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Module5- Assessment and Implementation of scratch in the classroom

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Module5- Assessment and Implementation of scratch in the classroom

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1. Be clear what you want the pupils to acieve.
2. Be comfortable using the technology before teaching the class.
3. Use station teaching to overcome lack  of resources.
4. Adhere to Acceptable Use Policy.
5. Consider the structure of the lesson.
6. Plan for Assessment.
7. Allow for Differentiation.

Use the resources- scratch website and ScratchED.
Scratch junior and bee-bot is coding for younger kids and available on tablets. Scratch is not available on tablets yet.
Search engines- duckduckgo and instagrok- more visually appealing.

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Module 4- Challenges               I think the main challenge for me is the resources. It might be difficult to teach scratch as a whole class if they do not have the computers to practice on and ven if they could practice at home, there is no guarantee that every child has a laptop at home. Another challenge would be allowing enough time to teach the coding skills and then trying to integrate it across the curriculum. I might have to create groups and integrate scratch into the class with help fro LS/RS teachers at the beginning.

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Module 4- Challenges               I think the main challenge for me is the resources. It might be difficult to teach scratch as a whole class if they do not have the computers to practice on and ven if they could practice at home, there is no guarantee that every child has a laptop at home. Another challenge would be allowing enough time to teach the coding skills and then trying to integrate it across the curriculum. I might have to create groups and integrate scratch into the class with help fro LS/RS teachers at the beginning.

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Re: Module 4 - Discussion Forumby Ruth Ní Eigní - Tuesday, 9 August 2016, 5:41 PM I have used ICT with children with Autism. Scratch could be very helpful in developing children who have difficulties in social settings. Character role play on topics like friendship could be very beneficial. Also having children work on projects with partners in a fun learning setting, something that scratch provides, would also further create positive social situations for them. I would use scratch tinkering initially I think. This would help build confidence and the no "right or wrong" aspect would be preferable to the child with autism. (My repy)Re: Module 4 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 3:03 PM  I think your idea for using scratch to enable children with SEN to create social stories is brilliant. Children with ASD can sometimes respond negatively if they think there doing something wrong, whereas if their figuring out for themselves a particular code for a sprite they can try different ways without being dejected and it only motivates them even further. Its a good opportunity for them to think about what others might say or do as they are creating the stories themselves. It really gets them to think of others feelings and actions.

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Re: Module 4 - Discussion Forumby Ruth Ní Eigní - Tuesday, 9 August 2016, 5:41 PM I have used ICT with children with Autism. Scratch could be very helpful in developing children who have difficulties in social settings. Character role play on topics like friendship could be very beneficial. Also having children work on projects with partners in a fun learning setting, something that scratch provides, would also further create positive social situations for them. I would use scratch tinkering initially I think. This would help build confidence and the no "right or wrong" aspect would be preferable to the child with autism. (My repy)Re: Module 4 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 3:03 PM  I think your idea for using scratch to enable children with SEN to create social stories is brilliant. Children with ASD can sometimes respond negatively if they think there doing something wrong, whereas if their figuring out for themselves a particular code for a sprite they can try different ways without being dejected and it only motivates them even further. Its a good opportunity for them to think about what others might say or do as they are creating the stories themselves. It really gets them to think of others feelings and actions.

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Re: Module 4 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 2:53 PM                                          How could you use scratch to support children with SEN?Depending on the educational need of the child, I would use scratch in various ways. I saw an excellent way to develop word recognition during the module content, which would be useful for a child with dyslexia. I would help the child develop coding to make a word wall of tricky words or new words so that if the child clicks on the word, the meaning pops up. The child could then use these new words to create a story/ animation and when completed they could present their work to the class. This would build their self- esteem and confidence. They could also create a game with this new words and play with their peers. I liked the way the teacher on the video divided her class up in her comprehension lesson and each child was active and on task. They were all focusing on their text but in different ways. It was very inclusive and something I would definitely incorporate in my own class.For more able children, they could work independently on more complex skills of coding but still remain on same topic as the class. So if the class were focusing on comprehension, the child could develop a script to focus on reporting on a given text and present this to the class.

