In preparing for class, set up at least one lab computer with all the software you expect to use and complete assignments and labs yourself right before your students do them. This lets you see any problems that might arise. Share In preparing for class, set up at least one lab computer with all the software you expect to use and complete assignments and labs yourself right before your students do them. This lets you see any problems that might arise. with FacebookShare In preparing for class, set up at least one lab computer with all the software you expect to use and complete assignments and labs yourself right before your students do them. This lets you see any problems that might arise. with Twitter
If you're teaching a short course, stick to one language so students can get the most out of their learning time. Share If you're teaching a short course, stick to one language so students can get the most out of their learning time. with FacebookShare If you're teaching a short course, stick to one language so students can get the most out of their learning time. with Twitter
Use command-line running scripts or IDEs over the Python shell, which students may find incredibly confusing. Share Use command-line running scripts or IDEs over the Python shell, which students may find incredibly confusing. with FacebookShare Use command-line running scripts or IDEs over the Python shell, which students may find incredibly confusing. with Twitter
If the Navigator is too controlling when pair programming, have that student write down instructions instead of speaking them. Share If the Navigator is too controlling when pair programming, have that student write down instructions instead of speaking them. with FacebookShare If the Navigator is too controlling when pair programming, have that student write down instructions instead of speaking them. with Twitter
Only place the number of kids in a group necessary to complete the task, too many or too few collaborators leaves kids feelings distracted and underutilized. Share Only place the number of kids in a group necessary to complete the task, too many or too few collaborators leaves kids feelings distracted and underutilized. with FacebookShare Only place the number of kids in a group necessary to complete the task, too many or too few collaborators leaves kids feelings distracted and underutilized. with Twitter
Assign each student a procedural role necessary for the group to function to create the most equitable environment. Share Assign each student a procedural role necessary for the group to function to create the most equitable environment. with FacebookShare Assign each student a procedural role necessary for the group to function to create the most equitable environment. with Twitter
Learn students' names at the beginning of the year to build interpersonal relationships. Share Learn students' names at the beginning of the year to build interpersonal relationships. with FacebookShare Learn students' names at the beginning of the year to build interpersonal relationships. with Twitter
Make sure students understand that collaboration is important, and make collaboration easier by having students play an icebreaker after groups are assigned Share Make sure students understand that collaboration is important, and make collaboration easier by having students play an icebreaker after groups are assigned with FacebookShare Make sure students understand that collaboration is important, and make collaboration easier by having students play an icebreaker after groups are assigned with Twitter
SciGirls Seven tip: “Girls benefit from collaboration, especially when they can participate and communicate fairly.” Share SciGirls Seven tip: “Girls benefit from collaboration, especially when they can participate and communicate fairly.” with FacebookShare SciGirls Seven tip: “Girls benefit from collaboration, especially when they can participate and communicate fairly.” with Twitter
Situate projects in your students interests and the real world. Share Situate projects in your students interests and the real world. with FacebookShare Situate projects in your students interests and the real world. with Twitter
Demonstrate your own enthusiasm for class material, it can be infectious! Share Demonstrate your own enthusiasm for class material, it can be infectious! with FacebookShare Demonstrate your own enthusiasm for class material, it can be infectious! with Twitter
Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” Share Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” with FacebookShare Start designing class activities by creating goals for what the students should learn from a particular activity. Ask yourself, “why would kids need to know this?” with Twitter
SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” Share SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” with FacebookShare SciGirls Seven tip: “Girls are motivated by projects they find personally relevant and meaningful.” with Twitter
When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! Share When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! with FacebookShare When students are working on projects, especially open-ended ones, resist the urge to intervene. Don’t do the job for them! with Twitter
“Encourage girls to suggest different approaches to solving a problem” instead of intervening and trying to rescue them. Share “Encourage girls to suggest different approaches to solving a problem” instead of intervening and trying to rescue them. with FacebookShare “Encourage girls to suggest different approaches to solving a problem” instead of intervening and trying to rescue them. with Twitter
Don’t shortchange your students; believe they can do investigative problem solving and assign open-ended projects. Share Don’t shortchange your students; believe they can do investigative problem solving and assign open-ended projects. with FacebookShare Don’t shortchange your students; believe they can do investigative problem solving and assign open-ended projects. with Twitter
Emphasize that having more experience does not make some students smarter than others. Share Emphasize that having more experience does not make some students smarter than others. with FacebookShare Emphasize that having more experience does not make some students smarter than others. with Twitter
When students are struggling, use Think-Pair-Share. Share When students are struggling, use Think-Pair-Share. with FacebookShare When students are struggling, use Think-Pair-Share. with Twitter
Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. Share Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. with FacebookShare Resist answering the question, “Is this right?” because it fails to emphasize the importance of scientific investigation and the complexity of results they’ll need to contend with. with Twitter
SciGirls Seven tip: “Girls enjoy hands-on, open-ended projects and investigations.” Share SciGirls Seven tip: “Girls enjoy hands-on, open-ended projects and investigations.” with FacebookShare SciGirls Seven tip: “Girls enjoy hands-on, open-ended projects and investigations.” with Twitter