2. Week 02¶

This week I wrote and programmed a story using Scratch, where I created a simple animation of a robot moving through different scenes and interacting with another character and object. I had to code each part to happen in the right order so the story made sense, even if it wasn’t super exciting. It was more about figuring out how to make everything work together using Scratch’s tools, like motion, events, and blocks. It ended up being a good exercise in basic storytelling and sequencing as well as learning the Agile process of software development where I had to constantly go back and make edits or changes.

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?¶

When designing this activity, I focused on keeping instructions simple and visuals clear so it could be accessible to all learning levels. Students had the freedom to design their own mazes or remix mine, which encouraged creativity across cultures and perspectives. In a past activity, I didn’t think enough about learning pace and some students fell behind. I’ve since started adding optional challenges for fast-finishers and peer support for those who need it.

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 learning disabilities, I try my best to break tasks into clear and more manageable steps. The student might need additional guidance and I’ll assign an assistant to help them. I also find that encouraging teamwork presents other students the opportunity to step in and help their fellow classmate. I have not yet had a student with physical disabilities. For emotional disabilities, I check in one-on-one and offer encouragement when I notice they may be struggling with an activity.

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?¶

I usually assess these activities through observation, student reflections, and final game demonstrations. My favorite method is having students explain their thinking and show their code, because it reveals both their logic and creativity. I’d like to improve by using rubrics that better capture soft skills like persistence and collaboration.

What could be the challenges when integrating programming in your classes?¶

Integrating programming can require a learning curve, particularly because students often have varied skill levels. However, programs such as Scratch and Scratch Jr helps mitigate those difficulties because it’s visual. Limited time is another issue I often encounter whenever my class lessons involve programming as I have an hour per class per week. Saving work often has been instrumental in building upon their work.

Example links¶

Code Example¶

Use the three backticks to separate code.

// the setup function runs once when you press reset or power the board
void setup() {
  // initialize digital pin LED_BUILTIN as an output.
  pinMode(LED_BUILTIN, OUTPUT);
}

// the loop function runs over and over again forever
void loop() {
  digitalWrite(LED_BUILTIN, HIGH);   // turn the LED on (HIGH is the voltage level)
  delay(1000);                       // wait for a second
  digitalWrite(LED_BUILTIN, LOW);    // turn the LED off by making the voltage LOW
  delay(1000);                       // wait for a second
}