2. Week 02¶
Game Description¶
The game demonstrates the growth of a flower through interactions with sunlight and water.
The main sprite is a closed flower.Two additional sprites represent the sun and a drop of water. The goal: When the flower sprite touches both the sun and the water sprite in sequence, it transforms into an open flower, signifying growth. Programming Platform-Scratch Challenges Sprite Behavior: Initially, it was challenging to synchronize the interactions between the flower, sun, and water. Adjusting the scripts to ensure both conditions (sun + water) triggered the animation was key. Timing Issues: Ensuring the transformation occurred only after both conditions were met took multiple iterations and debugging.
Source Code and Media Scratch Project Link:[https://scratch.mit.edu/projects/1123434923]
Closed flower at the beginning. Sun and water sprites interacting with the flower. Open flower after the correct interaction.
**Reflection Questions
1.When you design a learning activity how do you take into account diversity? Could you describe one learning situation in which you did not take into account diversity in planning? How did you solved the situation?
I always strive to design lessons that are accessible to all students, regardless of their abilities or needs. For example, when teaching about plant structures or systems, I use a variety of methods to cater to different learning styles: For visual learners: I include pictures, models, or 3D-printed objects. For auditory learners: I provide explanations and use interactive Q&A sessions. For kinesthetic learners: I design hands-on activities, like assembling system parts into a model. An Example Where I Did Not Take Diversity Into Account During one class, I organized a practical activity where students were required to use a microscope to examine cell structures. However, after the lesson, I realized I had not considered that some students lacked experience using microscopes, while others had difficulty understanding the text-based instructions I provided beforehand.
How I Solved the Situation After identifying the issue, I made several changes:
I conducted a demonstration lesson on how to use a microscope effectively. I supplemented the text materials with visuals and short videos that explained cell structures in a simple and engaging way. I organized group work so that students could collaborate and support each other by sharing their knowledge and skills. **What aspects would you need to take into consideration if you have kids with a) learning disabilities, b) physical disabilities, c)emotional disabilities when preparing your DF activities
*For Kids With Learning Disabilities:
Simplify Instructions: Provide clear, step-by-step instructions using visuals, icons, or videos to make the tasks easier to follow. Chunk Information: Break down complex activities into smaller, manageable steps to avoid overwhelming students. Provide Additional Support: Offer one-on-one guidance or peer support during activities. *For Kids With Physical Disabilities:
Adapt Equipment: Ensure the workspace and tools are accessible, such as using height-adjustable tables or large, easy-to-grip tools. Offer Assistive Technology: Provide devices like switches, joysticks, or alternative input methods for tasks involving computers or machinery. Modify Activities: Adjust tasks to match the students’ physical abilities, such as focusing on digital design if operating machines is challenging. Ensure Safety: Take extra precautions to ensure that safety measures are suitable for all participants. *For Kids With Emotional Disabilities:
Create a Supportive Environment: Foster a calm, positive, and non-judgmental atmosphere to make students feel safe and comfortable. Provide Clear Expectations: Clearly outline what will happen during the activity to reduce anxiety or uncertainty. Offer Breaks: Allow students to take breaks if they feel overwhelmed. Use Encouragement: Give positive reinforcement and acknowledge their efforts to build confidence and engagement. **How do you usually assess learning activities which involve digital fabrication? Which is your favourite method? What aspects do you think you can change in your assessment practices?
When assessing learning activities involving digital fabrication, I focus on the following aspects:
Process Assessment:
I evaluate how well students follow the steps of the activity, from design to final production. I look for their ability to use tools and software effectively, their problem-solving skills, and their collaboration with peers. I consider the quality and functionality of the final product, but I also take into account the effort and learning process. Reflection:I encourage students to reflect on their learning experience by asking questions What did they learn? What challenges did they face, and how did they overcome them? What would they do differently next time?
My favorite method is a combination of peer evaluation and self-reflection. After completing the activity, students present their work to the class, explaining their process and results. Their peers give constructive feedback, and students also assess their own performance. This method not only promotes critical thinking but also fosters collaboration and learning from others. Some aspects Tracking Long-Term Growth: Developing a system to monitor students’ progress over multiple digital fabrication activities to measure their growth in skills and creativity over time. Encouraging Collaboration: Adding group-based assessment criteria to better evaluate teamwork and collaborative problem-solving. **What could be the challenges when integrating programming in your classes?
Not all schools or classrooms have access to enough computers, reliable internet, or the required software for programming. Outdated or limited hardware can also make it difficult for students to fully engage in programming activities. Students often have varying levels of prior experience and confidence with technology. Integrating programming into the curriculum requires dedicated time, which can be difficult to allocate alongside existing subjects and learning goals. Keeping all students engaged in programming activities can be a challenge, especially if they don’t see immediate relevance to their interests or future goals.