Project Showcase
By Carla Jester
Project Description�https://scratch.mit.edu/projects/115084374/
What?About Me��This activity will be easy to get kids and teachers excited to learn as they showcase themselves.
So what?�Students or teachers can use this to show what they have learned.
Now what?�This can be integrated throughout the learning process.
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On the second slide, include an evocative image of your project. This could be code, a screenshot, or something more metaphorical.
Scratch in the Primary Classroom�Scratch in the Primary Classroom by Lorraine Leo
What?�Create a resource set of short Scratch activities for students in a K - 6 computer lab setting (45 minutes--once per week). The activities in the resource set would provide examples of simple ways that students (and teachers) can use Scratch to create short presentations, games, and digital storytelling activities that will support the integration of Scratch across the primary school curriculum.
So what?�This project is important because it will provide a way for me to organize a set of activities and resources that I can refer to and use to share Scratch with my students and/or teachers. I was motivated to work on this task since I use Scratch with the elementary students I work with and would like to share ways that it can be integrated into the content area.
Now what?�I have begun collecting resources and designing a template for this resource. I am going to continue to add activities to this notebook on an ongoing basis.
Creative Computing Enrichment�TIE Project Proposal by Patti Walsh
What?�I would like to provide an ongoing enrichment for the middle schoolers at my school during the school day.
So what?�Middle schoolers crave time to be social and creative, yet the middle school experience is one that frustrates them in this regard. At the same time, teachers have a responsibility to provide instruction, which often requires quiet focus rather than socializing. I would like to expose students who have enrichment time available to how creative and collaborative computing can be by providing them with a supportive space in which to explore Scratch 2.0.
Now what?�I hope to implement my proposal this fall. If it is successful, I may consider requesting a new course to be added to our electives schedule.
Collaborative creativity
What?�Two projects happening simultaneously: (1)Web Site-SCRATCHABLES to be used as a portal for my students for learning, reflecting and finding resources. Many of the lessons(ABLES) are modeled from CCOW and resource created by CCOW participants. (2) Mentor Network on Scratch-SCREACHERS. Studio curate by a network of educators on Scratch who want to mentor Scratchers. The studio provides a place that Scratchers can go to with projects for feedback and assistance and a starting point for mentors to develop and nurture a scratcher.
So what?�2 projects, 2 goals that are intertwined. The belief that we learn by doing and that these are skills that are essential for our students. And the realization that our students are not only confined to our classroom walls but beyond. For a more detailed explanation of why- click here, here and here.
Now what?�To complete both of my projects but more importantly continue learning...continue developing and fostering relationships with like minded educators and to inspire my students, wherever I find them.
Update: Promo watch it here!
Me & Scratch: A tale of my Classroom
http://scratch.mit.edu/projects/11147403/
What? This animation explains my thought process about implementing Scratch in my classroom in order to teach computational thinking.
So what? At the beginning of each school year, I spend the first nine weeks on a unit on Internet Safety which also incorporates the Big Six Research process. This is a lesson plan for grades 5-7 which I see once a week for a 90 minute block. As the culmination and to demonstrate concept understanding, the students create an individual project which is shared with their classmates. Students then reflect on their learning individually and as a group.
Now What? How cool would it be to use Scratch to demonstrate this concept understanding and have students remix and build upon internet safety projects already in the Scratch studio?! This will help them learn the basics of object- oriented programming. This will also let students see the practical use of a bibliography or giving credit to others for their work. I will also introduce the use of images from Creative Commons (permission has been given for free use). I also got a great idea for assessment from the AERA 2012 paper. The authors describe asking students to explain a project created by someone else, ask how it can be extended, to fix a bug, and remix. Does this sound like everything we learned in CCOW?
Remixing: a tool to learn computational thinking!
Summer Enrichment: Teaching Young Programmers
HikerCarol's Plans for Summer Class
What? Plans for a 2 week summer enrichment program for students entering grades 3-6
So what? Check out the quote & video link on the next slide.
Now what? Teach the class and make plans for the continuation of the class as an after-school Scratch club in the fall. Also continue to progress in my learning of Scratch.
From: What Most Schools Don't Teach
Cross-Curricular Integration of Scratch�Lamplighter Scratch Resources by Kate Ogden
What?�I ultimately wanted to begin a living document full of Scratch for the teachers at my school. This document would serve as a library of examples of what could be done with a curricular topic, but not as a set-in-stone what has to be done document.
So what?�Programming is very important concept being embraced by my entire school this upcoming year, and I wanted to create a jumping off point teachers could utilize to help them get their juices flowing, which will ultimately spark student excitement. (Because, let's face it, if the teachers aren't excited about the learning, it is difficult to get a student to be...)
Now what?�Now I need to take it to the teachers and other educators who are interested in creating lesson plans or sharing project ideas that can integrate into classroom learning.
Scratch Advanced
Help Desk
Where even the students
with the most challenges
can be the star
ytelling
Program Zycbot to get to his spaceship
Simple programming game to teach computational thinking to young children by Sheena Vaidyanathan
What: Inspired by BeeBot, this is a learning tool to teach computational thinking concepts. Use the green arrow keys to store instructions for Zycbot to follow so he can get to his spaceship safely without touching the blue water. Click GO to see the program run. Turn on the Grid to help count the steps. Add extra z-blocks and paint in more water to make the game more challenging.
So What: The motivation is to teach computational thinking to young children. It can be the abstract next step for those already using a BeeBot or be used by students who do not have access to a BeeBot since it is free and available online. The project can be customized by teachers, parents or even students by changing the character, adding more backdrops (levels) and even different instructions. In each case, the user can see instructions being stored and executed. It helps children learn directions, how to break a task into steps, how to order steps, the use of numbers, and it encourages problem solving skills.
Now what: It will be tested by teachers of younger grades and maybe some younger kids during the summer to see if it can be used in the class. Lesson plan/ideas will be presented in our school's teacher professional development seminar in the end of August, and hopefully it will get used in the classrooms in our school district. I hope CCOW participants will use it in their own classes and give me feedback. The plan is to extend this Scratch project as I get more time to make it much better, and would appreciate any feedback.
What?�My daughter LOVES Scratch!
what?�We will try and implement Scratch in her Elementary School
Now what?�I will continue to push for the school to find ways to adopt and gather a resource to teach....Maya I'm sure will just do her thing with Scratch and her friends
Links:
https://docs.google.com/presentation/d/1X_zCT5-LJN_WFTWa3TE7_BFw0L_goX_-a9qmXWj3GcY/edit
https://docs.google.com/presentation/d/1p-BIuTvQsB1q5NTslDUH1qqYweoveidSTnBMMTxrzts/edit#slide=id.p
https://docs.google.com/presentation/d/1W4kiDP45a8tVhWOV0vLE2Q3BX9-Qd13wxNc1k5A_w-E/edit#slide=id.p
https://docs.google.com/presentation/d/1ITJRDSuPfhHYyPw9RwxSUtp8uW3MngtEa9KOoIq-Fyo/edit#slide=id.p
https://docs.google.com/presentation/d/18FoTDOUpy44juw1vT2D-8CsT6HGdkh09uuDZ_t19atQ/edit#slide=id.p
Maya's Scratch Club� by Maya Mandal
PES Scratch Club�Scratch Club Notebook by Doris Spencer
What?�My actual final project was creating an afterschool program for my elementary school. This is going to be an ongoing project throughout the summer.
So what?�I love to share my knowledge about new things I discover. It's exciting to see others enjoying it as much as do.
Now what?�Continue to practice what I have learned, continue to gather resources, create activities, so I will be prepared when school starts.
ELL Friendly Lessons�Just a beginning by Beth Evans
What?�The goal of my project is to bring Scratch to the ELL beginners I have a my school. My hope is to take the curriculum that is provided on ScratchEd and to determine what language objectives could be added (and what could be subtracted) in order to make Scratch accessible to beginning learners.
So what?�I teach English Language Learners. With the move toward the Common Core State Standards, we need to try to make sure we are having students work at higher order thinking levels. I am amazed at how much one must problem-solve and communicate in order to make Scratch work as you want it to. It's the biggest draw! But it must be accessible and not too far beyond students' ability to comprehend and communicate.
Now what?�I have only completed session 1. I'll be working my way through the ScratchEd curriculum as the summer goes on.
MaMa Clarinet�"to be is to do" by Adriano Parracciani
What?�MaMa Clarinet is an homemade (DIY) clarinet that plays music with Scratch via Makey Makey board
So what?�I think that the best learning environment is a mixture of tinkering and creative computing where there are some tunnel from digital and physical world.
