Require that students have paper and pencil on hand when they code to emphasize the importance of planning before writing code. Share Require that students have paper and pencil on hand when they code to emphasize the importance of planning before writing code. with FacebookShare Require that students have paper and pencil on hand when they code to emphasize the importance of planning before writing code. with Twitter
Misconception: Students may accidentally use obsolete, invalid, or non-existent elements, attributes, or properties when learning web development. Share Misconception: Students may accidentally use obsolete, invalid, or non-existent elements, attributes, or properties when learning web development. with FacebookShare Misconception: Students may accidentally use obsolete, invalid, or non-existent elements, attributes, or properties when learning web development. with Twitter
Misconception: Students may have trouble identifying errors in their code that cause elements to disappear from the page. Share Misconception: Students may have trouble identifying errors in their code that cause elements to disappear from the page. with FacebookShare Misconception: Students may have trouble identifying errors in their code that cause elements to disappear from the page. with Twitter
Misconception: novices struggle with correct syntax for inline CSS when learning web development. Share Misconception: novices struggle with correct syntax for inline CSS when learning web development. with FacebookShare Misconception: novices struggle with correct syntax for inline CSS when learning web development. with Twitter
Remind students to spend lots of time carefully reading the free-response questions on the AP CS A exam to prepare them for this portion of the exam. Share Remind students to spend lots of time carefully reading the free-response questions on the AP CS A exam to prepare them for this portion of the exam. with FacebookShare Remind students to spend lots of time carefully reading the free-response questions on the AP CS A exam to prepare them for this portion of the exam. with Twitter
Misconception: Students add the numbers for ordered list items inside the HTML list item tags. Share Misconception: Students add the numbers for ordered list items inside the HTML list item tags. with FacebookShare Misconception: Students add the numbers for ordered list items inside the HTML list item tags. with Twitter
Misconception: Students frequently make errors when creating lists in HTML by using unnecessary or incorrect elements. Share Misconception: Students frequently make errors when creating lists in HTML by using unnecessary or incorrect elements. with FacebookShare Misconception: Students frequently make errors when creating lists in HTML by using unnecessary or incorrect elements. with Twitter
Ask students what they found confusing at the end of each week to identify problems so you can tailor future instruction to students needs. Share Ask students what they found confusing at the end of each week to identify problems so you can tailor future instruction to students needs. with FacebookShare Ask students what they found confusing at the end of each week to identify problems so you can tailor future instruction to students needs. with Twitter
Have students write pseudocode as a pre-lab exercise so they are prepared to write code when lab begins. Share Have students write pseudocode as a pre-lab exercise so they are prepared to write code when lab begins. with FacebookShare Have students write pseudocode as a pre-lab exercise so they are prepared to write code when lab begins. with Twitter
Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. Share Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. with FacebookShare Have students create polygons in Scratch to help them practice debugging and reasoning about geometry. with Twitter
Point out why a concept is important, useful, and interesting to show students how the content they’re learning connects to higher-level concepts. Share Point out why a concept is important, useful, and interesting to show students how the content they’re learning connects to higher-level concepts. with FacebookShare Point out why a concept is important, useful, and interesting to show students how the content they’re learning connects to higher-level concepts. with Twitter
Write learning goals for each week of the course to help structure homework and guide lectures. Share Write learning goals for each week of the course to help structure homework and guide lectures. with FacebookShare Write learning goals for each week of the course to help structure homework and guide lectures. with Twitter
Provide more than one solution when explaining how to solve a problem to the class to emphasize that there is never just one way to do things. Share Provide more than one solution when explaining how to solve a problem to the class to emphasize that there is never just one way to do things. with FacebookShare Provide more than one solution when explaining how to solve a problem to the class to emphasize that there is never just one way to do things. with Twitter
When conducting group activities, assign individual roles that promote the learning objective. Share When conducting group activities, assign individual roles that promote the learning objective. with FacebookShare When conducting group activities, assign individual roles that promote the learning objective. with Twitter
Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. Share Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. with FacebookShare Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done. with Twitter
Have students translate between Java Array and ArrayList to highlight the differences between the two. Share Have students translate between Java Array and ArrayList to highlight the differences between the two. with FacebookShare Have students translate between Java Array and ArrayList to highlight the differences between the two. with Twitter
Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. Share Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. with FacebookShare Use different methods of counting the stairs of the Eiffel Tower to explain how different algorithms affect Big-O runtime. with Twitter
Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. Share Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. with FacebookShare Introduce Big-O using iteration rather than recursion to make this important concept easier for students to understand. with Twitter
Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. Share Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. with FacebookShare Put more time into explaining content than you think is necessary because students may not retain all the material the first time you explain it. with Twitter
Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. Share Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with FacebookShare Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once. with Twitter