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Re: Module 4 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 2:53 PM                                          How could you use scratch to support children with SEN?Depending on the educational need of the child, I would use scratch in various ways. I saw an excellent way to develop word recognition during the module content, which would be useful for a child with dyslexia. I would help the child develop coding to make a word wall of tricky words or new words so that if the child clicks on the word, the meaning pops up. The child could then use these new words to create a story/ animation and when completed they could present their work to the class. This would build their self- esteem and confidence. They could also create a game with this new words and play with their peers. I liked the way the teacher on the video divided her class up in her comprehension lesson and each child was active and on task. They were all focusing on their text but in different ways. It was very inclusive and something I would definitely incorporate in my own class.For more able children, they could work independently on more complex skills of coding but still remain on same topic as the class. So if the class were focusing on comprehension, the child could develop a script to focus on reporting on a given text and present this to the class.

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Copyright is very important and each originator should be credited if codes are re-mixed, used and adapted. Projects by pupils that are used on a school website should be agreed upon by a parent or guardian and should be included on the Acceptable Use policy in the school. Creative Commons shares work that is copyrighted as long as you accredit the original creator. Britannica school is available for school for citing. Google docs offers online citing. When googling images make sure you press >more, >search tools, >usage, >non-commercial purposes. Creative commons image search, pixabay and photos for class are all websites with free images to use without copyright issues.

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Module 3                                The most important thing that I have learned so far is the many ways that Scratch can be incorporated into the everyday classroom. I have seen many ideas from the forum posta and from the videos on the module content that I know I will definitely use in my own classroom in the future. I am eager to learn more and t practice my own skills so that I can be effective in my own teaching.

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Module 3                                The most important thing that I have learned so far is the many ways that Scratch can be incorporated into the everyday classroom. I have seen many ideas from the forum posta and from the videos on the module content that I know I will definitely use in my own classroom in the future. I am eager to learn more and t practice my own skills so that I can be effective in my own teaching.

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Re: Module 3 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 12:59 PM I think it's great that the children swap laptops and test out each other's quizzes. This provides a fantastic way of peer assessment and positive feedback! Children will gain confidence in sharing their ideas especially those who normally shy away from quizzes.

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Re: Module 3 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 12:59 PM I think it's great that the children swap laptops and test out each other's quizzes. This provides a fantastic way of peer assessment and positive feedback! Children will gain confidence in sharing their ideas especially those who normally shy away from quizzes.

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Re: Module 3 - Discussion Forumby Aine Divilly - Tuesday, 9 August 2016, 9:45 AM Reflecting on the module content, please describe a Scratch activity which you would use to teach English or Gaeilge. Consider the followingWhat strand of English or Gaeilge are you addressing?English Reading-New VocabularyWhat Scratch activity forms part of the lesson?The children will compile a quiz using new vocabulary and definitions from their English novel. The quiz will take the form of a multiple choice quiz where the children will be given the new vocabulary and they will will have three options of possible definitions for the correct answer.What classroom management strategies will you employ?Children will work in mixed ability pairs when creating the quiz. They will then swap laptops with another pair in the room and be given the opportunity to complete a different quiz.What is the classroom layout and what resources are needed?The children will sit at their tables as normal and will need a charged laptop between every two children.How will you assess the activity?As this is a quiz based lesson it will be self assessing.

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Re: Module 3 - Discussion Forumby Aine Divilly - Tuesday, 9 August 2016, 9:45 AM Reflecting on the module content, please describe a Scratch activity which you would use to teach English or Gaeilge. Consider the followingWhat strand of English or Gaeilge are you addressing?English Reading-New VocabularyWhat Scratch activity forms part of the lesson?The children will compile a quiz using new vocabulary and definitions from their English novel. The quiz will take the form of a multiple choice quiz where the children will be given the new vocabulary and they will will have three options of possible definitions for the correct answer.What classroom management strategies will you employ?Children will work in mixed ability pairs when creating the quiz. They will then swap laptops with another pair in the room and be given the opportunity to complete a different quiz.What is the classroom layout and what resources are needed?The children will sit at their tables as normal and will need a charged laptop between every two children.How will you assess the activity?As this is a quiz based lesson it will be self assessing.

