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
Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. Share Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. with FacebookShare Use the model of Towers of Hanoi in order to help students understand recursion. To demonstrate Towers of Hanoi, use three baby ring-stacking toys and the programming language Alice. with Twitter
Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. Share Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. with FacebookShare Misconception: Students often have off by 1 errors when working with loops, which can result from mixing up > and >= as well as forgetting that arrays start at index 0. 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
Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. Share Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. with FacebookShare Allow students to find examples of Alice worlds that they want to build in order to motivate learning new concepts. 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
Show students examples of unreachable code to help them reason about how conditionals are executed. Share Show students examples of unreachable code to help them reason about how conditionals are executed. with FacebookShare Show students examples of unreachable code to help them reason about how conditionals are executed. with Twitter
Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. Share Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. with FacebookShare Show students examples of infinite loops in Alice using Do-together and Do-in-order blocks with the goal of furthering students’ understanding and recognition of for loops. 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
Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. Share Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. with FacebookShare Use plagiarism detection tools such as AntiCutAndPaste and/or MOSS (Measure Of Software Similarity) to easily discover if any of your students are cheating off of one another. 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
Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. Share Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. with FacebookShare Provide your mentees, advisees, and students with opportunities to share their backgrounds and experiences to create opportunities to connect interpersonally. with Twitter
As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. Share As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. with FacebookShare As a debugging technique, have students write out their programs in their spoken language and compare their description to the code in order to find bugs. with Twitter
Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. Share Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. with FacebookShare Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators. with Twitter
Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. Share Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. with FacebookShare Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students. with Twitter