Development Methods
Use tupperware containers and act out being the computer to teach students how in CS variables and statements like x=x+1 are different than variables and equations in math by creating a meaningful visualization.
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Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject.
Share Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject. with FacebookShare Explain that Java’s return is like a platter where you can hand information between methods to help students create a concrete mental model for an often tricky subject. with Twitter
Use Zyante programming textbooks so that reading assignments are integrated with frequent exercises to ensure students understand and have plenty of practice with a topic before moving forward.
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Use puzzles, problem solving, and tinkering in assignments and activities to build students’ confidence and interest in pursuing Computer Science and to ensure that students understand and develop necessary skills for success.
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Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well.
Share Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with FacebookShare Encourage students to get the for-loop counter right before adding code inside the for loop this will reduce the amount of time spent troubleshooting for-loops and ensure students are scaffolded well. with Twitter
Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content.
Share Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with FacebookShare Show students to separate the for-loop header from the for-loop content when discussing how many times a for-loop loops because students can get overwhelmed, but need to be able to separate the conditional from the loop’s content. with Twitter
Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient.
Share Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with FacebookShare Misconceptions: Students have difficulty with loops partially because the motivation for looping a small number of times seems insufficient. with Twitter