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Re: Module 3 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 12:55 PM Subject Area: English, Curricular Link: Science (Bio- diversity)Strand: Writing- ReportClass Level- Senior Classes                     Last year we took the theme of bio-diversity to gain another green flag for our school. I would incorporate this theme in the class as a class project on the habitats of plants and animals that live in the school environment.I would divide the children up into mixed ability groups of 4. One group using a laptop to give a report on particular plants or animals that live in the school environment. The children could use various pictures that they would have taken with the school camera on a nature walk and presented them on their Scratch 'stage'. They could use a sprite to report facts on each animal or plant they have found.I would get one group to use scratch to create a quiz on the factors that contribute to a particular habitat, or on the differences between certain plants or animals that live in the school environment. It could also be a true or false questionnaire.I would get one group to draw pictures of the plants and animals that live in the school environment.One group could create a poster on the importance of keeping these plants and animals safe in the environment.After it has been presented to the whole class, all completed projects could even be presented to the whole school or individual classes to inform them about the theme of biodiversity. This creates an opportunity for positive and constructive feedback and for peer assessment. If projects are saved, the teacher can review and assess at a later date. Children have the opportunity to self assess while creating their own codes.This writing lesson could be adapted to use with other themes across the curriculum.

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Re: Module 3 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 12:55 PM Subject Area: English, Curricular Link: Science (Bio- diversity)Strand: Writing- ReportClass Level- Senior Classes                     Last year we took the theme of bio-diversity to gain another green flag for our school. I would incorporate this theme in the class as a class project on the habitats of plants and animals that live in the school environment.I would divide the children up into mixed ability groups of 4. One group using a laptop to give a report on particular plants or animals that live in the school environment. The children could use various pictures that they would have taken with the school camera on a nature walk and presented them on their Scratch 'stage'. They could use a sprite to report facts on each animal or plant they have found.I would get one group to use scratch to create a quiz on the factors that contribute to a particular habitat, or on the differences between certain plants or animals that live in the school environment. It could also be a true or false questionnaire.I would get one group to draw pictures of the plants and animals that live in the school environment.One group could create a poster on the importance of keeping these plants and animals safe in the environment.After it has been presented to the whole class, all completed projects could even be presented to the whole school or individual classes to inform them about the theme of biodiversity. This creates an opportunity for positive and constructive feedback and for peer assessment. If projects are saved, the teacher can review and assess at a later date. Children have the opportunity to self assess while creating their own codes.This writing lesson could be adapted to use with other themes across the curriculum.

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The teacher uses station teaching for her comprehension lesson- prediction, make a quiz, book report, comic strips, vocabulary/ word wall. Scratch can be used to make stories- conversations, recounts, procedural on science experiments. It can also help with spelling (video sensing- microphone and camera) She also used scratch for her procedural writing lesson- children were divided into groups. Children are self- assessing all the time without being told by the teacher. They try and solve problems independently. Oral language is improved when children present their final work to the class and it enables for feedback from their peers.I think it would be difficult in my classroom when laptops aren't as readily available. Children would have to be willing to rotate access to a computer and focus on written tasks. It would have to be done in a rota. I think allowing sufficient time would also be a tricky factor and it might not be completed in one lesson. It would have to be time tabled and done on a rota basis. Oral language can be developed in many ways- debates, news reports and listening games.

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Module 2 Problem- Solving   Scratch can help children who may struggle with day to day problem- solving in Mathematics. They are encouraged to use problem solving in a different way which makes it more inclusive for everyone. They can create their own scripts using codes which they have been tried and tested themselves and are encouraged to implement new skills and communicate with others if they are trying to figure out a problem. It is very motivating for them and they thrive on finding succesful and effective solutions.

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Module 2 Problem- Solving   Scratch can help children who may struggle with day to day problem- solving in Mathematics. They are encouraged to use problem solving in a different way which makes it more inclusive for everyone. They can create their own scripts using codes which they have been tried and tested themselves and are encouraged to implement new skills and communicate with others if they are trying to figure out a problem. It is very motivating for them and they thrive on finding succesful and effective solutions.

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Re: Module 2 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 11:18 AM This sounds like a fantastic idea for children to represent the number using the sprites on the Scratch programme. The children are consolidating their prior knowledge and it  is a useful tool for assessment to see if the children can represent the number with the correct amount of sprites.

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Re: Module 2 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 11:18 AM This sounds like a fantastic idea for children to represent the number using the sprites on the Scratch programme. The children are consolidating their prior knowledge and it  is a useful tool for assessment to see if the children can represent the number with the correct amount of sprites.