The tunnel concept is here intended as the way to create contacts, links, between the two worlds, experimenting the digital artifacts and making real objects that interact with the digital one
Now what?�1) Improve the first prototype. 2) To think about a CreativeComputing&Tinkering lab (courses..) where to build DIY equipment to connect to digital world using Scratch and other
MaMa Clarinet�"to be is to do" by Adriano Parracciani
Connectors: from metallic key (screws) to MakeyMakey
Makey Makey
USB cable to pc
DIY Clarinet
My workshop project is to divide the concepts of scratch in various exercises followed by their solutions and video demonstration. This is one of the learning methods
My project is a new resource for my students to consolidate their knowledge Scratch
I will always try to add new exercises, you also add exercises in the Studio Exercices Scratch For having a rich library of exercises Scratch
DebugMe�Debuggo Ergo Sum by Adriano Parracciani
What?�DebugMe studio is a collection of projects for debugging challenges and/or training paths You have to investigate why the projects do not work and find how to fix the problem
So what?�Debugging a project it is a great way to learn and teach Scratch, and more in general, to deeply explore the thinking about thinking.
Now what?�DebugMe project intends to create ad hoc projects to be debugged, for different levels of Scratch users. Such pool of resources will allow educators, facilitators, trainers to create specific challenges and customized lessons / training paths
DebugMe studio is open to all who wants partecipate in creating debugging resources
DebugMe�Debuggo Ergo Sum by Adriano Parracciani
Learning Scratch�Lesson Plan, Toolbox Studio , and Cross Reference by Madeline Bishop
What?
�A lesson plan and toolbox studio that I can use to teach Scratch. The toolbox studio has projects with links to Eric and MJ videos.
So what?
�First, I want to teach Scratch to my grandchildren Second, I would like to teach other children or adults in my community.
Now what?
�I have started a series of weekly lessons following my plan. I want to try to add another lesson per week using Google hangout.
Learning Scratch
Teaching Scratch to my 7th & 8th graders
My outline so far by Karen Polstra My Design Notebook
What: I have taught Scratch to my kids for several years, but this year I am greatly expanding what and how I teach it.
So what: So I am in great need of a clearly defined curriculum that will work for my kids. I am creating one based on the Exploring Computer Science curriculum.
What now: I am probably only halfway finished, so now I finish.
Scratching Feels Good!
www.evolutionsupplyco.com,
creative commons license
What?
I will create lessons that will be designed to help recreate key elements (sound, movement, timing, levels) of different fitness tests using Scratch. Students will simultaneously learn Scratch and analyze physical fitness test techniques/requirements to demonstrate their learning.
So what?
Students who are injured, ill or disabled can be offered the opportunity to demonstrate understanding of fitness testing in an alternative, creative way.
Now what?
I want to create a series of lessons, rich with resources, samples and a well defined workflow. I would like to take these to my curriculum director and offer it as an alternative choice in the current pvONLINE Physical Education course.
What:
I tried to make a classic point and click adventure (so far it's still a teaser)
So what:
in one of my courses a lot of participants were interested in this kind of game - you can only teach something if you understand it....
What now: I hope the game will grow ...
L'il DebugEms in
Python and Scratch
Using Scratch to Reinforce Lessons in Python through Debugging and Remixing Challenges
Janet Dee, Susan Ettenheim and Roberto Catanuto
Project Summary: Creating Debugging Challenges in Simple Games and Animations programmed in both Scratch and Python (and VPython).
Motivation: Can debugging and remixing be the key to teaching coding in a creative and collaborative way?
Now What?
1. Continue to develop challenges and share
2. Tie challenges back to "unplugged activities"
3. Have our students connect during the school year
Kids 4 Scratching
GOAL: I am going to teach a scratching programming class in the fall at my son's elementary school. I am creating a class with 20 lesson plans for children grades 3-6. Each lesson will build upon the last and vary in difficulty depending on scratching experience/ability. Each lesson will also have examples, debug its, and kick-starters.
Why I do what I do: My motivation is my children. Computers are the future and the more hands on experience they have with computers the better. I feel young children's brains are giant sponges and have the ability to absorb an enormous amount of information, so why not capitalize on that.
Well?: Now my colleague and I need to finalize our lessons and programs so they can be uploaded to our website. Then my goal will be to INSPIRE children to create things with their boundless imaginations!
#CCOW
Link to Project 1 by Linda R. George
What?�Scratch Club Curriculum
So what?�My project is important to me because I have been introducing and teaching Scratch pretty much the same way for the last five years. However, Scratch has changed. The software is much improved and the teacher training materials and resources have become even more amazing. Therefore, it is time for me to update my plan.
Now what?�What's next for me is to continue to hone this curriculum until it's something that I think will work. Then I will use my grandsons to test it!
Information about Project 2 by Linda R. George
What?�Google Scratchers Hangout
So what?�This group is being formed so that we can continue to tap into the power of the group. This bunch of people have been taking CCOW along with each other so we all have many shared experiences. This should help us develop some pretty awesome lessons in the weeks to follow!
Now what?�What's next is tomorrow night at 7 is our first meeting. I hope that it's well-attended and that we can all commit to really moving us forward with our favorite programming tool!
Information about Project 3 by Linda R. George
What?�Scratch Cards updated Make a Block | Broadcast | Clone
So what?�I have been working on simple lessons to spell out how to use some of the easier blocks. I hope to be able to make these into Scratch cards.
Now what?�I have two computers at my disposal. One has no webcam-not sure why- and it has no word processor unless you count Notepad which I don't. Not for this project! The other one is a tiny Macbook and it barely counts due to its diminutive size. Very hard to code on a tiny screen. So after this week I will be back to having a larger MacBook Pro and I should be able to work on some nice Scratch cards.
Evocative Image
My husband wondered why
I chose a negative image.
Please allow me to explain.
This space* was safe
enough for me to whine
and not feel badly. I was
able to express confusion
and feelings of wanting to
pull out my hair and finding
out I wasn't the only one.
I felt like we were all in this
awesomeness together!
*CCOW
2 Day Workshop Scratch & Makey-Makey
Train Computer Lab and Special Education teachers
Project summary: 6 units of pure creative work!
What? It’s a 2 Day Workshop, to train Computer Lab and Special Education teachers to deepen their skills of the computer programs "Scratch" and "Makey-Makey"
So what? to support learning for all students through technology.
Now what? Make it happen
Virtual Museum� A Game to Introduce Artists and Invite Students to learn Programming by S. Leonard
What?
This interactive game presents several famous paintings. In the first part of the the game, searching for hidden objects encourages students to take a close look at each painting. Afterwards, the students are given new paintings by the same painters. The challenge is to take what they have observed, and try to guess who painted the new paintings.
So what?�I chose this project for three reasons. First, I wanted to gain more experience programming in Scratch, and I felt this task provided a good opportunity to really see what I could do. Most importantly, I wanted to chose a topic that isn't traditionally associated with computer programming. I hope, in some small way, it inspires students and teachers to seek out programming opportunities in diverse disciplines. Finally, I wanted to create a program that students could remix. The hope is that students could add other paintings and artists to either part of the game.
Now what?�Well now - there is the million dollar question. My next challenge is to take what I have learned and prepare a set of lessons to teach middle school children Scratch. Ideally, the lessons will culminate in a project dedicated to environmental conservation issues. However, I intend to leave things flexible enough that if the students have other passions, they are free to pursue them. The image on the left is from my project; the image on the right is how I feel about what comes next.
What
As a member of the North Country Arts Council's Education Committee, I have decided to introduce art & animation to children in the community.
The title picture is a link to the lesson plan document.
So What
One lesson plan is complete and the Dance Party Activity will be used for the second session. Examples of objectives & coding have been located.
What Next
Walk in the Park�The Walk on Scratch by Glen Beitmen
What?�The walk in the park has turned into a teaching tool for me. The idea is to photograph your surrounding. A walkthrough of your life or places you really like so you can share them with friends and family. I am creating a template so people can replace the images and artifacts with their own images and things that are important to them
So what?�This all started when I moved to Florida and would walk the amazing boardwalks here. The unique wildlife and plants were everywhere. I realized that everywhere I go could be used as a tool to teach or increase awareness. Its important because it is not only like bring your family with you but it also makes you take a lot more time to learn about and appreciate your surroundings.
Now what?�So much to do. The programing is harder than I thought and the graphic elements need work but I will focus on function and make it look good later.
