Excellent points. I made it a point that "if it is on an assessment, then they will have seen it in class" No tricks, no novel algorithms. Just show me that y

Excellent points. I made it a point that "if it is on an assessment, then they will have seen it in class" No tricks, no novel algorithms. Just show me that you learned the things that I tried to teach you. If a lab asks you to write a for loop that prints all the strings in an array, then I've taught the syntax for strings, printing,accessing elements from arrays, getting the length of an array, writing a for loop, etc... There have been hands on activities and/or funsheets for each of those ideas that include fill-in the blank questions where they get the framework of for loops with arrays. And they get handouts with the syntax / code structures / algorithms. And they get those worksheets/handouts/etc to reference while working on the lab. In a classroom environment, it's important to teach and build the foundation to solve problems. But then it's important to make the student do the work to build the connections so they actually learn something. Even if the something they learn is where they can look to find the answer to a question like "does an array start at 0 or 1?"