# Any advice for teaching pseudocode?

So far, my students have been using JavaScript for coding and in our quizzes/tests.

I want to start using pseudocode in quizzes/test so they are prepared for the AP exam.

Does anyone have any advice for doing this? My thought was a short lecture on the differences, than have them do a bunch of practice questions.

I would love to hear any other ideas. Thanks.

That sounds like a solid plan.

I work with younger students in a different class that isn’t CS Principles. We introduce pseudocode by having them explain things to me in everyday English. Depending on where your students are, maybe you could begin by working in some plain language problems before moving to the AP-style pseudocode. For example, “What would you get if you the robot to move forward 3 spaces, turn right once, and then move forward two more?” with examples of paths drawn out.

I wonder what ideas the rest of the community has for this?

Hmm for me i pretty much taught myself mostly to be able to condense down what your trying to do, my favorite way of doing these types of things is analogy’s

the best part about this strategy is that it allows for a lot more leeway and creative approach to explaining the problem and a possible way of solving it; or to simply show what the program is doing using step language is good as well for the smaller stuff but larger concepts require a lot more

or if your students are better suited to making simplified syntax of program code that definitely works too just that some are better suited to using analogy’s than using that I’ll give a demo below for a small script

Script

``````var a = 40;
for(var b = 0; b <= a; b++) {
console.log(b * a)
}
``````

Pseudo

``````define a as 40
define b as 0
loop while b is less than or equal to a {
log output a * b
}
``````

Analogy

Mary wants to produce the multiples of 40 vertically on a page to do this she keeps track of the factor 40 as “a” and her starting point of the multiples 0 as “b”
she then proceeds to log the output result each time showing a times b. She then increments b by 1 each time afterword until it’s equal to a

though it’s very good to introduce this type of thinking and should experiment to find the one that’s easiest for them to explain / comprehend or translate later into actual code as a form of template or blueprint since most of the hard work planning was done beforehand if you did a good job with setting it up