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Reflecting back on the content of the course, the key learning points for me were

·         How to effectively plan for IT/Scratch

·         How to effectively execute a Scratch lesson, bearing in mind the challenges that could occur

·         How to use Scratch for SEN children to allow them to fully work to their abilities

·         How to use Scratch as a teacher created resource to support the classes learning and stimulate interest

·         How to plan for e-learning

·         Where to source great child friendly sites for searching/pics

How will this knowledge be applied to your teaching when you return to school in September?

When I return to school in September I think that the knowledge I have gained will lead me to be a better teacher. I know my lessons will be more interested, and keep children motivated. I have seen many examples of how I can create resources that are meaningful and interesting. I will begin in September with some of the introductory lessons from Scratch.ie to introduce the children the Scratch programme and build on these as the first term progresses. I would hope that the children would be able to pick up the ideas quickly and that they could start with simple dialogue recount soon, building it to include history timelines or narratives, maths practice etc. I definitely think that Scratch will be a seamless way for me to differentiate for a child in my class that has dyslexia and also the child who has Asperger’s. It will allow them to fully participate in class with a meaningful contribution of their own as I can absolutely see them picking up the coding quickly!

What are the main challenges that you need to be prepared for? How will you deal with these challenges?

I think that the main challenges will be the internet connection and time. Our internet connection, while a new connection is very temperamental and to overcome this I will download scratch on the computers in the computer room. Time is a big factor as we have 45 minutes per week of discreet IT time. To overcome this I will use integration with other subjects. As I have outlined above I intend using it for English and history among other subjects and the tasks can be completed under the subjects time.

What are your next steps in relation to the use of Scratch in your classroom?

My next step in relation to Scratch will be:

·         Use some teacher created projects in class in order to stimulate the children’s interest.

·         Then I will move onto using Scratch on the IWB with the children to create some simple stories and to introduce them to coding.

·         I think the next step I will take is to use some lessons from Scratch.ie. I will allow the children in small groups/pairs to work on these in the Computer room during our IT time.

This will obviously allow for further work and creation but these are the steps that I think would make most sense to use with my class this September.

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This is definitely a game type i plan on using. I think I would create the first one to let them see, then allow them to create their own. While i was creating one i had to click the green flag multiple times to see how the creation was going and each time i had to type the answers, this alone is great practice is the children are using tables they need to practice. I also like how it could easily be stored in the backpack and used for spellings, just tweaking the question to be a sound recording instead. I have 4th this year and see this as being very valuable.

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https://scratch.mit.edu/projects/171946437/
to use on 1st day of school

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I really like the idea of the child doing the spelling test with scratch. i have a very reluctant learner of spellings in class and I could see how this would work for them, I like the alternative for Gaeilge spellings and could see how this would work to increase motivation in this area. I think that there are many areas of the curriculum in assessment that this would work for. I think I would like to have the reluctant child create the test for the class as a way to motivate them to participate in spellings or gaeilge.

Love this idea, Having a child with Asperger's in class who struggles socially in a variety of ways, i think this is a tool that would have great benefit. I like the idea that the social story could be replayed again and again for reinforcement. I could see this being used also as a visual reminder for the steps in preparing to go home at the end of the day. We could take photos of what he needs to pack and play the project while the rest of the class is getting ready. He could check his school bag while the project is playing to check and add anything he left out. This would also free me up from having to go through it with him, as it can take a while.

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Type of SEN: Dyslexia, I had a child this year who benefited greatly from this type of work

Class Level: 6th

Curricular Area/s: English (but worked well with geog, science, sphe etc)

Desired Learning Outcomes: to enable the child to retell a story in sequence

Specific ICT Resources required: Class pc/laptop,

Any other resources/supports required: the reading

Description of the activity: The child took part in the lesson as usual, although having the reading read to him.  The child would then move to the pc while the class began to complete the summarising of the reading. The child then uses Scratch to complete his own summary. He coded a sequence of backgrounds to suit the story setting, sprites appropriate to the story and then using the microphone function added the narrative in order to retell the reading that we heard in sequence. The child was adapt at using scratch as he had used it all year as a way to express his work and to aid his maths (a very visual tool).  It was a very easy manner for me to assess his understanding of the reading. Also it was a good tool for him to use when predicting what would happen. He was not very capable or confident in writing and caused him alot of stress, but when given the option of using scratch he was very motivated and enthusiatic.

How does the use of Scratch in this way support the pupil/s?
The programme allows him to partake in the lesson fully, allows him to complete the task at his ability, allows him to express his opinion, allows him to be assessed for learning on his work. helps to motivate him to finish his work (he hates anything that involves pen and paper and can be very reluctant to work), allows his confidence to grow (he loves when his work is shown to peers as they fully appreciate his work and provide positive feedback) and helps him to engage with the curriculum without providing stress.

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Try out with class! Good way to get to know them as well!

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Photosforclass
pixabay
creative commons
instagrok
duckduckgo

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creating a dialogue between sprites!

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Love this idea! I can definitely see this working with the 6th I just had! Wish I had thought of it with them. I really like how scratch isnt the main focus, but the incentive at the end! I know my parents would love to see the projects on the website! i think I could see this happening very naturally throughout the SESE curriculum, such as uploading photos in history and making a narrated timeline, or in geography using the idea with rock types etc. I have 4th this year and wonder has anyone tried it out with children at that age?

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definitely an idea worth doing!
Class Level - 5th class
What strand of English or Gaeilge are you addressing?   Reading, oral lang, writing

What Scratch activity forms part of the lesson?
The children will complete the reading assigned for that nights homework. They will meet in a pairs the following day and discuss their reading. they will devise a plan for creating a scratch project to retell their reading. They will work collaboratively to choose appropriate sprites and backdrops, write the narratives and the dialogues to effectively retell their reading. They should also complete a title and ending scene. (During the activity I will signal the pairs to swap computers in order for their neighbouring pairs to review and provide feedback, thus helping each other improve and provide ideas).