Pictures from the Park
Treadmill Generates Electricity
Project link, Abhay B. Joshi (Design Notebook)
What:
It is a well-known fact that the rotation of a wheel can be used to generate electricity. An exercise bike can thus be used to light a bulb. This is what is simulated by my Scratch project. The user can change the speed of the bike and thus change the intensity of the light emitted by the bulb.
Why:
Simulating science experiments in Scratch would be a great way to test our understanding of scientific principles.
Next:
I might add a "current meter" to show the increasing amount of current as the speeds increases.
Project Snapshot
Starting a Coderdojo
Project link, Marco Vigelini (Design Notebook)
What:
I started to study Scratch and your course because I wanted to improve my knowledge about it
Why:
I want to teach kids in my little village how to code and Scratch is the most powerful visual programming language.
Next:
I would like to introduce in next sessions the Lego and Pico cards.
Project Snapshot
Key Stage 2 Curriculum
What
Create a collection of resources for Key Stage 2 new UK Computing curriculum.
Why
New curriculum needs quality resources to be effective. Many already exist.
Next
Will continue to add, develop & publicise resources
"Teaching ingenuity"
ALL TEACHERS PASS ON SCRATCH KNOWLEDGE�AT-POSK Basic Design Studio by Wenduly Méndez Jiménez
What? "All Teachers Pass On Scratch Knowledge" Project is, to make a Workshop for the different subject teachers at the school where I work and create for them a basic guide or workbook where they will learn from; An introduction to educational possibilities Scratch gives, creating an account to start learning the basic commands of Scratch and finally helping them create a specific program for their subject.
So what? There might be many workshops designed for teachers, but my main motivation is to help my fellow teachers at the school where I work, to not be afraid of the technology changes and effects it has on the new teaching techniques and process through which our students are learning today. Today kids have more and more information everywhere and at any time and we as teachers have to be at the forefront. Teach them properly, by using their likes.
Now what? I've started the basic design studio with 4 activities only, what I want to do next with my project is create more and more activities for the rest of the subjects and extend it, with all the examples the teachers will do at the workshop and this way they can create a database with projects that they can share with one another and just modify to fit their particular class.
Scratch After-School Coding Club�Elementary Computer Club by DeNeene Henderson
What?�My project is a comprehensive After-School club plan.
So what?�Doug Rushkoff challenges educators to teach students to code. I know the community I serve could benefit from such a program.
Now what?�My next steps are to present the plans to the new principal and gain her support. I think it would be a good idea to post a sample Scratch project on our school website to begin advertising. Finally, the (flexible) curriculum will be planned.
kGame Development for Younger Students Lesson Plan Marty Hankins
What? I gathered numerous resources for game creation using Scratch and then developed a plan for my students to create simple games.
So What? I have been teaching Scratch to my students for a few years but wanted to challenge them (and myself) a bit more. My students play games, especially Mindcraft, as consumers; I wanted them to create their own games from the planning through the completion and build on the programming skills they have learned.
Now What? The lesson plan is fairly complete. I need to develop the planning worksheet. I have gathered several examples, but need to create one that appeals to my dyslexic students.
The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.
Odyssey School Students using Pico Boards
Simon game
What?�I've made a Simon-game. "Simon is an electronic game of memory skill invented by Ralph H. Baer and Howard J. Morrison, with software programming by Lenny Cope, and manufactured and distributed by Milton Bradley. "
So what?�"Much of the assembly language was written by Dr. Charles Kapps, who taught computer science at Temple University, who also wrote one of the first books on the theory of computer programming. Simon was launched in 1978 at Studio 54 in New York City and was an immediate success, becoming a pop culture symbol of the 1970s and 1980s."
Because this game was made by someone who stood at the beginning of theory of computer programming, I thought it would be nice to recreate his invention in Scratch.
Now what?�Although the game is finished, there are a couple of things that can be added. I.e. a welcome screen with some instructions and a question about how many levels you want to play.
Follow Me
Creative Jam Session�ScratchUp - Creative Coding by Jim Walker
What?�I have to admit that I have been searching for a Why before I can get to what. The concept of this course "creative" kept coming up. Which reminded me of a Youtube video of musicians jamming and how the Internet was able to connect creative people from around the world. My project will focus on creativity and connection using Scratch.
So what?�Scratch (or any coding tool) is another instrument that allows people to be creative and connect to other creative people. If it happens to meet some curricular goals in school that is a plus.
Now what?
Now that I have a Why I can focus my efforts on building a Google site that will engender the creative use of Scratch in classrooms.
Jamming with Scratch
This Youtube video exemplifies how youth are not waiting for adults to allow them to be creative. I want to learn to be creative with Scratch along with others.
What?�1) I want to build upon my experience using Scratch to teach myself how to Code in Python.
2) I want to document my personal experience and explore how I can help my students make the transition from SCRATCH to real-world programming.
So what?
I found some great online resources for teaching yourself scratch (mostly geared at children). The ones I used most were
Snake Wrangling for Kids by Jason R. Briggs, Making Games with Python & Pygame by Al Sweigart, Python Book for Beginners by Jody S. Ginther and Tutorials from codeNtronix. I typed, debugged, debugged, debugged, modified, and debugged several python programs from the above ebooks and tutorials. I recreated a starfield simulation created in python by codeNtronix into a scratch program.
I thought, reflected and wrote lots and lots and lots and lots and lots and lots.
Now what?
I want to continue monkeying with python so that I can gain enough proficiency that next time I say, “Someone ought to create an app, program or plugin to do…”, I might attempt to be that someone.
I am considering starting a lunchtime programming club at my elementary school as an extension to the lessons in SCRATCH I have taught as one of the school Library&Technology teachers.
Descriptive project title�Final Project by Jonny Levin
What?�I wanted to explore how to use cloud variables in combination with the username features to elicit responses from the users.
So what?�This project creates the foundation for using scratch to create an open ended quiz, survey or assessment that can be submitted through cloud data.
Now what?�I still need to optimize and refine the process for ensuring that cloud data is recorded. It would be fun to replace the shark with a webcam sensor, however I do not have access to one at the moment. Hopefully people fill out the survey so that I can explore the best practices for analyzing and interpreting larger quantities of cloud data.
On the second slide, include an evocative image of your project. This could be code, a screenshot, or something more metaphorical.
WMMS Scratch Team�WMMS Scratch Team by Jess Shifflett
What?�My project was twofold. I created a large chunk of my next year's curriculum for my 8th grade Video Media class. I also decided, thanks to an idea by another Creative Computer, to create a website for my students to navigate.
So what?�I was motivated to do this project for a couple reasons. First, I discovered Scratch during the middle of last school year and could not find time to squeeze it in. I have been excited about it and yearning to teach it every since! A curriculum and a website seemed like basic necessities to turn this idea into a reality!
Now what?�I plan to continue my research on Scratch. I really look forward to the educational tools that they will be unfolding soon! I cannot wait to see where that takes my classes!
Week 6 - D. Martin
What?�I am starting to teach Scratch to 8th grade students this school year.
So what?�I think programming is so important a skill to teach students. I begin with Alice in my 7th grade class and think Scratch will be excellent in 8th grade.
Now what?�This will be total trial and error, I guess I will adjust as I go. My project plan idea is linked on the next slide.
Week 6 - D. Martin
I have spent quite a bit of time trying to figure out just how I will teach Scratch to my 8th graders. I guess I don't really know how it will go until I try it the first time this year. Lucky me, I get three groups of kids this year to "test" this out on. I borrowed quite a bit from the CCOW curriculum and then from a few other teachers whose lessons I saw posted. Here is a link to my "plan".
https://docs.google.com/document/d/1VDWMZxy6NqHEEcRgPGHJwUC5H-qfQkOUPlG6Qh6TPic/edit?usp=sharing
Challenge Scratch Curriculum 2013
What? A unit of instruction teaching 3rd & 4th students to program using SCRATCH in a weekly pull out program for gifted students.
So What? "Everybody in this country should learn how to program a computer....because it teaches you how to think." Steve Jobs
Now What? Slide 23 of my project details my next steps in unit design.
I would also like to make some more detailed SCRATCH programs to become more familiar with the questions and scenarios my students might confront.
Computational Thinking
Learning with Scratch
What?�I wanted to use Scratch to create projects for different schools subjects.
So what?�Starting in about the 5th grade I started getting really bored with school, it started to be less fun and more boring lectures. I think if there was something like Scratch I would have liked school better. If I would have been allowed to use a computer, video camera Legos etc. to explain what I learned I would have been excited to go to school and not dreaded it.
