Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. Share Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. with FacebookShare Ask students “What were you trying to do?” when they ask for help to help answer their own questions because they may already have the skills to debug their own Scratch programs. with Twitter
Misconceptions: Loops can be difficult for students in Scratch Jr. Share Misconceptions: Loops can be difficult for students in Scratch Jr. with FacebookShare Misconceptions: Loops can be difficult for students in Scratch Jr. with Twitter
Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. Share Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. with FacebookShare Have students give you instructions on how to get from the door to chair on the other side of the room to teach them to be precise when giving instructions to a computer. with Twitter
Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. Share Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. with FacebookShare Tell students to experiment and break things so they maximize their learning opportunities and exposure to different aspects of Scratch to gain experience and build competency. with Twitter
Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. Share Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. with FacebookShare Talk to students about appropriate social behavior in the Scratch community because there is a large number of people on scratch.mit.edu who connect over their projects, which provides a safe and narrow space for learning about online etiquette. with Twitter
Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. Share Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. with FacebookShare Allocate the last 15 minutes of class for students to share their work with each other in beginning Scratch classes because students enjoy seeing each others projects and demonstrating their progress. with Twitter
Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. Share Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. with FacebookShare Use scoreboards to motivate the use of variables because young students have developed strong mental models for scoreboards through previous exposure allowing them to quickly understand what variables are. with Twitter
Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. Share Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. with FacebookShare Foreshadow arrays right after teaching for loops by showing students how to create a 1x6 grid using the rectangle object in the Java objectdraw library because visualizations built off of recently introduced material provide a useful transition. with Twitter
Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. Share Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. with FacebookShare Play musical chairs to explain while loops so students develop physical experience navigating through the structure of a loop to better understand while loops. with Twitter
Create more time for active exercises by flipping the classroom; have students watch videos that cover basic information so you can focus on tasks that require student-teacher interaction. Share Create more time for active exercises by flipping the classroom; have students watch videos that cover basic information so you can focus on tasks that require student-teacher interaction. with FacebookShare Create more time for active exercises by flipping the classroom; have students watch videos that cover basic information so you can focus on tasks that require student-teacher interaction. with Twitter
Use active exercises in your classroom to develop a supportive culture and create a more engaged classroom that helps more students in your class develop deep content knowledge. Share Use active exercises in your classroom to develop a supportive culture and create a more engaged classroom that helps more students in your class develop deep content knowledge. with FacebookShare Use active exercises in your classroom to develop a supportive culture and create a more engaged classroom that helps more students in your class develop deep content knowledge. with Twitter
Step through an accumulator pattern on board to make clear how variables change within a while loop to help students understand this confusing topic. Share Step through an accumulator pattern on board to make clear how variables change within a while loop to help students understand this confusing topic. with FacebookShare Step through an accumulator pattern on board to make clear how variables change within a while loop to help students understand this confusing topic. with Twitter
Require students to refactor their code while keeping the output of their program exactly the same in order to challenge them to solve problems using a variety of strategies. Share Require students to refactor their code while keeping the output of their program exactly the same in order to challenge them to solve problems using a variety of strategies. with FacebookShare Require students to refactor their code while keeping the output of their program exactly the same in order to challenge them to solve problems using a variety of strategies. with Twitter
Have students code boundary condition test to handle removing adjacent duplicates to help them better understand data structures and become familiar with common bugs through practice. Share Have students code boundary condition test to handle removing adjacent duplicates to help them better understand data structures and become familiar with common bugs through practice. with FacebookShare Have students code boundary condition test to handle removing adjacent duplicates to help them better understand data structures and become familiar with common bugs through practice. with Twitter
Give students a fully functional program on Day 1 that they will incrementally add features to as you cover content throughout the semester to engage them by satisfying their desire for creating working code. Share Give students a fully functional program on Day 1 that they will incrementally add features to as you cover content throughout the semester to engage them by satisfying their desire for creating working code. with FacebookShare Give students a fully functional program on Day 1 that they will incrementally add features to as you cover content throughout the semester to engage them by satisfying their desire for creating working code. with Twitter
Create boolean variables to use as the condition when introducing if statement to highlight for students that the condition is any expression that evaluates to true or false. Share Create boolean variables to use as the condition when introducing if statement to highlight for students that the condition is any expression that evaluates to true or false. with FacebookShare Create boolean variables to use as the condition when introducing if statement to highlight for students that the condition is any expression that evaluates to true or false. with Twitter
Use group discussion to help students figure out boundary cases for removing duplicate adjacent elements on their own so that they get to discuss a variety of test cases in depth before focusing on the code. Share Use group discussion to help students figure out boundary cases for removing duplicate adjacent elements on their own so that they get to discuss a variety of test cases in depth before focusing on the code. with FacebookShare Use group discussion to help students figure out boundary cases for removing duplicate adjacent elements on their own so that they get to discuss a variety of test cases in depth before focusing on the code. with Twitter
Explain the “discards qualifiers” error in C++ using the metaphor of a contractor who has signed a contract not to change instance variables, but then attempts to use subcontractor who hasn’t agreed to the same terms or signed the appropriate forms. Share Explain the “discards qualifiers” error in C++ using the metaphor of a contractor who has signed a contract not to change instance variables, but then attempts to use subcontractor who hasn’t agreed to the same terms or signed the appropriate forms. with FacebookShare Explain the “discards qualifiers” error in C++ using the metaphor of a contractor who has signed a contract not to change instance variables, but then attempts to use subcontractor who hasn’t agreed to the same terms or signed the appropriate forms. with Twitter
Foster an “I can do it” learning environment to build self confidence. Share Foster an “I can do it” learning environment to build self confidence. with FacebookShare Foster an “I can do it” learning environment to build self confidence. with Twitter
Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. Share Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. with FacebookShare Keep the Scratch scripting area organized using the clean up button to ensure that there aren’t dangling scripts and to make debugging and understanding scripts easier. with Twitter