SCRATCH in Education CS4HS
Artifact
Hey Diddle Diddle
NE States Game
The above two examples were created during the workshop to learn how to use the SCRATCH programing platform.
We then had to create a lesson and use it in a classroom setting.
This is the Google presentation that I presented to the class outlining how I integrated SCRATCH into my middle school art class.
A fellow teacher and I then presented SCRATCH in a workshop session for Catholic School Educators. The following is the presentation that we used during that session.
Reflection
1. What was the context (the course, purpose, situation, etc.) in which this artifact was created?
This is a two part artifact, it is a redesigned nursery rhyme and a game created using SCRATCH. These two artifacts were created in the Workshop Computer Science for High School (CS4HS) SCRATCH in Education. This was a four day workshop for teachers sponsored by the computer science department at the University of Northern Iowa and funded by Google. In this workshop we learned how to use SCRATCH a programing platform for children created at MIT.
2. What outcome(s) (ECIT standards) were you to demonstrate in creating it? For each outcome, describe how the artifact addresses the indicators within the standard.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
We had to have specific objectives set to use SCRATCH in our classrooms. My class was to illustrate a color theory concept.
1.1.1.b Analyze instructional tasks, content, and context.
We had to learn how to use the platform, explore how it can be used in many different context and then create a lesson and implement that lesson with students.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
This required me to create a lesson with specific guidelines for students, evaluate how the lesson went and discuss how we would change it the next time. We then had to present to the class what we did and discuss what worked and what did not and share student created examples.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
With in the lesson plans we had to provide accommodations for all students. Some of my students worked with partners, some individually. I had available web links for additional tutorials for students that needed extra help and for those that wanted to go farther than the basics we learned as a group. I also had handouts for students that needed to have step-by-step instructions in front of them.
1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
There were many parts of this lesson that used web links, examples to view, tutorials to watch as well as multiple web sites that students could use to help them as they work with this new program. I created a google document that laid out the expectations for the project. When the finished this lesson we then viewed the finish products as a group and filled out peer review sheets to give constructive comments for improvement. The students then evaluated the lesson as a whole and gave their ideas of what could be done to improve the lesson for the next time.
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).
This entire project required multiple medias. I used a projector to demonstrate and show examples. The students used the projector as we did peer progress reviews. I used a document camera to go over the hand outs students were given.
1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.
There were many items that were used to accommodate student needs. students were allowed to work with a partner or alone, they were provided with detailed instructions and were allowed to go beyond the basics by exploring web links to tutorials.
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
We did in progress peer reviews, and final reviews. The students self graded their projects and were given a rubric that was used for their final grade. The students were also asked to evaluate the lesson as a whole and offer suggestions for improvements.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
I used many visual, audio and tactile examples for students to try to meet all the needs in the room.
1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
Students were provided with handouts, links a Google presentation and hands on learning time before and during their use of SCRATCH.
1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
I was very conscious of how I presented the information as I have more than one student with a 504 plan. I met all needs required by their educational plans and allowed for extra time outside of class to work individually with students when needed.
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
As stated above multiple learning styles were considered when designing this lesson. Lessons were taught with many visuals, time allowed to work with each element before applied to the final project, groupings were decided as per student needs.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
I used the internet and walked students through each step of the process. We shared learning experiences and discoveries as we worked. Many times the students were teaching the students as often as I was instructing them.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
I chose how I presented the lesson following the needs of my students, I tried new approaches of students teaching students and found this to be a very successful method of instruction with this specific project.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
Motivations was the novelty of the program itself and the free choice that was allowed with the project. They were provided with basic requirements but were allowed a great deal of freedom in how they presented their information.
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
Many of the students learn best when they work hands on with the technology. Also I have some that need very specific instructions, these were provided in many formats, visuals, audios and links to multiple sources of information.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies
I have students that need to have visual examples directly in front of them while they work. They need to have a large project presented in smaller chunks so it does not become overwhelming and I have students that are bored in class and need to be challenges creatively and academically. This project was designed to meet all these needs.
2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
Needs of the students were evaluated and methods of presentations were chosen. Multiple levels of technology integration were considered.
2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
Many different presentation applications were used. Google documents were used to guide students in the project requirements. Internet videos were used for tutorials, students were emailed answers to questions.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
This was a fully integrated lesson. All aspects of this project used technology on different levels.
2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
Many instructional materials were created to present the information and tutorials required of complete this project.
3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
The learning community in the workshop was great. We shared how this programing platform could be used in a huge variety of educational settings. We helped each other learn how to use the program, we were engaged and having a good time with the lessons. My students worked in the same type of atmosphere and loved working in that manner.
3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life?
I had a hard time getting started in the workshop. I do not always work well with a partner and mine worked in a very different manner than I did. It was a good experience for me to put my self in the place of my students in a bad partner situation. I had to trust my students in my class to work productively in the student as teacher format. I had to release some of the control and I had a hard time with that. it was well worth it in the end but it was something that I was not totally comfortable with. Now that I have had a successful lesson working in this manner I will be using it more often. The students loved it and I found that they really learned a great deal both when they were the student and as the teacher.
4. What does this work show about you and your capabilities?
It shows that I have grown in my technological abilities. I have become more comfortable trying new things and have gained confidence in my abilities.
5. What did completing this work teach you about yourself within the field of instructional technology?
I have learned a lot in this class. I have found out that I can turn my class around and have them learn from each other, that I can take risks and be OK when it does not go perfectly the first time. I found that I enjoy the programming part of computer science and will be looking for more opportunities to use this in my classrooms.