Now what?�Well, I have only finished one simulation for my project. I would like to do many more covering different subjects.
tellingSeniors Crafting Their Stories!
Pilot Project: Scratching with Seniors ~ Laurie Bartels Design Notebook
What?
The older we get, the more stories we have to share about our life experiences. There are many ways to share stories, but often the method is semi-passive for the storyteller, and usually involves just one medium. The storyteller does the writing or recording or art, or is videoed, and then the story is passed along for the audience to see or hear.
Everyone is creative, so it's about time that our senior citizens have the opportunity to create their stories! Scratch could be a wonderful medium for doing just that, hence my project is a pilot program: Storytelling/Scratching with Seniors
And I am wondering how this dynamic would change if grandchildren were included in the mix.…
So what?
Research shows that engaging in novel challenges, remaining cognitively active through a variety of experiences, and participating in social communities are three ways to enhance brain health, especially as we get older. Learning to Scratch, and perhaps learning to use a computer, addresses all of these activities by providing plenty of novel, playful challenges, in small increments, the resulting stories to be shared with family. Brain health; it's good for everyone!
Now what?
Time to make contact with the people who would provide the venues (retirement home where I volunteer, a local synagogue, my local library). This coming school year I will be teaching 4 out of 5 days each week. Hazaah, this means I have a weekday when I can be facilitating this pilot. So, now is the time for me to make the connections and present the pilot so that it actually happens this fall. Also need to uncover all the possible types of mice available for folks with varying degrees of manual dexterity.
a spry 77 year old upgrading to a new Mac in 2006
I realized my job was to awaken possibilities in others.
Benjamin Zander, Davos 2008
Composition project
a. What?
This Scratch project helps students to compose simple song easily.
b. So what?
When I teach composition method, the class is always full of noise.
Also, If students cann't play instrument, they cann't compose easily.
So, I try to find an effective method for composition lesson.
c. Now what?
I would like to develop other Scratch program for elementary school.
In these days, I am working in developing STEM contents.
I really get powerful idea and learn various methods and strategies from
all of you. I'd appreciate to share your works.
Change Student's life
The best condition for learning is enjoyable.
I hope that creative computing changes student's life like my children.
RED ROCKET RUN�A 360º space-shooter type of arcade game by Ben Hunter | MY Design Notebook
What? My project was really about pushing the boundaries of what Scratch can do, and what I can do with it. I have big ideas for this fast paced arcade style game. For now, they are far from complete. I have been awed by the power of Scratch, and by what I have been able to achieve.
So what? It seems that technology is finally catching up with my programming dreams. I've wanted to make an action game like this since I was a kid (early '80s). So this was partly about wish fulfillment. I also figured that the more practice I do with Scratch, the better suited I will be to field questions from my students when the going gets tough for them.
Now what? The very next step is to design the home base that RED ROCKET starts from. I imagine it deep within a giant asteroid. You would have to play a different type of game to maneuver down the tunnels and out of the asteroid into open space.
RED ROCKET RUN�A 360º space-shooter type of arcade game by Ben Hunter | MY Design Notebook
PROJECT DESCRIPTION:
I have designed a game named :"mazy maze"
SCRATCH NAME : burningdezire
NAME OF DESIGN NOTEBOOK : ishita's design notebook 6
LINK TO MY PROJECT :
WHAT : mazy maze,as the title suggests,is a maze game.i have tried to make it challenging and interesting for the players.
SO WHAT: nowadays people love to play games in their leisure time,i have tried to give them another amazing leisure pastime.
NOW WHAT: I hope the game to grow,and in the near future i will add more levels to it to make it even more challenging!!
-by ishita srivastava
PUT ON YOUR THINKING CAPS TO PLAY THE MAZY MAZE~!!!!
Birdsong Blackbird
An ever- changing computer approximation of a blackbird’s language.
http://scratch.mit.edu/projects/11083691/
Ron Ford
Ron’s design notebook:�https://docs.google.com/presentation/d/1jejP6yYCnBtZeYRBe7sjI2_XUMvzdmQM49KRXp80d14/edit#slide=id.g11712e43c_05
What?
This program takes certain prototypes in the blackbird’s song, vocal forms, you could call them, that could be defined in such a way that you could frame them in computer language, but also preserves the extreme variation and ‘movability’ in this wonderful bird’s way of speaking. The four forms/elements were: 1) the upward – an upward pointing group of 3-9 notes, 2) the cluster – a faster group of 5 to 10 notes without any specific direction, 3) the repeat – a repetition (3 to 7 times) of a fixed pattern of short and long notes, and 4) the long/short – similar to the repeat but without the repetition and the longer note is considerably longer.
By pressing the space bar a ‘phrase’ is generated. A particular phrase has 3 to 5 parts: a choice out of these four elements. Which means that a phrase does not necessarily have all four different elements. Each time you press the space bar, you get a totally new phrase.
So what?
I chose this project first of all because it dealt with music (I am a composer), and how music, in its most natural form, is constructed. But also because birdsong is so unpredictable. I considered it an interesting challenge to capture birdsong-like sounds in a computer program, but also to preserve the unpredictability of the original.
Now what?
My project aims also involved making the program communicate with itself, that is – that the generated information of one particular element would be able to influence the next element. This became a bit too complicated to be able to realize during the course. My plan now is to make a smaller and less complicated project using pig-grunts, where I will more concentrate on sampling the information from one generated pig grunt- song element for use in a next grunt-song-element.
"I Love Picnic Season": Fish Chomp remix
Julianne B. Ross-Kleinmann
Studio - http://scratch.mit.edu/projects/11160597/
Design Notebook - http://goo.gl/emtgq
What? (Brief description)
3 level game
This is a remix of the week 3 activity titled Score.
So What (One main motivation, why it is important)
Remixing the score activity into a 3 level game was important for me because I needed and wanted time to create/play, for myself. I am often creating for others such as curriculum and sample projects. This time I wanted this week to be all about (me) my growth in Scratch. I realize i know how to facilitate it, but i myself am not versed in all of its applications.
Now What (What will be done next with the project.)
Since this project is nowhere near the vast imagination of my mind, I will see this as a work in progress. and continue to grow with it. I am currently participating in the Logo Foundation Workshop, and would like to learn about incorporating PICO Boards with my game.
Scratch Online Program�Teaching Scratch Basics through Video Conference by Miriam R-W and Paulino B
What?�This project aim to design an Educational Program to teach the basics of Scratch to children aged 8-11 through video conference.
So what?�We believe this project is important because it will allow us to work with groups of students from different locations (such as rural areas in MN for example) We are language educators with a passion for e-learning. We want to incorporate coding in our instructions and eventually also use as a content for our Spanish classes
Now what?�We have a framework for our project based on similar experience that Miriam had. We'll work on defining our program so that it has clear goals and activities and yet flexibility and room for exploration. We'll contact a few schools and propose this program as a pilot for an after school activity.
Cloudsland �A Read-Aloud story by Tan Ai Boon
My Project
�Cloudsland is a Scratch Read-Aloud story inspired by a tip shared by facilitator Eric Schilling. It is an interactive e-book project created to interest children and hopefully motivate them to read.
My motivation in undertaking this project
I love books. I love to read and I believe that being able to inculcate the love of reading in a child is very important. I never imagined that I would be able to create a Read-Aloud story with Scratch and this was just too incredible an opportunity to ignore. I am so glad I did it.
Follow-up action
�I am going to try out more versions of Scratch Read-Aloud stories and teach my students how to create such e-books too.
Cloudsland - A Read-Aloud story
This is a screenshot of my project.
4H Scratch Project Lesson Plan
by Heather
What? A brief description of the project.
I am working on a lesson plan to be used in teaching the 4H Scratch Project using diverse materials.
So what? One main motivation, why it is important.
Many 4H Projects come with ideas and goals to accomplish, but there is very little to help you teach the Scratch Project.
Now what? What will be done next with the project.�I need to organize the materials I have found.
"Go Muscles, Go!"�An intro to muscle physiology by Jacqueline Mason
What?�The ultimate goal of this project is to facilitate the basic understanding of voluntary muscle contraction by examining events that occur at a neuromuscular junction.
So what?�Concepts in biology, especially at the cellular and molecular level, can sometimes be difficult for students to grasp. The hope is that by providing an interactive visual experience where the students also have the opportunity to create, students will grasp the subject matter better.