What classroom management strategies will you employ?
I will have the children in pairs working in the computer room. I would have a time on the projector to ensure the children are aware of the time constraints (our computer room timetable is very strict!)

What is the classroom layout and what resources are needed?
The children will complete the discussion and planning in the classroom in pairs at their group tables, they will then move to the computer room and work in pairs. We have 15 pcs, each pair will have a pc.

How will you assess the activity?
I will use informal assessment while walking between and interacting with the pairs. I will use peer assessment, having the children show their projects to each other and provide feedback. i can also assess the projects online after the lesson to provide more thorough feedback to the pairs.

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Congrats of finishing the course everyone, Enjoy the last week of holidays.

Thanks Niall for a great course, looking forward to starting it in sept with my class! Something to look forward to going back to school! Thanks everyone for the great website recommendations! I'll throw mine into the hat too - not strictly related to the topic here but makes life a little easier for me in school - learnboost! great way to keep track of children's progress and can be sent home too!

Slán, Michelle

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Loved the possibilities with this and how simple it was to create!

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Make games, stories and interactive art with Scratch. (scratch.mit.edu)

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teacher can review projects
peer assessment
digital portfolio

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I really like how simple this is, and how it could easily be used for other classes and their skill dev. I could see this being really useful in my class this year, where two children are working on a much lower level than the class. They could be using scratch for the idea you outlined while the other children are working on a more difficult number task in Scratch. These two children would feel very much part of the lesson, thus encouraging confidence while working. A great way to differentiate!

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def try with class
Class Level: 4th class

Mathematics skill/strand unit:

Data: Representing and interpreting data (collect, organise and represent data using pictograms)

Scratch Activity Description:

The children will work in pairs or small groups to create a visual representation of the data collected regarding the classes favourite sport. They will use Scratch to complete this task. The children will use the y-axis to represent the number of children who like each sport and they x-axis to represent the sport chosen. They will use the preloaded pictures for the sport for the pictogram and will choose the background themselves.

Classroom Management Strategies

Children will collect the data as part of the previous lessons work, compile it and have it ready for the next day.

A timer should be used.

The code for repeat falling of blocks should be posted on the wall to help some children.

Classroom layout:

The classroom should be divided into 6 groups to compile the data the previous day, and the computer room will be used for the scratch activity. The computer room contains 15 pcs and a teacher demonstration pc with projector.

Resources needed:

Computer room, IWB, copies and pencils, Scratch.

How will you assess the activity?

The children will be informally assessed while working. They will be asked to explain what theyre doing, how, why etc. They will also be asked to pause during work, switch computers with their neighbouring group and watch what they’ve completed so far and provide feedback to the neighbours. They will then be assessed by the final project.

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design create and measure angles using scratch
Using scratch to  discover mathematical concepts, such as coordinates
using it to express maths learning

SSE: app, extending to creation, learning environment, eportfolio to record learning

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overestimate time needed, some children will need extra time to work it out, and those who finish early can work ahead with it alone

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I absolutley think that introducing coding will be of benefit to the children. As a parent of two boys, 8 and 15 years old, they are constantly engaging with IT, but I see coding as ameaningful way for them to engage. They create, engage, communicate and explore. Its not them playing a game, but creating one! discussing with others how to do it, getting others to play their games and getting feedback. My 15 year old is interested creating videos and has used scratch for it, it also helped my 8 year old with persisting even if is hard. I'd love to see my class benefiting with persistence and problem solving!

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AUP - copyright should be addressed

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Hi Maire, I completely agree that time management within the lesson is hard to control. As Niall said the curriculum itself is busy but I found that within the actual 45 minute lesson or hour lesson time flies and you haven't had time to do all you thought. I did CS first club afterschool this year and it was the fastest hour of the week! It is really hard to manage the time.  I ended up extending it after the third week to one hour and a half! I could also see this as a problem in a stand alone class lesson such as the one you chose. Inevitably problems and questions arise as the children are working and you just dont have the time to answer it all. One way I found to help this was introducing the Buddy idea from CS. Someone who works well and seems to understand can volunteer to help out a child/pair should their own problem solving attempts fail. It helps encourage peer learning and develop self esteem for the child who helps but also the child who was helped. I give a pc pass to the helper of the lesson who can explore or create for 20 mins on the class pc as a motive to help out and as a motive to encourage others to try to help out.

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·  Title of lesson plan you are using
Under The Sea

·  Class Level
6th Class

·  Curricular Area/s
Maths/Art/SESE

·  Desired Learning Outcomes
Use problem solving and mathematical skills in an authentic setting.

Create an animation incorporating movement and images.

Create an animation of a natural habitat.

Create a code identifying and using x/y coordinates
Recognise the location of the cursor/sprite on an x/y coordinate map

·  Resources Needed
Computer room
Internet
Scratch.ie
x/y coordinate map

Children’s research on sea habitat and creature to help design.

·  Classroom Organisation / Management
Whole class discussion about x/y coordinate map and how to find the x/y coordinates. Teacher models how the cursor moving changes the coordinates on the screen. Children work in pairs to place a sprite on various coordinate points.
Whole class discussion and individual research on the sea habitat and sea life. Children work in pairs to design their sprites and backgrounds appropriate to the theme and code the sprites to move on the screen according to the x/y coordinates. Possible extension: adding a challenge to find coordinates (eg battleship type).

·  What challenges might you face?
Sprite design may be time consuming, although they could use predesigned sprites
Internet speed, although we could download scratch.

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mvatrici

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https://scratch.mit.edu/projects/171675248/