Week 6

Assignments

Scratch Story

Process

Tools

• Laptop
• Scratch program

Reflection of the week

When I design a Digital Fabrication (DF) learning activity, I take diversity into account by considering students’ varying levels of technical experience, learning styles, language abilities, and social-emotional needs. Not all students come to DF with the same background knowledge or confidence using tools such as coding software, design programs, or fabrication equipment. To address this, I help plan activities that offer multiple entry points, clear step-by-step instructions, visual models, and opportunities for hands-on learning. I also support flexible grouping so students can collaborate in ways that play to their strengths, while ensuring that every student has an active role in the process. One learning situation where diversity was not fully considered involved a hologram activity using a cell phone, where students were asked to build a simple hologram projector and view digital content. The activity assumed that all students had the same level of understanding of the instructions and equal familiarity with using a cell phone for learning purposes. During the activity, it became clear that some students struggled with the fine motor skills required to assemble the hologram, others had difficulty following multi-step directions, and a few students were distracted or overwhelmed by the technology itself. To address this, I adapted the activity in the moment by providing step-by-step demonstrations, offering pre-cut materials for students who needed them, and working in small groups to guide students through each stage of the build. I also encouraged peer collaboration by assigning roles such as builder, checker, or observer, which allowed students to contribute in different ways. After reflecting on the experience, I recognized the importance of planning DF activities with built-in differentiation, including simplified instructions, visual guides, and alternative ways to engage with the learning outcome.

This experience reinforced my understanding that Digital Fabrication activities must be intentionally designed with diversity in mind. By anticipating a range of abilities and learning needs, DF projects—such as the hologram activity—can be inclusive, supportive, and empowering for all students, allowing them to explore technology and design in a meaningful way.

In my role as an Educational Assistant, it is essential to take into account the individual needs of students with different types of disabilities in order to support their learning, participation, and well-being.

a) Learning disabilities For students with learning disabilities, I consider the need for clear structure, explicit instructions, and differentiated support. This includes breaking tasks into smaller steps, using visual aids and graphic organizers, allowing extra time, and offering alternative ways for students to demonstrate their understanding (such as oral responses or hands-on activities). I also pay close attention to working memory, attention, and processing speed, and I provide consistent routines and positive feedback to help build confidence and independence.

b) Physical disabilities When supporting students with physical disabilities, I take into consideration accessibility, safety, and comfort within the classroom. This may involve ensuring that materials and technology are physically accessible, adapting tools or workspaces, and allowing flexible seating or movement options. I also collaborate with the teacher and other support staff to make sure students can participate fully in activities without unnecessary barriers, while encouraging independence and respecting students’ dignity.

c) Emotional disabilities For students with emotional disabilities, I focus on creating a supportive, predictable, and emotionally safe learning environment. This includes being attentive to triggers, providing clear expectations, and using calm, consistent communication. I support students in developing self-regulation skills by offering breaks, quiet spaces (calming corner), or check-ins when needed. Building trusting relationships is especially important, as is reinforcing positive behavior and helping students feel understood and valued as members of the classroom community. Overall, in all three cases, collaboration with the classroom teacher, specialists, and families is essential.

One of the main challenges is the wide range of students’ prior knowledge and comfort with technology. Some students have experience with coding or digital tools, while others are encountering programming for the first time. This can lead to differences in pace, frustration for some learners, and the need for significant scaffolding. Time is also a challenge, as programming tasks often require more time for trial and error, debugging, and exploration than traditional lessons. Additionally, managing equipment, software issues, and ensuring all students can safely and effectively use Fab Lab tools requires careful organization and adult support. Despite these challenges, there are many opportunities that make integrating programming highly valuable. Programming activities in the Fab Lab promote problem-solving, logical thinking, creativity, and perseverance. Students learn that making mistakes is part of the learning process, which helps build resilience and a growth mindset. These tasks also support collaboration, as students naturally work together to troubleshoot and share ideas. For many learners, especially those who may struggle in more traditional academic settings, hands-on programming and fabrication activities provide an engaging and meaningful way to demonstrate understanding. From my perspective as an Educational Assistant, the Fab Lab also offers opportunities to support diverse learners by providing differentiated roles within group work and individualized guidance. Programming can be adapted to different skill levels through the use of templates, guided challenges, or open-ended projects. Overall, while integrating programming in the Fab Lab requires thoughtful planning and support, it creates an inclusive, engaging learning environment that helps students develop essential skills for the future.