Misconception: Students believe that reference pointers go both directions such that objects know what points to them. Share Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with FacebookShare Misconception: Students believe that reference pointers go both directions such that objects know what points to them. with Twitter
Keep a bag of “survival tricks” on hand that will keep students interested and motivated. Share Keep a bag of “survival tricks” on hand that will keep students interested and motivated. with FacebookShare Keep a bag of “survival tricks” on hand that will keep students interested and motivated. with Twitter
Misconception: Students think that it’s possible to write methods that add attributes to a Java class. Share Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with FacebookShare Misconception: Students think that it’s possible to write methods that add attributes to a Java class. with Twitter
Misconception: Students believe that methods in different classes cannot have the same name. Share Misconception: Students believe that methods in different classes cannot have the same name. with FacebookShare Misconception: Students believe that methods in different classes cannot have the same name. with Twitter
Misconception: Students believe that boolean values can only be used in conditionals. Share Misconception: Students believe that boolean values can only be used in conditionals. with FacebookShare Misconception: Students believe that boolean values can only be used in conditionals. with Twitter
Misconception: Students create a new object when they only need to copy a reference. Share Misconception: Students create a new object when they only need to copy a reference. with FacebookShare Misconception: Students create a new object when they only need to copy a reference. with Twitter
Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. Share Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. with FacebookShare Teach students to storyboard in Alice so they know a systematic process to follow when approaching challenging problems. with Twitter
Misconception: Students create a new instance variable when they only need a local variable. Share Misconception: Students create a new instance variable when they only need a local variable. with FacebookShare Misconception: Students create a new instance variable when they only need a local variable. with Twitter
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
Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. Share Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with FacebookShare Misconception: Students think that when they create a new variable within a function, that function will automatically return that variable’s value when executed. with Twitter
Misconception: Students think that “return x*x” changes the value of x to be x*x. Share Misconception: Students think that “return x*x” changes the value of x to be x*x. with FacebookShare Misconception: Students think that “return x*x” changes the value of x to be x*x. with Twitter
Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. Share Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. with FacebookShare Have students practice creating an infographic as an option for the Visual Artifact component of the CSP Performance Task: Explore. with Twitter
Use metaphors and analogies to describe how concepts work in a memorable way. Share Use metaphors and analogies to describe how concepts work in a memorable way. with FacebookShare Use metaphors and analogies to describe how concepts work in a memorable way. with Twitter
Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. Share Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. with FacebookShare Misconception: Students believe that when they assign a = b, they are copying b into a rather than making a point to b. 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
Have students play the Gidget debugging game for practice debugging in an engaging environment. Share Have students play the Gidget debugging game for practice debugging in an engaging environment. with FacebookShare Have students play the Gidget debugging game for practice debugging in an engaging environment. 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 trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. Share Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. with FacebookShare Misconception: Students have trouble understanding that when the value of a variable is reassigned its previous value is irrelevant. with Twitter