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Re: Module 2 - Discussion Forumby Deirdre O Meara - Thursday, 11 August 2016, 10:55 PM Class: Junior & Senior InfantsMathematical skill or strand: NumberScratch activity as part of the lesson – In infants we have a number of the week/day activity which I complete with my pupils. Within this activity the children make a set of the number, discuss the story of the number discuss how the number if written and spelled, what number comes before as after it, what is one/two more or less than the number, if it is bigger or smaller than the age they are, the number of children in their class, at their table, inn their family etc. I feel this activity could be integrated into scratch. with the children representing a number using scratch for example if  the number of the day was 10 the children could make a set of 10 sprites, create a visual representation of the numeral, add in sounds to either say the word or represent it such as 10 claps etc.  Class management strategies - Whole class teaching to begin followed by mixed ability pair or group work. This activity could also be completed as part of station teaching and used for early finishersClassroom layout and resources - IPad and classroom pc, iwb. Additional equipment if engaging in station teachingAssessment - Self--‐Assessment as pupils work on their projects they will edit and improve their work. Peer assessment; when pupils share their work with their peers they will receive feedback on what their peers liked and how their project could be changed or improved. 

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Re: Module 2 - Discussion Forumby Deirdre O Meara - Thursday, 11 August 2016, 10:55 PM Class: Junior & Senior InfantsMathematical skill or strand: NumberScratch activity as part of the lesson – In infants we have a number of the week/day activity which I complete with my pupils. Within this activity the children make a set of the number, discuss the story of the number discuss how the number if written and spelled, what number comes before as after it, what is one/two more or less than the number, if it is bigger or smaller than the age they are, the number of children in their class, at their table, inn their family etc. I feel this activity could be integrated into scratch. with the children representing a number using scratch for example if  the number of the day was 10 the children could make a set of 10 sprites, create a visual representation of the numeral, add in sounds to either say the word or represent it such as 10 claps etc.  Class management strategies - Whole class teaching to begin followed by mixed ability pair or group work. This activity could also be completed as part of station teaching and used for early finishersClassroom layout and resources - IPad and classroom pc, iwb. Additional equipment if engaging in station teachingAssessment - Self--‐Assessment as pupils work on their projects they will edit and improve their work. Peer assessment; when pupils share their work with their peers they will receive feedback on what their peers liked and how their project could be changed or improved. 

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Re: Module 2 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 11:11 AM                         Strand: Number          Mathematical Skill: Counting and Numeration                 Class Level: First Class              I would have the children divided into mixed ability groups. One group would be matching numbers (0-20) to sets of objects with a partner. One group would be ordering numbers 0-20 on a number line with a partner and the other group would be estimating and counting sets of objects using the Scratch programme to illustrate the amount of objects in a given set. I would use concrete materials- cubes, lollipop sticks, number cards, number fans, etc for children to use for their counting. I would have a script made up for the children to use to count and to make it interactive. I would be able to assess through teacher observation, teacher questioning and through teacher designed tasks using the Scratch programme. The children would rotate after a given time to allow for all to get a chance at each station.After using the Scratch to assist with their counting, I could show them in another lesson how to create their own counting scripts to use with their friends.

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Re: Module 2 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 11:11 AM                         Strand: Number          Mathematical Skill: Counting and Numeration                 Class Level: First Class              I would have the children divided into mixed ability groups. One group would be matching numbers (0-20) to sets of objects with a partner. One group would be ordering numbers 0-20 on a number line with a partner and the other group would be estimating and counting sets of objects using the Scratch programme to illustrate the amount of objects in a given set. I would use concrete materials- cubes, lollipop sticks, number cards, number fans, etc for children to use for their counting. I would have a script made up for the children to use to count and to make it interactive. I would be able to assess through teacher observation, teacher questioning and through teacher designed tasks using the Scratch programme. The children would rotate after a given time to allow for all to get a chance at each station.After using the Scratch to assist with their counting, I could show them in another lesson how to create their own counting scripts to use with their friends.

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Scratch can be time consuming as well as the Mathematics curriculum.

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Scratch can be time consuming as well as the Mathematics curriculum.

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Implement Scratch across the curriculum. Allow a computer rota for children to have access to computers. Allow children to use Scratch at home to complete projects. Provide children with clear tasks to perform so that work is focused.

School Self evaluation
Use Scratch for the implementation of ICT to improve the teaching and learning of literacy and numeracy across the school.

Students can use two stars and a wish to help with self and peer assessment.