Now what?�My project still needs to have an activity where learners would actively engage in the learning process. This activity would involve animating each step involved with muscle contraction, so that learners can associate a visual of their own creation with the contraction process (basically replicating the animation in the project, but personalizing it for themselves).
Making It Happen!
What?
I created a project plan to begin a Maker Program in my K-5 technology lab. The project plan is based upon a recently published document by the New York Hall of Science, A Blueprint: Maker Programs for Youth. This Google presentation identifies the various steps for designing a program, implementing a program, and running a program.
So what?
Over the past 18 months, the introduction of Scratch at our small school has been instrumental in sparking a new kind of interest in technology - not only with the students, but other faculty members, and parents, too. Creating in Scratch fosters lifelong learning as students design, create, collaborate, share, reflect - whether at school or at home! As an educator, I see my role as a facilitator to the students - to provide new avenues for the students to tinker and develop as creators. Maker Tools - such as Scratch, MaKeyMaKey, LEGO WeDo, Little Bits - engage the students in the magic of Making!
Now what?
I will continue to collect resources on Maker Programs, Maker Faires, and the Maker Movement. The "Making It Happen!" notebook will be updated on an ongoing basis as I further define the steps for implementing a program. As the school year begins in the fall, I look forward to sharing the Maker experiences of my students .
"Thinkering .... engaging the hands and the mind".
- Elliot Washor
Intro to Scratch with a Campus Tour
by 7diane (Diane Colvin)
“So Whats: 1) #veryone who graduates from high school or college should understand the principals and thought processes involved in coding at the very least. This is because they will either be doing it or working with those who are. 2) Scratch is a great “gateway drug” for non-computer majors and children. I suspect that some of each group could decide to explore heavier “highs” like Java or ???
What: I made a short Scratch project that takes a parrot sprite (our mascot is a Pirate Pete) around the campus. As the project only shows 5 aspects of the campus, it could easily be a remix. http://scratch.mit.edu/projects/11244306/
What Next: "What next" is include my project as a "What I did last summer" as a way to introduce the topic about how Scratch might be used on campus.
On a personal note, "What Next" includes a review of long forgotten math principles so that I can move forward with my current twin obsessions in Scratch-- clones and velocity
Campus Intro tour (Screen Shot 1)
7diane
Campus Tour (Screen Shot 2)
7diane
Summary of the Project
a. What? The project is the design of a Workshop for teachers with the aim of introducing them in using Scratch in curriculum
b. So what? Teacher's role in teaching and incorporating Scratch in the curriculum is crucial, but it is different from the traditional role, in which the teacher is the one who knows everything.
In this approach, the teacher should create conditions for children to learn, lead them to encourage them to explore and develop their creativity. In the process, they will make children think about what they are learning. That means, organize and provide properly teaching contents and support.
c. Now what? What will be done next with the project:
- Provide an opportunity to share and discuss different teaching and learning experiences that incorporate Scratch or other computational tools in curriculum.
- Initiate participants in planning classroom projects incorporating Scratch environment and integrating several areas of knowledge.
- Develop a set of experiences with Scratch and cross-content curriculum
- Elaborate teaching materials in Spanish, based on support materials facilitated by the Scratch team.
- Implement a forum for discussion and exchange of teaching experiences.
Fun Scratch.... from the beginning Anne Croft
What: I will be teaching scratch to KS2 through modelling, debugging and remixing projects that will encourage confidence. Hopefully this will lead children into independent projects of their own ideas. I want to support children to create storytelling animations and interactive pictures
So What: To encourage all children to 'have a go' at programming. Everyone can create something that is fun and exciting. This site will be a resource bank for me and students. All things Scratch related will be based here.
Now what: Look for more examples of easy to follow projects that are suitable for primary school children. Build up the studios and create loads more 'step-by step' guides to add to the Google folder on the Google website
Provide extra motivation and interest by buying pictoboards and We-do lego kits
What? A brief description of the project.
My project is template for a game. It has a start menu, a character which you can move, gravity, velocity, and multiple "areas".
So what? One main motivation, why it is important.
Because it was fun!
c. Now what? What will be done next with the project.
Adding more "areas," a backstory, a main objective, and NPCs and enemies.
What? A brief description of the project.
This is a geography presentation based on Irish school curriculum for 3rd class - ages 8/9 years - covering the chapter on Water.
So what? One main motivation, why it is important.
I am trying to make the school curr iculum more interesting for the kids. Irish curriculum is book based and generally very boring. I want to help make 'boring' subjects 'interesting and fun'.
Now what? What will be done next with the project.
There are several more chapters to be developed. I then want to discuss with the class teacher to see the best way to help incorporate 'games' that will work in the classroom. I know there is internet access in the classrooms but I know up to now the kids have not been allowed use it. What I would love to do is carry on each topic by having the kids develop another section to each topic. This way they can improve on their basic scratch, learn to develop it and also develop internet skills by searching and importing data to the scratch project.
I am hoping to be allowed by the school to link into sites like DiscoveryEd, Edmodo etc.
What?
So What?
Now what?
A compilation of thoughts, feelings, and ideas from the past 6 weeks
CCOW Final Project�Mouse paint on scratch Deb
What?�I was asked to include scratch for next years study of award winning childrens books for our 5th graders.
So what?�I thought it would be fun to have a book come alive and to have hidden fun inside.
Now?
I would like to add more to the story and provide a lot more hidden items. As well as use a lot more features of scratch for examples.
Story Book Study
A More Engaging Safety Lesson
What: I opted to forego my initial project idea of planning out my Scratch camp in August (so many great resources, I didn't feel I had to reinvent the wheel). My focus became creating an interactive "game" to teach the concepts that I normally teach presenting a safety lesson.
So What?: The day I present the safety lesson is, in my mind, the most boring day of the school year, barring mandatory lessons created by the administrators. It is sit and get, and although I try to liven things up with jokes and demonstrations, it is still BORING! I'm hoping to change that with this interactive, which will give the same information to the students, but in a more interactive and "fun" way.
Now What?: This idea has been at times very exciting--making my safety lesson not so boring--this feeling lasted for a very short amount of time. And more consistently very frustrating and overwhelming as I started to generate ideas on how I might create an interactive to teach each concept.
So, I now have to create or find MANY sprites to use, and have to figure out ways to teach things that do not seem to have a way to be taught through Scratch. I am quite certain I will come up with something, but this was certainly not nearly as simple as I was initially thinking it would be.
Test Driven Scratch
What?
Test Driven Scratch is the way to make program.
Make a test first and make script.
So what?
Recently many people using the way called Test Driven Development.
TDD is good way to make program. Making test is define the result of the program. How it should work. Then make program, and test.
Scratch is fun. But we need a test. Moving and Moving correctly is difference.
Now what ?
Scratch itself does not have ability to support test.
But there are many way to help making test. I will continue to inform this way.... Cause scratch is fun. I want to help people to make it.
Test Driven Scratch
Sample of test
Count down program. This program use "current date"
"current date" is system timer. So it is not easy to test. You have to change system time.
define "Current date" helps debug easily
Creative Computing Club at ASIJ�After school club proposal by Vera-Germaine Adams
What?
I've created a proposal to facilitate an after school club using Scratch.
So what?�I want the students in my elementary school to have experience in coding and felt that I needed to do what I could to get that going. My school recently wrote a strategic plan that includes design thinking and I believe learning coding should be part of the children's learning as it embodies the design process. I researched the different options for teaching coding to younger children including Daisy the Dinosaur (K-1) and Hopscotch (2-3). I settled on Scratch as the best and most amazing option for grades 4 on up when I found several 5th graders were doing Scratch on their own. Before I knew it, I found myself wanting to learn more about Scratch which brought me to this online course.
Now what?
Now I'm designing a 10 session after school club that would provide an introduction to Scratch. I'm working to combine the Scratch curriculum lessons with the Scratch.ie lessons.
Heloisa Zal´s Creative Computing Design Notebook
ek it's a different week for me since the beginning of the CCOW. I had the opportunity to come to US for the CMK 2013 where I can used and tested what I've learned so far in the CCOW. It's amazing to use and share with others, tinkering, thinking, planning together. And suddenly we needed to use Scratch in our project and all I've learned in these 5 past weeks come to my mind to help to solve the problem.
I can feel how more opened and exercised are my mind after 5 weeks of very intense work, learning, interacting, facing and solving bugs that came up.