NE States Game
The above two examples were created during the workshop to learn how to use the SCRATCH programing platform.
We then had to create a lesson and use it in a classroom setting.
This is the Google presentation that I presented to the class outlining how I integrated SCRATCH into my middle school art class.
A fellow teacher and I then presented SCRATCH in a workshop session for Catholic School Educators. The following is the presentation that we used during that session.
Reflection
1. What was the context (the course, purpose, situation, etc.) in which this artifact was created?
This is a two part artifact, it is a redesigned nursery rhyme and a game created using SCRATCH. These two artifacts were created in the Workshop Computer Science for High School (CS4HS) SCRATCH in Education. This was a four day workshop for teachers sponsored by the computer science department at the University of Northern Iowa and funded by Google. In this workshop we learned how to use SCRATCH a programing platform for children created at MIT.
2. What outcome(s) (ECIT standards) were you to demonstrate in creating it? For each outcome, describe how the artifact addresses the indicators within the standard.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
We had to have specific objectives set to use SCRATCH in our classrooms. My class was to illustrate a color theory concept.
1.1.1.b Analyze instructional tasks, content, and context.
We had to learn how to use the platform, explore how it can be used in many different context and then create a lesson and implement that lesson with students.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
This required me to create a lesson with specific guidelines for students, evaluate how the lesson went and discuss how we would change it the next time. We then had to present to the class what we did and discuss what worked and what did not and share student created examples.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
With in the lesson plans we had to provide accommodations for all students. Some of my students worked with partners, some individually. I had available web links for additional tutorials for students that needed extra help and for those that wanted to go farther than the basics we learned as a group. I also had handouts for students that needed to have step-by-step instructions in front of them.
1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
There were many parts of this lesson that used web links, examples to view, tutorials to watch as well as multiple web sites that students could use to help them as they work with this new program. I created a google document that laid out the expectations for the project. When the finished this lesson we then viewed the finish products as a group and filled out peer review sheets to give constructive comments for improvement. The students then evaluated the lesson as a whole and gave their ideas of what could be done to improve the lesson for the next time.
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).
This entire project required multiple medias. I used a projector to demonstrate and show examples. The students used the projector as we did peer progress reviews. I used a document camera to go over the hand outs students were given.
1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.
There were many items that were used to accommodate student needs. students were allowed to work with a partner or alone, they were provided with detailed instructions and were allowed to go beyond the basics by exploring web links to tutorials.
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
We did in progress peer reviews, and final reviews. The students self graded their projects and were given a rubric that was used for their final grade. The students were also asked to evaluate the lesson as a whole and offer suggestions for improvements.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
I used many visual, audio and tactile examples for students to try to meet all the needs in the room.
1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.
Students were provided with handouts, links a Google presentation and hands on learning time before and during their use of SCRATCH.
1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.
I was very conscious of how I presented the information as I have more than one student with a 504 plan. I met all needs required by their educational plans and allowed for extra time outside of class to work individually with students when needed.
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
As stated above multiple learning styles were considered when designing this lesson. Lessons were taught with many visuals, time allowed to work with each element before applied to the final project, groupings were decided as per student needs.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
I used the internet and walked students through each step of the process. We shared learning experiences and discoveries as we worked. Many times the students were teaching the students as often as I was instructing them.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.
I chose how I presented the lesson following the needs of my students, I tried new approaches of students teaching students and found this to be a very successful method of instruction with this specific project.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
Motivations was the novelty of the program itself and the free choice that was allowed with the project. They were provided with basic requirements but were allowed a great deal of freedom in how they presented their information.
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
Many of the students learn best when they work hands on with the technology. Also I have some that need very specific instructions, these were provided in many formats, visuals, audios and links to multiple sources of information.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies
I have students that need to have visual examples directly in front of them while they work. They need to have a large project presented in smaller chunks so it does not become overwhelming and I have students that are bored in class and need to be challenges creatively and academically. This project was designed to meet all these needs.
2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
Needs of the students were evaluated and methods of presentations were chosen. Multiple levels of technology integration were considered.
2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
Many different presentation applications were used. Google documents were used to guide students in the project requirements. Internet videos were used for tutorials, students were emailed answers to questions.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
This was a fully integrated lesson. All aspects of this project used technology on different levels.
2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
Many instructional materials were created to present the information and tutorials required of complete this project.
3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
The learning community in the workshop was great. We shared how this programing platform could be used in a huge variety of educational settings. We helped each other learn how to use the program, we were engaged and having a good time with the lessons. My students worked in the same type of atmosphere and loved working in that manner.
3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life?
I had a hard time getting started in the workshop. I do not always work well with a partner and mine worked in a very different manner than I did. It was a good experience for me to put my self in the place of my students in a bad partner situation. I had to trust my students in my class to work productively in the student as teacher format. I had to release some of the control and I had a hard time with that. it was well worth it in the end but it was something that I was not totally comfortable with. Now that I have had a successful lesson working in this manner I will be using it more often. The students loved it and I found that they really learned a great deal both when they were the student and as the teacher.
4. What does this work show about you and your capabilities?
It shows that I have grown in my technological abilities. I have become more comfortable trying new things and have gained confidence in my abilities.
5. What did completing this work teach you about yourself within the field of instructional technology?
I have learned a lot in this class. I have found out that I can turn my class around and have them learn from each other, that I can take risks and be OK when it does not go perfectly the first time. I found that I enjoy the programming part of computer science and will be looking for more opportunities to use this in my classrooms.