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https://scratch.mit.edu/projects/118952041/#editor

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utlise CP hours to share ideas
integrate digital numeracy into SSE numeracy plan
integrate digital literacy into SSE literacy plan
create cluster group s for teachers of same/similar class groups to create integrated themes

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What are your next steps in using Scratch in your school?
refer to internet acceptable use policy

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look at duckduckgo.com- search for a volcano
do likewise with google-compare
record your thoughts
Webwise.com is an internet safety awareness centre available during term time from teachercpd.ie

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Challenges for me may include Time and access to computers. Time can be overcome through integration and a thematic approach, therefore Scratch becomes an integral part to the theme being addressed.  I'm unsure as to how to access computers...I would imagine that it is the biggest hurdle for all
schools when it comes to implementing an e-learning plan.

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Consider what e-learning actions will support teaching and learning in your classroom.

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Consider what e-learning actions will support teaching and learning in your classroom.

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priorities: that e-learning tasks support curricular learning
task: students use Scratch to develop a local trail activity

pupils become familiar with the concept of copyright. They use images appropriately to create SESE projects

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How to ensure pupils are familiar with the rights and wrongs of copyright?
Refer to resources to this in Module 4 and consider this in e-learning plan

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be careful of copyright material. always credit the source/originator of the project
refer to resources in module 4 for using safe images online

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Scratch allows SEN pupils to present their work and learning in a visual way
It enables them to work collaboratively with their classmates which allows for peer-led learning
It helps them assess their work as they experience at first hand skills such as editing and revising
Scratch allows pupils to develop critical thinking skills such as problem-solving in numeracy
+ motivation, inclusion and challenging for gifted pupils

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Yes, integration allows for a more meaningful learning experience. Pupils connect with their learning through integration. From a teacher perspective integration allows for a better 'flow' to lessons and considering time-constraints on the curriculum it is very time effective.

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Lesson: Creating animations to depict an alternative ending for a novel

Class: Second

Strands/Strand Units: Reading/Writing/Oral Language- response to novel both oral and written, integrating comprehension strategies through predicting, connecting, visualising, summarising

Classroom Management: Small group work to complete Scratch activity & whole-class discussion providing feedback to each groups animation

Lesson: The Scratch lesson allows pupils to create alternative endings for a novel. Pupils would have spent a number of weeks reading a novel either whole class or in small groups reading different novels. Over the course of reading the novel they will have been introduced to comprehension strategies and will be able to make predictions/connections/ visualise- describing what they can see in their mind's eye as they read and retell parts of the story in their own words.

Using Scratch the pupils will be organised into small groups and asked to create a different ending for the  novel. Examples of novels include: Fantastic Mr. Fox by Roald Dahl, The Owl who Was Afraid of the Dark by Jill Thomilson and/or Care of Henry by Anne Fine. Using a suitable background the pupils will add appropriate sprites (fox,dog,owl) and add text to each sprite to show an alternative ending for the novel.

Each animation will then be shared on the IWB. To reinforce comprehension the teacher will facilitate whole-class discussion asking higher-order questions to pupils e.g. How do you think the Owl felt when........../ Share connections/ use the language previously practiced in novel-time to provide feedback to each group: I think/ In my opinion....

Assessment: Self assessment Two Stars and a Wish, teacher observation

Sum of ratings: -

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www.photosforclass.com (contains age appropriate images)
pixabay (does not require attribution)
creativecommons (sites include wikipedia and flickr)

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Priorities: that students can experience e-learning regularly
Tasks: Students use Scratch to create final draft of narrative texts. The same concept can be applied to other genres of writing : recount, procedure, report, explanation...

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Challenges using laptops Scratch for Literacy

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Challenges using laptops Scratch for Literacy

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Challenges include ensuring that all pupils will have the opportunity to use laptops to create their Scratch project and that laptops are in working sufficiently. This can be overcome by using a station approach whereby pupils engage in a writing and or reading activity to prepare for the laptop activity.
See Module 3 resources for ideas on reading lessons

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Consider e-learning actions to  support Maths:

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Consider e-learning actions to  support Maths:

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Priorities-that students experience e-learning activities regularly in an appropriate integrated way

Tasks- create animations on Scratch to include one or more mathematical aspects of which you are currently learning e,g. Measures

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Course Learning Record- Scratch and Your Timetable

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Course Learning Record- Scratch and Your Timetable

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integrate Scratch across the Curriculum
Utilise discretionary time on the timetable to include Scratch
Enable students to use Scratch at home -make use of a classblog to explain to parents about Scratch, how it works, how it contributes to the objectives of the curriculum

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The practical considerations include- the availability of PCs and how familiarity of the program is crucial before pupils create their own animations. It is important that teachers ensure that pupils understand the language of the program, as pointed out in the video clip- understanding the x and y cooridinates and how pupils apply problem solving in their approach to the tasks

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Kate,I like the idea of a thematic approach too. I think categorising the animals at the beginning of the lesson is a great idea and is an important aspect of a Science lesson. My concern too is a mixed ability approach and the prospect of more capable pupils taking over. This is something that would have to be closely monitored by the teacher. I chose the "Under the Sea" theme but would use the ideas you have posted here for an "In the Jungle" theme. It fits very well as a cross-curriculur approach and can be incorporated to include report writing, art- construction and Music. 

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Kate,I like the idea of a thematic approach too. I think categorising the animals at the beginning of the lesson is a great idea and is an important aspect of a Science lesson. My concern too is a mixed ability approach and the prospect of more capable pupils taking over. This is something that would have to be closely monitored by the teacher. I chose the "Under the Sea" theme but would use the ideas you have posted here for an "In the Jungle" theme. It fits very well as a cross-curriculur approach and can be incorporated to include report writing, art- construction and Music. 

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-response to participant Module 1

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The lesson plan I would use is the “Under the Sea” lesson plan.

I would approach this using an “Under the Sea” thematic approach incorporating SESE subjects- learning about various species of fish and underwater flora, music- nautical themed tunes, art- constructing dioramas, literacy- poetry and narrative writing and digital language, Gaeilge- Lá cois farraige, Maths- problem solving through Scratch. It would be aimed at 3rd class but would be adaptable for 4th or possibly second class. It would be important to pre-teach the language of Scratch and ensure each child understands the words being used.

The Scratch activities/resources would be introduced as a mixed ability paired activity focusing on digital numeracy/literacy and used as assessment, for example problem solving in Maths, demonstrating an understanding of the language used on Scratch and assessing the pupils’ ability to navigate the program.

The objectives of the lesson would include those laid out on the Scratch website i.e. the pupils would be enabled to create a sprite- using the “Under the Sea” theme, alter the background to a suitable one and add movement. They would be encouraged to experiment with movement and observe at first -hand how movement is created.

Challenges include- ability groupings; ensuring that one pupil is not dominating the paired task, ensuring that each pupil is on task and aware of the objectives. Because scratch junior is only available on ipads, the challenge in my classroom is having working PCs.

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