I
by
This project is about creating a set of small educational projects aimed to children with schooling problems or special needs, for instance those with attention deficit, dyslexia, etc., when reading is a very difficult task. These projects were featured to enable the children to follow, fix their attention and help in the learning of concepts.
The positive feedback I received from parents and teachers were useful to me as a thermometer for the right direction to be followed.
I intend to go deeper in this task of developing these projects in different ways.
Heloisa Zal´s Creative Computing Design Notebook
Exploring Scratch as Psycho pedagogical
tool.
experimental projects by Heloisa Zalcberg
ek it's a different week for me since the beginning of the CCOW. I had the opportunity to come to US for the CMK 2013 where I can used and tested what I've learned so far in the CCOW. It's amazing to use and share with others, tinkering, thinking, planning together. And suddenly we needed to use Scratch in our project and all I've learned in these 5 past weeks come to my mind to help to solve the problem.
I can feel how more opened and exercised are my mind after 5 weeks of very intense work, learning, interacting, facing and solving bugs that came up.
I
...but what do they really need?
Scratch Workshop Plan�Starters' Workshop Plan by Kalpana Kintali
I choose to create a Workshop Plan for Scratch Beginners. The plan will be laid out in such a way that for anybody who is getting to teach Scratch, it could be used as a good starting point.
During Summer, I had done Scratch summer camp to a small group. Everyday, before kids come over i had to sit and plan what will be the theme/topics to be thought and what kind of challenging yet interesting assignments to be given to them. I felt that kids were geared up to learn new and exciting stuff. To keep up to their expectations, i had to plan pretty well. So, i choose this project. This plan will be a kind of reference point on what and how I should conduct my upcoming workshops. �
Going forward, I wish to become a Scratch Educator and conduct Scratch workshops and promote Scratch as part of school curriculum.
SCRATCH FOR BLIND STUDENTS�Accessibility http://scratch.mit.edu/studios/229011/ by John Atkinson https://docs.google.com/presentation/d/1nOcEKuO6eirhrMiWH00aj-OTDnz5czyMlquIn39H6GA/edit?usp=sharing
What?�Provision of Scratch activities that are accessible, interesting and provide a level of interactivity for blind students so that they can independently undertake them.
So what?�It is important that blind students can access Scratch by audio so that what they experience is interesting and stimulating and so that they can interact with activities in a way which allows them a sense of control and independence.
Now what?�I will further develop the activities and hopefully have a blind student to take an active part in that development. We will investigate the use of Picoboards to increase the level of interactivity for blind students.
ACCESS
Fifth Grade Scratch Unit
What?
My project is to implement a nine week Scratch programming unit with fifth grade students. In addition to utilizing class time for instruction and student exploration, I would like to further enrich the experience by using Edmodo to extend learning outside of the classroom. Edmodo will be used for posting videos and additional resources, as well as for student sharing and communications.
So What?
My motivation is to develop my fifth grade Scratch unit further and to make it more meaningful and engaging for the students. I feel that each year I teach with Scratch, it evolves and gets better and better.
Now What?
This workshop has helped me to become more knowledgeable and confident in my use of Scratch. However, my journey has just begun and I still have much to learn. To assist me in preparing for my Scratch unit with the students, I will continue to explore resources and learn Scratch concepts. In addition to finding video tutorials made by others, at some point I would like to create my own screencasts of instruction, which I could then post on Edmodo for the students to review what we've covered in class.
Project Image
Image obtained from myepl.org.
My Click it! Game
What?�A game where you click on the green figures to raise your score, when they are red, your score goes down. There is a high score cloud variable that keeps tabs on who does best overall
So what?�Many of the students, in the after school class I facilitate, want to create games. They love playing games and that motivates them. Up until Click it! I hadn't spent much time on game creation and I felt the need to master those skills. I also didn't want to create a platform or shooting game because there are too many of those.
Now what?�I'd like to make more, and increasingly difficult levels. I'd also like to do more with the game aesthetics. Perhaps more interesting shapes or backgrounds.
CrearJocs - MakeGames�A blog to learn code with play and play with code by @pauetc
What?�Three years ago I use a blog http://crearjocs.blogspot.com to the fifth and sixth students learn to program their own games with Scratch. It was necessary to upgrade to version 2.0, and review it methodically. CCOW was the perfect excuse! I also recorded some video tutorials games and create new games organized in a study .
So what?�The goal is not to learn to program, but learn to think, promoting creativity! We propose:
Now what?�I started reviewing games someone with more success, and adding some new (that are labeled 2.0). There are still games to review, and to design the entrance to the Scratch website for students. Wait for Educator Acount ...
Photo by
my blog: Programming with Scratch�A blog created to cover my classroom's needs for school year 2013-14 by Foteini Pogonidou
What?�[I have created a blog in order to support my lesson's needs in teaching programming in students 14-15 years old. I am planning to maitain it as a classroom's diary where someone can find a brief summary of each day's lesson, activities or even raise a question.
So what?�[I have never teached Scratch although I' ve been teaching in secondary education for the last 10 years, I was "going by the book" and implementing programming using microworlds pro,rather dull and boring for my students and me. The need to a new approach, the intention to give something new led me to this workshop.I have decided to create this blog in an intention to keep me (as an IT teacher) up to date and in touch with my pupils outside the IT lab's door.
Now what?�Well now there is a lot of work to be done!I should enrich my blog, get prepared for next school year, create activities and mini projects, and so many more!
RFC: Remix For Care�Remix For Care by Roberto Catanuto
What?�Connecting more and less experienced users about programming and/or about storyboarding, storytelling, drawing, making ...
So what?�This project is aimed at developing cognitive and emotional needs of less experienced students, especially when at risk of exclusion from a community, school, family etc.
Now what?�I'm planning to collect materials produced by little or non-experienced Scratch users and pass them on to more experienced ones. And the project will start soon after !
“Within the child lies the fate of the future.”
(M. Montessori)
What?�creating a back to school summer camp (using scratch of course!) to help migrate kids smoothly and effectively from summer to school year
So what?�for me, this is actually a teaser for a year long (after school activity) that I am planning/developing. For the scratch community, I am looking forward to see how kids unleash their creativity and I would love to find a way to measure their progress
Now what?�I am going to present the idea to parents ... and I hope to recruit enough kids so I can run the camp in the last two weeks of Aug. In parallel I am going to finalize the lesson plans that I am developing.
Noam's evocative image
Happy that I am not going to get at least 100, scratch related, emails per day
sad as I will miss reading at least 100, scratch related, emails per day since I had so much fun doing it!
One more thing ... (not in a sad way)
During this course I've learned that each one of us is different (in a good way) and for sure we are all very creative!
Each one of us probably took away something else from this wonderful experience and I am glad that I (Noam Koren) did CCOW my way
With energy in the programming�Energy intro - with energy in the programming by Bernd Kessler, Borken (Hessen), Germany
What?�In the video, my son Kai wants to turn on the light, but the power is missing. So he follows the above the power plant to the miners. The animation for the miners took a lot of time! Then a wizard asks for the nine words with the small on-screen images.
So what?�Borken is an old mining town with a beautiful open-air museum. I booked this location for my Scratch event "with energy in the programming" at the 24 August 2013. The film acts as example of learning with pictures.
Now what?�I start to contact colleagues and tell them Scratch is the future for our kids. I also want utilize my contacts in Facebook.
A picture tells more than thousand words!
Animation Library�Development of reusable animation blocks by Anthony Harrison
What?�Many languages support the concept of libraries in which reusable routines are provided to enable others to benefit. Scratch doesn't have the same concept, but by creating a toolbox of reusable Make a Blocks, this would allow the community to benefit from the hard work of others.
So what?�The 'Make a Block' feature is a really great addition for Scratch 2.0. I felt that it was really crying out to be used. By using a public studio, the blocks are available to everyone in the community which means they can be continually used, remixed, enhanced and added to for the benefit of all the community.
Now what?�Publicise the studio, watch it grow and think about another public reusable block studio
A successful man is one who can lay a firm foundation with the bricks others have thrown at him
David Brinkley
http://www.flickr.com/photos/sayamindu/
What?�In the video, my son Kai wants to turn on the light, but the power is missing. So he follows the above the power plant to the miners. The animation for the miners took a lot of time! Then a wizard asks for the nine words with the small on-screen images.
So what?�Borken is an old mining town with a beautiful open-air museum. I booked this location for my Scratch event "with energy in the programming" at the 24 August 2013. The film acts as example of learning with pictures.
Now what?�I start to contact colleagues and tell them Scratch is the future for our kids. I also want utilize my contacts in Facebook.
