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M2 Week 3

Assignments

Design and implement a simple game or quiz using a block programming language. It is recommended that the quiz/game can be used in the classroom. Include in your learning diary the code and several screenshots of your application. You can even include a video. Include also the programming platform.

  • I worked on creating and designing a simple interactive quiz in Scratch using block-based programming. The project presents three multiple-choice questions about Vincent van Gogh, using sprites, variables, costumes, and broadcast messages to manage questions, answers, and feedback.

Process

  • First I planned the quiz structure, defined the topic (Vincent van Gogh), the number of questions, and the correct answers.

  • Then I created sprites and visuals, choose a design for the main character sprite and three answer button sprites, each with multiple costumes to display different answer options.

  • Next I set up variables, created variables to track the current question, the selected answer, and the score.

  • After that, I used costume changes to display options, Linked each question number to a different costume so the answer buttons updated automatically as the quiz progressed.

  • Then, controlled the quiz flow with events I used broadcast messages to move between questions, check answers, and trigger feedback.

  • Finally I added feedback and completion logic through the displaying of fun facts and images after correct answers and ended the quiz once all questions were completed.

Reflection

  • When you design a DF 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 solve the situation?

As an art teacher, designing a DF learning activity means planning projects that are flexible and open-ended. I try to allow multiple materials, techniques, and ways for students to express their ideas. I also like to provide visual examples, step-by-step demonstrations, and depending on the case, different levels of challenge so all students can participate according to their abilities and interests.

In previous situations I’ve had some students that can’t work with certain material because they don’t like and can’t stand the texture, for example clay; and we changed the material for plasticine and I provided some tools for the student to have minimal contact with the material but still be able to perform the task.

  • 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 in our art activities, I focus on clear instructions, visual references, repetition, and breaking tasks into smaller steps. For students with physical disabilities, I make sure tools and spaces are accessible, adapt materials when necessary, the idea is to allow all students to participate meaningfully and collaborately. For students with emotional disabilities I like to prioritize a safe, predictable environment by working on routines using resources like Do now activities, exit tickets, step by step instructions and when possible I give students choices in materials and outcomes always trying to remain flexible and supportive.

  • Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders?

I do think my school is gradually becoming more open to change, especially because innovation is connected to student engagement and their learning outcomes. Change requires updating and being up to date about different technologies and teaching techniques and I believe the school I work with is gradually progressing toward achieving those aspects.

  • What are the challenges and opportunities of integrating programming in your classes?

Some challenges that might be present are: limited time, technical difficulties, and the initial learning curve for both students and teachers. For example for me as an art teacher with no experience or knowledge for programming this is more challenging and requires more time for me to prepare activities related to it. But I also think it offers strong opportunities by expanding artistic expression through interactive and digital art, encouraging problem-solving and experimentation which is very important to create something innovative and artistry.

Finally I must admit that I am an absolute beginner on this matter, working on the task was quite an adventure and it was very challenging for me, sometimes I got frustrated so I had to stop and revisit later in order to achieve the goal without letting the frustration kick in, I used tutorials to be guided on what to do, and I also used AI to solve some bugs and errors in my coding. I have used platforms with automated quizzes and now I realize all the work behind the programming of those quizes, it made me admire all people who work on this and make this tools available and approachable for everyone in the education field.

Tools

  • Scratch
  • AI to solve bugs and errors in coding