6. Theory behind using Scratch
Every teacher is responsible for helping students
develop their digital fluency.
Collaboration Invention
Reflection Creative thinking
Reasoning Computational thinking
“We wanted to make it easy for everyone, of all ages, backgrounds, and
interests, to program their own interactive stories, games, animations, and
simulations, and share their creations with one another.” (Resnick)
7. That Same old Story?
Seymour Papert – 1980 – Mindstorms
“High ceiling”
more social
more meaningfu
l
more tinkerable
“low floor” “wide walls”
12. Scratch Features
Connect to the real world
Big programming concepts
are arranged in logical
groups.
Tinkerable
Wide range of projects
possible
Easy sharing of projects
from within application
Multimedia manipulation
Block programming
14. Lesson Plans and Projects
Create a list of ideas of how YOU can use Scratch
in your own classroom with students. What
might you have students create in Scratch that
relates to your subject area?
15. ICT and Social Studies
• Flashcards
• History quiz
• Historical event simulation
using more than one
character.
• World heritage site
demonstration
16. ICT and Math
• Mazes (levels possible)
• Game using scoring (variables)
• Tetris game
• Math quiz
17. ICT and Language Arts
• Story with illustrations (created individually or
collaboratively taking turns)
• Describe a word or concept
• Madlibs
• Stories with alternative ending choices
18. ICT and Arts
• Play/tv show using media that students have
created
• Self-generating drawing or drawing application
• Working piano keyboard
19. ICT and Languages
• About me project – students create an
interactive collage about themselves.
• Slideshow of images with narration.
• Translate a recipe
• Create an alphabet translator
20. ICT and PE
• Interactive dance routine that lets the user
explore different choreography
• Quiz on muscles
• Fitness/health calculator
• PSA’s/presentations on health
21. ICT and Science
• Animation showing a scientific concept e.g.
Newton’s Laws of Motion
• Interactive simulation on senses e.g. optical
illusion
• Program planetary motion
• Create a pendulum
22. Implementation
• Stations
• Small group explorations
• Workshop style
• Intro scratch at beginning -> use for simple
project -> build on each time
• Encourage students to use it after school and
at home
23. Reflection
• How can Scratch fit into your classroom? Your
school?
• If not Scratch, what else can you use to
encourage creative computing and digital
fluency in your classroom?
25. References
• Resnick, M., Maloney, J., Monroy-Hernandez, A.,
Rusk, N., Eastmond, E., Brennan, K., Millner, A.,
Rosenbaum, E., Silver, J., Silverman, B., and Kafai,
Y. (2009). Scratch: Programming for all.
Communications of the ACM, 52(11), 60-67. doi:
10.1145/1592761.1592779
• http://www.glnd.k12.va.us/resources/scratch
• http://www.glnd.k12.va.us/wiki/index.php/Hand
outs/Scratch
Notas del editor
Thank you for joining me today. I’m your workshop leader, Damianne President. Thinking about achievement and success for today - Opportunity for each of us to reflect on our teaching and ways to improve it. Hope that as you learn about Scratch, you fall in love with it as I have. But more than that, I hope that you join me in considering ways in which technology can not just engage students, but transform teaching and learningThere are many ways to achieve this. Scratch is one tool that we can use in our classrooms and so I’ll focus on it today.This session will attempt to blend presentation with conversation, thinking with dialogue, exploration with planning.Introduce myself3 parts – presentation, show around Scratch and Q/A
How many of you use computersin your classroom? How many of you have 1-1 programs? Computers in every classroom? Carts? Think: What are the different ways in which you use computers in your classroom? How many of these activities involve students creating with computers?TPS: Now take a couple of minutes and define creative computing.Creative computing is …
WebsiteCommunityResources
Long love affairSeen it in action21st century skillsHelp encourage student creativity through a creative thinking spiral (Resnick)Build digital fluency
In our use of technology in school, we still spend a lot of time consuming information through browsing and research.We interact by entering searches and making choices and engage in chatting.But do we spend enough time creating and remixing? How creatively do we use new technology?I’m working under the assumption that those are worthwhile skills. I assume that we all want our students to have these skills.*Collaboration, Creative Thinking, Reasoning, Computational thinkingReflectionInventionThink/pair/share – How do those six skills play out in your classroom? How does it happen?
You may be familiar with the work of Seymour Papert who published Mindstorms in 1980. His book led to programming being introduced in schools, using Logo. Why did this end?Relate story about Logo and Math (first love) and how only a few students were engaged3 design principles
Scratch has a community for collaboration, support, critiqueSharing built inProjects can be ran in browser (using Java based player)Creative Commons LicenseMotivation: receive feedback and adviceInspiration: see other projectsCollaboration: borrow, adapt, build upon, and people working together to create projects they couldn’t individuallyNetwork by showing which projects are related to each other, which inspired each other, giving creditLanguage support for a wide range of languages
Scratch allows diversity and personalization.Users can create many different types of projects to meet interests and learning stylesUsers can personalize projects by importing mediaProjects can be “real” or “imaginary”
Double click to executeCan have a messy planning areaChange instructions during execution to immediately see effectIntuitive
Do a demo of Scratch
A draft guide can be downloaded from ScratchEd. It is both subject-neutral and grade neutral.Draft curriculum show the curriculum meets NETS standards.Guides from Scotland, Ireland, Portugal also availableActive community of teachers