So you want to teach Scratch Annette Haynes�www.edumdo.com Design Notebook� join the group�group code-- iihnat
Want your students to stop playing games?
Teach them how to create their own!
Tinkering in My Sleep Thanks to CCOW:
but it's OK, I wake up feeling rested.
Mike Murphy
WHAT? I focused on 2 things: 1. Creating games within stories simply for the practice of creating with- rather than just teaching with- Scratch. 2. Designing new workshops.
SO WHAT? I realized that I never really used Scratch for authoring; actually making fun projects helped me to see Scratch as kids see it-and now I'm hooked as a Scratcher. And, I wanted to create specific, targeted workshops rather than just offering intro workshops over and over again. I have some very specific workshops planned on storytelling, early literacy and hardware extension.
NOW WHAT? I will keep making stuff in Scratch alongside the kids I work with. And, I have lots and lots of new ideas for new workshops and hardware. Now I need to figure out how to insert an extra day in each week to do everything.
I'll bet the other Scratch sprites also have interesting stories to tell.
Develop an App Prototype
App Project Intro in Scratch by Cindy Hesse CCOW Design Notebook
What?
This is a project designed for my middle school Video Game Design 2 Students. These students would be considered intermediate level Scratchers :) Design an idea for an App using Scratch.. The end product may be fully functional or a demo of what the functioning about would do.
So What?
This project gives students the opportunity to flush out ideas for a fully functional "real" app that that may later create in another platform that will allow their work to be distributed for public use. This project is meant to bring out the entrepreneurship in each student. Their apps may be educational or something to help students around campus.
Now What?
I hope to introduct students to another program such as GameSalad or Good App inventor so students may take their ideas and develop them into real functioning apps. (I have to first learn how to use these programs.)
I also want students to create a webpage for their apps (including header, screenshots, description and reviews.)
App Project
Using Scratch & the Raspberry Pi Computer
Scratch & Raspberry Pi traffic light Project by Nancy Ale notebook
What?�My project uses Scratch and a Raspberry Pi computer (cost $35) to interact and light up Red, Yellow and Green LED lights inserted into a Breadboard (small plastic board with wires embedded into the board)
So what?�I was invited to attend a workshop at Georgetown University to learn about the Raspberry Pi computer. The Raspberry Pi is a computer the size of a credit card that only cost $35. I teach computer classes at the middle school level and thought this would be a good way get students interested in programming and teach them about hardware.
Now what?�I still need to learn more about the Raspberry Pi. I discovered it has very limited applications with Scratch. BUT, I will incorporate all of the new blocks I have learned about in Scratch with my students.
Scratch and Raspberry Pi Computer
Raspberry Pi and Breadboard
How to use Scratch & Raspberry Pi together
Integrating Scratch with Lang. Arts
Inspiring them to think deeper without them realizing they are doing it!
Links to current versions of Activity 1 and Activity 2
Debug Studio created for activities
What: Integrate Language Arts Standards with Tech, by having students learn new skills from reading/understanding/ following multi-step directions. After some basic skills are taught in this way, more open-ended design projects will be available and Scratch will be an option for creating final products for project-based learning.
So What: Students need to learn that reading for a purpose is important. I also needed to create a way to integrate State Standards into the time spent learning Scratch, so that it could be used as a motivating method for students to communicate their thinking and creativity. I have so many ideas about how to use it with our reading curriculum!
Now What: Revise the existing activities using the feedback given in our discussion group (Thank you!). Create a more open-ended, tinkering-driven version of each activity for students who do not require this much structure at the beginning (Differentiate!). Prepare a resource library of videos, Scratch cards, and other documents to provide extra support. Remix some design studio prompts to better integrate with existing language arts/math/science/social studies curriculum being taught.
Integrating Scratch with Lang. Arts
E-Greetings�An Activity to Create Electronic Greetings by Karen Vitek
What?�My project is an activity (lesson plan) for high school students to create an electronic greeting card in Scratch. Students will add their greetings to a studio and complete a reflection for their electronic design notebook.
So what?�This project will push students to use their creativity and skills in programming in Scratch to create a project they can share with others. In designing their project the hope is that they will create a greeting they will actually send to someone and the activity is not just seen as another assignment to do.
Now what?�I will be working on incorporating this activity into a semester course for high school students taking beginning programming. I am using Moodle to build the course. I will also be working on developing rubrics for this activity.
E-Greetings
A Stroll by the Bay�Photo Tour by Robert Ng
What?�- Interactive Scratch Project to show the Marina Bay area of Singapore
So what?�- To show where Singapore is located, and the iconic Marina Bay area.
- To use photographs as sprites to show what an area looks like in reality .
Now what?�- To debug (with help) what is not working well and to add on more photos and
areas.
- I am interested to see how Scratch can work with the Makey Makey and the
Arduino as well.
Gardens by the Bay
2nd grade school �A funny way to learn by Marta Bruch
What?�It is an educational game, composed of small activities on maths (addition, subtraction, multiplication), languages (English, Spanish, Catalan), and sciences (animals, geography, recycling waste).
So what?�Next year my son is beginning the second grade in the elementary school (age 7 to 8). I want to help my son and other students of their age to practice in a funny way some knowledge that they will find in this grade, as maths and languages.
Now what?�I plan to add additional levels to the existing games, and additional games about history, natural ecosystems and healthy eating.
Then I will announce the project to the schools of my country, starting with those who already use Scratch (there is a list of them maintained from Scratch Català).
2nd grade school
Games�Scratcharreando por Ana de la Fuente
What?�He aprendido a programar en scratch a través del desarrollo de una serie de juegos ya conocidos.
Tangram, Laberintos, Simon, MasterMind
So what?�Creo que jugando se aprende muchísimo, los niños tienen que jugar más y si además hacen ellos sus propios juegos, entonces desarrollan muchísimas competencias y conocimientos. Scratch es una herramienta estupenda para el desarrollo de la creatividad y el razonamiento lógico.
Now what?�Enseñar lo que he aprendido yo a mis alumnos. Diseñar un proyecto de aprendizaje para la escuela.
Anything is possible
There are no limits!!
Magic Makers
French Creative Computing Afterschool Club by Claude Terosier
What?�My project is to launch Creative Computing Afterschool Clubs in Paris.
I have gathered with this course a lot of material to build a curriculum in French and a very clear vision on how I would like to make it work.
So what?�It does not exist in France, or barely. I really want to promote creative computing and give access to it to as many kids as possible. It is a powerful tool to better prepare our kids to the world we live in, making them understand computer technology, and learning how to learn and to create.
Now what?�I have 2 pilot classes starting mid September in two primary schools in Paris. I have to build my curriculum which I only started, and a website.
I have tons of work to create a larger organisation and help people start more clubs the following year.
Magic Makers
30 Hours of Scratching�Scratch Curriculum for Grades 4 to 8 by Robin Ricketts
This curriculum is intended to be used at a summer camp for ages 8 to 15. It includes 10 three-hour sessions. It could be adapted to 30 one-hour sessions. The user should be flexible to allow students to pursue special areas of interest. After the initial introduction to Scratch, it is suggested that the students be given some “Genius Time” during each session to explore their own interests during each session.
This project provides the structure and resources for me (and others) to introduce Scratch concepts in series of lessons starting with the basic blocks in simple projects and building towards more complex projects which allow students to pursue their own interest.
I will share this project so that others can use it. I will ask for feedback from others with the thought of improving and extending it. As I implement it with different groups at my school, I'll continue to take notes and make changes. I will ask students for their feedback and invite them to add projects, debugging challenges, and lesson ideas.
This image is an example of how to combine Scratch, Music, and Art. View the video to see the project in action.
Play Math wtih Scratch
Math is fun por Ana Lúcia
What? A brief description of the project.
My project is to create games and Debug It activities to teach math for kids about eight and nine years old.
So what? One main motivation, why it is important.
I like to teach math and logic to kids and this project can be creative for them.
Now what? What will be done next with the project.
I will create more activities to play with kids.
MATH
IS
FUN!!!
What?
A workshop, in afterschool time at a middle school, making things creatively using new and old technology, in particular related to computer science & robotics, and connected to the real word using an "holistic" approach.
So what?
�I would like to give to children a greater technology awareness, and also help them to develop a new digital creativity skills.
Now what?
�I have to prepare accurately each meeting with the others components,and, as usual, I test the lab at home with my children.
CONNECTING WORLDS
Real or Digital? Old or New? Both!
