When giving group work to students in class, assign students roles and have them introduce themselves to ensure your students feel comfortable asking each other for help. Share When giving group work to students in class, assign students roles and have them introduce themselves to ensure your students feel comfortable asking each other for help. with FacebookShare When giving group work to students in class, assign students roles and have them introduce themselves to ensure your students feel comfortable asking each other for help. with Twitter
Use a random method for selecting students to answer questions in order to give all students an equal opportunity to participate. Share Use a random method for selecting students to answer questions in order to give all students an equal opportunity to participate. with FacebookShare Use a random method for selecting students to answer questions in order to give all students an equal opportunity to participate. with Twitter
Create a classroom routine where students write regularly using a discussion board to help students get practice writing in a computer science context for the Computer Science Principles Performance Tasks. Share Create a classroom routine where students write regularly using a discussion board to help students get practice writing in a computer science context for the Computer Science Principles Performance Tasks. with FacebookShare Create a classroom routine where students write regularly using a discussion board to help students get practice writing in a computer science context for the Computer Science Principles Performance Tasks. with Twitter
Have students complete practice CSP Performance Tasks so that students can get feedback and coaching on their performance before the actual test where you’re not allowed to help. Share Have students complete practice CSP Performance Tasks so that students can get feedback and coaching on their performance before the actual test where you’re not allowed to help. with FacebookShare Have students complete practice CSP Performance Tasks so that students can get feedback and coaching on their performance before the actual test where you’re not allowed to help. with Twitter
Show students what code looks like with and without methods to motivate the reasons for using them. Share Show students what code looks like with and without methods to motivate the reasons for using them. with FacebookShare Show students what code looks like with and without methods to motivate the reasons for using them. with Twitter
Show students what code looks like with and without inheritance to motivate the reasons for using it. Share Show students what code looks like with and without inheritance to motivate the reasons for using it. with FacebookShare Show students what code looks like with and without inheritance to motivate the reasons for using it. with Twitter
Show students what code looks like with and without loops to motivate the reasons for using them. Share Show students what code looks like with and without loops to motivate the reasons for using them. with FacebookShare Show students what code looks like with and without loops to motivate the reasons for using them. with Twitter
Show students what code looks like with and without switch statements to motivate the reasons for using them. Share Show students what code looks like with and without switch statements to motivate the reasons for using them. with FacebookShare Show students what code looks like with and without switch statements to motivate the reasons for using them. with Twitter
Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. Share Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. with FacebookShare Help autistic students and students with emotional behavior disorders by encouraging them to try as hard as they can to figure out solutions when they want to give up. with Twitter
Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. Share Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. with FacebookShare Assign students to draw a dodecagon in Scratch before introducing repeat blocks so that once you introduce the repeat block, it is clear that it is a time-saving block. with Twitter
In group projects, change group leaders around frequently to avoid forming a hierarchy. Share In group projects, change group leaders around frequently to avoid forming a hierarchy. with FacebookShare In group projects, change group leaders around frequently to avoid forming a hierarchy. with Twitter
Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. Share Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. with FacebookShare Before class, create a glossary of coding symbols on the board to help students verbalize their code during class discussions and oral exercises. with Twitter
Have students use simple functions in Scratch to create games and stories to share with their classmates in order to learn Scratch’s functionality. Share Have students use simple functions in Scratch to create games and stories to share with their classmates in order to learn Scratch’s functionality. with FacebookShare Have students use simple functions in Scratch to create games and stories to share with their classmates in order to learn Scratch’s functionality. with Twitter
Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. Share Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. with FacebookShare Integrate Hour of Code into your course curriculum by having students turn something in for their completed Hour of Code to hold them accountable for their work and prevent this from feeling like a one-off event. with Twitter
Encourage your students to utilize online resources to further their understanding and interest in the course material. Share Encourage your students to utilize online resources to further their understanding and interest in the course material. with FacebookShare Encourage your students to utilize online resources to further their understanding and interest in the course material. with Twitter
Misconception: when working with Booleans, students assume that false means incorrect and true means correct. Share Misconception: when working with Booleans, students assume that false means incorrect and true means correct. with FacebookShare Misconception: when working with Booleans, students assume that false means incorrect and true means correct. with Twitter
Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. Share Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. with FacebookShare Use Scratch to teach programming to students with neurodiversity because the visual nature of this language can make CS concepts more accessible. with Twitter
Encourage students to answer one another’s questions in lab and office hours to help both confident and confused students better understand the course concepts. Share Encourage students to answer one another’s questions in lab and office hours to help both confident and confused students better understand the course concepts. with FacebookShare Encourage students to answer one another’s questions in lab and office hours to help both confident and confused students better understand the course concepts. with Twitter
Stand or sit among your students in small group settings to encourage more student-driven discussions. Share Stand or sit among your students in small group settings to encourage more student-driven discussions. with FacebookShare Stand or sit among your students in small group settings to encourage more student-driven discussions. with Twitter
Assume the role of a confused student and ask your students questions, prompting them to answer your questions in order to further their understanding of the material. Share Assume the role of a confused student and ask your students questions, prompting them to answer your questions in order to further their understanding of the material. with FacebookShare Assume the role of a confused student and ask your students questions, prompting them to answer your questions in order to further their understanding of the material. with Twitter