Engagement from scratch
- 1. Engagement from Scratch By Damianne President @drpresident
- 2. Backchannel (http://scratched.media.mit.edu/discussions/ev ents/sotf12-engagement-scratch) ** http://tinyurl.com/scratchsotf12 ** http://edmodo.com ** Edmodo Join Code: wd2wiu
- 3. Creative Computing Credit: Faux Pollock by David Sky with License CC BY-NC-SA 2.0
- 4. Introduction to Scratch Video available at http://vimeo.com/29457909
- 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”
- 8. More Social
- 10. Tinkerable Scratch blocks snap together for emergent, iterative design through play. Credit: Lego Blocks by sayamindu with License CC BY-SA 2.0
- 11. Credit: Scratch Reference Guide
- 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
- 13. Curriculum Ideas
- 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?
- 24. Resources • http://shallwelearn.com/index.php/en/scratchpr ogrammingforkidscategory-4 • http://connectedlearning.tv/sowing-seeds-more- creative-society • http://www.scratch.ie • http://21centuryedtech.wordpress.com/2011/01 /04/mits-scratch-part-4-twenty-webs-sites-to- support-scratch-and-the-itch-for-transforming- education/ • http://www.youtube.com/watch?v=oXPKvoPYW_ 8
- 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
Editor's Notes
- #2: 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
- #4: 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 …
- #5: WebsiteCommunityResources
- #6: Long love affairSeen it in action21st century skillsHelp encourage student creativity through a creative thinking spiral (Resnick)Build digital fluency
- #7: 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?
- #8: 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
- #9: 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
- #10: 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”
- #11: Double click to executeCan have a messy planning areaChange instructions during execution to immediately see effectIntuitive
- #13: Do a demo of Scratch
- #14: 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
- #16: Columbus
- #17: The Cat Race