Music is fun (I)
Music is fun (II)
A random note is shown and children have to click on the right piano key when they see the note and listen the tone
When children clicks on the right piano key, a Giga is shown
There are two different levels
What? I read about game design for kids and put together simple templates to help the kids to design their own simple games.
So What? I started teaching kids Scratch this april. Kids are always fascinated by games and the kids in my class wanted to create simple games. I wanted to create a curriculum that will make game designing fun and interesting.
Now what? My game design planning is complete..I am exploring the games in scratch website and adding them to my games studio.I want to create a list of games, where the complexity of the game increases gradually. I also need to work on the Design Studio, Puzzles and GuessMe activities. I am going to continue working on these things because i love doing that....
The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
Electronics Workshop
Workshop student sheet and Workshop syllabus by Jenny Kostka
What?
This is a workshop class for students in grades 9-12 at South Shore Charter Public School.
So what?
I want to introduce students to various aspects of electronics, including programming (where Scratch is a perfect starting point), and I want to allow students who choose to stay in the workshop for several years to explore further. Regardless of their future plans or particular interests, I think learning computational thinking and problem-solving will help students in all areas.
Now what?
The syllabus is definitely a work in progress! I need to fill in the details of the quarter we'll be spending on programming, then do the same for the other parts of the year - which will be spent building circuits, doing a teardown, and doing an independent project.
Electronics Workshop
Cups "music video"�By: Sue Benoit Click here for my design notebook!
What?�This is a "music video" for the Cups song.
http://scratch.mit.edu/projects/11252827/
So what?�I was motivated by the dance party inspiration I show my students. It was created at the 2011 Creative Computing Workshop (Scratch Dance 072011). I always tell my students that they can also do something like it after they learn the basics of Scratch. I wanted to be able to show them it is possible to complete something similar.
I also wanted to incorporate all my new skills into a project to push myself beyond my comfort zone.
Now what?�I plan on finishing the music video by the first day of school so I can show my students that it is possible when you set your mind to it!
Icebreaker�Icebreaker pass it on by Jan's Design Notebook
What?�A lesson that introduces them to Scratch and share something about myself.
So what?
I work with BD students who have little motivation to complete class assignments. I want to excite my students to want to learn Scratch.
Now what?
Create worksheet that provides step by step directions to complete the assignment.
Week 6 - LeeAnn C. Wells
What?
I am putting together an after school offering for grades 6 through 8 that will introduce Scratch. My plan is to meet weekly. I would like to use many of the activities in Weeks 1 through 3 of the CCOW workshop. I would also like to have students create their own debugging projects for their peers.
So What?
Programming goes hand in hand with algebraic thinking. In algebra, many students struggle due to a lack of understanding of the power they possess when it comes to solving a problem. It is my hope that, by introducing Scratch, students will realize that action is power. After solving problems and creating scenarios in Scratch, they can transcend their experiences to the algebra classroom.
Now What?
Now I must submit my proposal, including an outline of a typical session, to my administrators. I will find articles that support my reasons for proposing this program.
Week 6 - LeeAnn C. Wells
Proposal: After School Program - Learn Programming With Scratch
Who: Students in Grades 6th - 8th - Quarter 1
Students in Grades 4th - 5th - Quarter 2
When: Once Weekly - As Soon As Possible
Why: This offering will help students with computational thinking, which
involves algebraic thinking. The Scratch program will also provide
students with a fun way to show what they know.
Materials Needed: Laptops, Desktops, Chromebooks, or MacBooks
Articles About Scratch:
http://web.media.mit.edu/~mres/papers/Scratch-CACM-final.pdf
Scratch Around the World
My project is to design a Scratch project to use as a vehicle for a global collaboration project a la the AWL project in FlatClassroom.
Scratch has an international following- both teachers and students. Flat Classroom also has a different global following. I would like to leverage the power of the 2 groups to create projects based on the pedagogy of FlatClassroom with the energy of the Scratch community
Scratch Around the World
Maureen Tumenas
Trial with grade 3 students... Each child created an animated sprite. I would like to extend this to a global project... each student would give information about where they live, or another topic.
6th Grade Scratch ... with Math
by Susan Geores
What?
Two projects: one is rewriting my previous curriculum for Scratch 2.0, but also with more of a focus on empowering the students to work with and help each other. The other project involves the math department and integrating programming into the 6th grade math curriculum.
So What?
Since last year was my first year teaching 6th graders at a new school, there is of course plenty of room for improvement! Now that I've gone through the year once, I'm able to take a breath and reflect on where we should really be going and why. CCOW has helped tremendously in focusing my scattered thoughts!
As for math, it’s a natural fit with programming, and the math teachers are eager to collaborate – both making this an easy project! The project began with the germ of an idea when one teacher said her students were having more trouble than in previous years understanding linear equations and what constitutes “parallel.” I thought programming the parallel lines might make it a little more hands-on and help the students get a better understanding of the concept (while improving their Scratch brains at the same time). We'll see how that whole idea rolls out this coming year, but it’s looking good right now.
Now What?
I still need to get my unit mapped out week by week and get the videos made for the online portion of my class. We have one more PD day for the math project, and in that time we’ll work with coordinate grid and linear equation ideas (we used our other day to explore ideas surrounding geometry). Both projects seem far more manageable now that they're so much closer to DONE.
Make a tessellation! The students will, of course, have far more artistic talent than I do.
Designing 5 sessions: Introduction to Game Making Using Scratch
What? The plans for a series of five 2-hour sessions during which children aged 8-14 learn how to code simple projects usings Scratch, plus a sample project to explore with them step by step.
So what? I'm running one-week computer camps (for the first time this summer) and wanted to have a basic structure that introduces the children to the central concepts of Scratch and of programming while affording them the freedom to explore in their own way, too. Based on my own experiences in this course and during previous Scratch courses, plus informed by the inputs from the CCOW team, I wanted the children to be in control of their own learning, rather than prescribing what exactly they should do in each session. However, I also knew from experience that it was necessary to give them structured input.
Now what? Revise the session plans! Having run the first of the three camps, I now want to change the plans to make the children's learning even more exploratory and my inputs less prescriptive. I'll let the children follow my example project step by step, to give them an underlying understanding of coding in Scratch, and then help them come up with their own ideas, based on trying out different blocks and their combinations. The kids loved using Scratch, by the way, and four of the six are coming back for weekly sessions in the autumn!
And this is the result of Camp 1:
My Project Plan ~ Cindy Medeiros
Scratch Games for the IWB
I work with low level special needs kids, and some higher levels cognitively but severe physically, so am looking for games that are simple as well as engaging enough for the higher level kids but also easy enough for the lower level ones.
I want to entice them to use the adaptive mice** and switches to access technology. The Interactive White Board is a great tool for special needs (UDL).
And after the symposium, I am even more excited about using MakeyMakey as an alternative game controller!
**Even a camera mouse which is moved by head movements - also developed in Boston at BC! And it's free! See the site below for more info: http://www.cameramouse.org/about.html
My Project Plan ~ Cindy Medeiros
My plan is to curate and create games for use on the IWB and put them into a special studio for easy access. Maybe my programming students who are now learning Scratch will help too. Thanks to Sean McGaughey for the Inspiration after seeing his
Follow My Song game. His is the
first addition to my studio!
I have collected a few games and
created one.
http://scratch.mit.edu/studios/226551/
Solebury School Scratch Camp Option
Project facilitator: Mark Thompson
1. Problem/Exploration/Question Statement
I'd like to identify the interest level of 3rd-6th graders in my school district with respect to Creative Computing in general and Scratch in particular. I'd also like to test out some introductory Scratch activities in order to hone the material for future classes or workshops.
2. Approach
One of our local schools has a summer camp for K-6 kids. As part of the camp activities, campers can select from three optional activities in addition to their standard activities. I'd like to conduct a Creative Computing Workshop as one of these options for the 3rd, 4th, 5th & 6th grade groups, where students who self-select the CCW option will be making interactive "Letters Home from Camp" in Scratch.
3. Needs
I'll need to coordinate with the Camp Director to secure approval for the workshop and identify specifics regarding the workshop schedule and logistics with respect to classroom computers, smart boards and email addresses for Scratch website registrations. I'll also need to conduct separate training sessions ahead of time for camp counselors, so they can assist with digital assets and example projects.
4. Plan
I've captured the plan here.
5. Keywords
Creative Computing, workshop, summer camp, K-6, Scratch
Solebury School Scratch Camp Option
Project facilitator: Mark Thompson