Scratch

Misconceptions: Students have difficulty distinguishing between the Broadcast and Say blocks in Scratch.

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Misconception: Students have trouble understanding the difference between the “glide” and “go to” blocks in Scratch.

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Create a handout that translates code in Scratch to code in Logo in order to show students that they are capable of writing text-based code because they already program in Scratch.

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Misconception: Students who are familiar with writing code in block-based languages like Scratch still need support transitioning to text-based languages like Java.

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Misconception: Students think you can use the “item (any) of (list)” block in Snap! and Scratch to check for every item in a list, but this block actually returns a random item.

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Use Droplet, a blocks-based text editor, to help bridge students’ learning gap between blocks and text.

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Have students simulate programming in Scratch in a pair activity where one student is the Controller and the other is the Code.

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Emphasize that Scratch is REAL coding; this lets students know that programming in educational languages like Scratch or Python is valuable even though these languages aren’t commonly used in industry.

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Introduce the playnote block in Scratch by having students experiment with different arguments for the block and creating melodies.

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Have students write Knock-Knock jokes in Scratch by making a conversation between sprites to motivate the introduction of broadcast blocks.

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