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This was my reply to Denis Reidy's post.                            Re: Module 1 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 10:07 AM I agree with your suggestion for using lesson 9 with a child in RS/LS setting. I also think it could benefit those children to work alongside the rest of the class on creating a movie script in order to improve confidence and self esteem. The child would feel included by being present even if the child was to have an SNA or RS/LS teacher alongside them to help.

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This was my reply to Denis Reidy's post.                            Re: Module 1 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 10:07 AM I agree with your suggestion for using lesson 9 with a child in RS/LS setting. I also think it could benefit those children to work alongside the rest of the class on creating a movie script in order to improve confidence and self esteem. The child would feel included by being present even if the child was to have an SNA or RS/LS teacher alongside them to help.

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This post really stood out to me as an idea I could use.   Re: Module 1 - Discussion Forumby Denis Reidy - Monday, 15 August 2016, 7:58 PM                                                I have selected lesson plan 9, Movie Script. I can imagine using this in an RT/LS setting with a child with very poor literacy skills. I would use it for a writing lesson in the recount genre. I like the idea of using the storyboard to plan the movie. This would be a great way of getting children with poor literacy skills to plan their work and to use oral language to discuss what they are doing. Once the movie is finished the child could then write about what happened in their movie.

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This post really stood out to me as an idea I could use.   Re: Module 1 - Discussion Forumby Denis Reidy - Monday, 15 August 2016, 7:58 PM                                                I have selected lesson plan 9, Movie Script. I can imagine using this in an RT/LS setting with a child with very poor literacy skills. I would use it for a writing lesson in the recount genre. I like the idea of using the storyboard to plan the movie. This would be a great way of getting children with poor literacy skills to plan their work and to use oral language to discuss what they are doing. Once the movie is finished the child could then write about what happened in their movie.

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Re: Module 1 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 9:59 AM Lesson 9- Movie ScriptClass Level- Senior classes.Subject Area- Literacy I would use this lesson plan to incorporate the children's writing skills. When the children had time to create a storyboard, possibly in pair work or in groups. They could use their coding skills in Scratch to create an animation for their own stories. (I would use this lesson when children acquire a solid knowledge of coding skills) I think this lesson could be used for any genre of writing- recount, creative writing, etc. It would be a very inclusive activity for children with SEN or low ability in literacy to structure a story, beginning, middle and end as they would have to plan what the sprite would be doing throughout their script.The possible difficulties I think I may face with this activity is the children's prior knowledge that I would have taught to them on coding skills.

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Re: Module 1 - Discussion Forumby Laura Cullinane - Tuesday, 16 August 2016, 9:59 AM Lesson 9- Movie ScriptClass Level- Senior classes.Subject Area- Literacy I would use this lesson plan to incorporate the children's writing skills. When the children had time to create a storyboard, possibly in pair work or in groups. They could use their coding skills in Scratch to create an animation for their own stories. (I would use this lesson when children acquire a solid knowledge of coding skills) I think this lesson could be used for any genre of writing- recount, creative writing, etc. It would be a very inclusive activity for children with SEN or low ability in literacy to structure a story, beginning, middle and end as they would have to plan what the sprite would be doing throughout their script.The possible difficulties I think I may face with this activity is the children's prior knowledge that I would have taught to them on coding skills.

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Scratch for Literacy and Numeracy (Intro to Scratch Coding) Module 1 Content

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Scratch for Literacy and Numeracy (Intro to Scratch Coding) Module 1 Content

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Scratch allows and promotes for higher order thinking skills in children.
Children gain confidence in working with peers and presenting work in a different way.
Children that may struggle with literacy or numeracy can gain confidence using scratch and therefore can increase self- esteem. (*Present a problem to groups which are divided into all abilities, they can work together to solve problems. Improve communication and confidence in students, especially shy pupils.  (*forum discussion)
Peer teaching and self assessment  in children's own designed tasks using Scratch.
According to the principal's perspective in the video (Enda O' Gorman), scratch is an effective way of promoting problem-solving in the areas of literacy and numeracy. It builds resilence in students to remain on a task without giving up. Teachers incorporate ICT skills in the ever dynamic 21st Century classroom. Professional development is key.
Key points- Module 1
Scratch is a coding software which develops the 21st century skills in children. Scratch can support children with SEN. It is important to know what learning outcomes you want to achieve by using Scratch in your classroom/ school. There are many free online resources available to implement scratch in the classroom.