand how changing the direction a sprite faces works in Scratch. with Twitter
Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. Share Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. with FacebookShare Misconception: Students forget that without instructions, other users won’t know how to correctly run their code in Scratch. with Twitter
Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. Share Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. with FacebookShare Tell young students that computer programming is simply writing rules for a computer to follow, similar to bossing around a younger sibling, to help them connect programming to everyday life. with Twitter
Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. Share Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. with FacebookShare Start teaching Scratch with blocks that run for a set amount of time to avoid the common misconception that blocks are executed simultaneously. with Twitter
Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. Share Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. with FacebookShare Misconception: Students think that “turn” blocks in Scratch imply a change in position within the coordinate plane. with Twitter
Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. Share Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. with FacebookShare Teach students the Total Turn Theorem to help them reason about drawing regular, closed polygons in Scratch. with Twitter
Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. Share Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. with FacebookShare Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. with Twitter
Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. Share Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. with FacebookShare Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. with Twitter
Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. Share Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with FacebookShare Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with Twitter
Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. Share Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. with FacebookShare Encourage students to use blocks instead of the user interface when orienting the sprite in Scratch. with Twitter
Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. Share Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. with FacebookShare Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point. with Twitter