Week 7

Assignments

- Task 1: Build a simple interactive story / song using Scratch. You can use some of the tutorial examples as a starting point. Include in your learning diary the code and several screenshots of your application. You can even include a video. - Task 2 Answer the following reflection questions in your learning diary: Remember to include the code and pictures of the generated application in your learning diary. 1. 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? 2. What aspects would you need to take into consideration if you have kids with a) learning disabilities, b) physical disabilities, c) emotional disabilities 3. When preparing your DF activities? Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders? What are the challenges and opportunities of integrating programming in your classes?

Process

• Steps followed

Step 1

Since I had never created an interactive story before, I decided to use the application Scratch. I began by watching a few tutorials; however, I found that Scratch’s built-in tutorials were not as helpful or detailed as those for other tools such as Micro:bit. They felt brief and lacked the depth I needed to get started.

Step 2

To build my understanding, I turned to YouTube and watched additional videos that explained Scratch concepts more clearly and in greater detail.

https://www.youtube.com/watch?v=uv8mbL-MC58

Step 3

I chose to create a short animation of a band performing on stage. This required learning how to add a background, characters, and instruments—something that took some time to figure out. Once I set up the scene, I programmed the main singer to step forward when the project started, while the guitarist and drummer moved around the stage. I also created a simple “singing” animation for the vocalists.

Step 4

Next, I added background music. Instead of a single track, I programmed each instrument to play its own sound. All of the musical elements were set to begin at the start of the project so the band would perform together.

Step 5

In total, I spent around four hours experimenting with and exploring Scratch. To be honest, I did not find the platform very intuitive at first. However, I now have a basic understanding of how it works. I also have a clearer sense of how I could use Scratch in my Grade 8 design classroom—for example, for game design, storyboarding, and creating short animations or videos. Beyond technical skills, the platform also supports the development of soft skills such as problem-solving and creative thinking.

To watch the animation I created visit the following link

Reflection

1. Designing DF Learning Activities With Diversity in Mind

When designing a digital fabrication (DF) learning activity, I intentionally incorporate flexibility and choice to account for the diverse backgrounds, abilities, and learning styles present in the classroom. I typically offer students multiple pathways toward achieving the learning objectives—for example, by providing a variety of tools, materials, and software platforms. This allows students to work at their own pace, leverage their individual strengths, and explore unfamiliar tools if they wish to challenge themselves.

I also frequently integrate random prompts or creative constraints. These serve two purposes: they level the playing field by limiting over-reliance on one familiar tool, and they encourage students to think more creatively and divergently. Students are encouraged to design their own solutions rather than follow a prescribed model, which naturally leads to a wider diversity of final projects.

A situation in which I did not adequately consider diversity occurred when I assigned an activity that relied heavily on a single tool and a narrow approach. As a result, nearly all student outcomes looked the same, and the tool became a bottleneck—both creatively and logistically. Student projects became unintentionally uniform, and the lack of flexibility led to several “copy-cat” designs. To resolve this, I introduced randomized prompts and allowed students to approach the problem through different tools or materials. This immediately broadened the range of ideas and made the activity more inclusive and engaging.

1. Considerations for Students With Diverse Needs in DF Activities a) Learning Disabilities

For students with learning disabilities, it is essential to provide options that reduce cognitive load while still meeting the learning goals. This may involve selecting software that is more intuitive or visually accessible. For example, Tinkercad may be more manageable than Fusion 360 for 3D modeling, and Micro:bit may offer an easier entry point than Scratch or text-based coding platforms. Clear step-by-step instructions, visual aids, and scaffolded challenges also support these learners.

b) Physical Disabilities

Students with physical disabilities may require alternative modes of creating. Offering both digital and physical project pathways allows them to engage meaningfully in the process. For example, a student who cannot use hand tools safely could focus on digital design, simulation, or programming components of a project. Providing adaptive tools, adjustable workstations, or assistive technologies can further increase accessibility.

c) Emotional Disabilities

For students with emotional disabilities, a predictable structure, flexible pacing, and a supportive, low-pressure environment are essential. Clearly defined steps, opportunities for collaboration without forcing it, and the ability to take breaks can help regulate emotional load. Emphasizing the creative process instead of perfection reduces performance anxiety and fosters a sense of safety.

Overall, adapting DF activities for diverse learners requires thoughtful planning, multiple entry points, and an understanding that success can take many forms.

1. Readiness for a Change in Mindset & Support From Stakeholders

I believe my school—particularly our FabLab—is ready for a shift in mindset toward project-based, exploratory, and student-centered learning. Our FabLab lead, Alec, has been actively promoting these approaches throughout the school, and many teachers—including myself—have begun implementing his strategies in our own classrooms. This creates a growing culture of innovation and openness to change.

Support from stakeholders can be strengthened through ongoing collaboration, sharing successful student projects, and demonstrating the long-term value of creative problem-solving skills. Parents, administrators, and other teachers are more likely to buy into the approach when they see tangible evidence of student engagement and growth. Hosting showcases, documenting processes, and offering professional development sessions are all ways to build momentum.

1. Challenges and Opportunities of Integrating Programming

Integrating programming into the curriculum presents both challenges and opportunities. One significant challenge is student buy-in. Many students struggle to shift away from traditional grade-driven thinking, and it can be difficult for them to embrace open-ended creativity where the process matters more than the final product. Encouraging them to take risks, iterate, and learn from failure requires time, support, and culture change.

However, the opportunities are immense. Programming fosters computational thinking, problem-solving, and independence. Students learn to break down complex ideas, test hypotheses, and build solutions that are meaningful to them. It also creates natural connections between digital fabrication, engineering, art, and design—supporting the interdisciplinary spirit of the FabLab.

Tools

• Scratch
• Scratch tutorials: I found that the built-in Scratch tutorials were not particularly helpful, as they were quite brief and did not provide clear, step-by-step guidance. To gain a better understanding, I turned to YouTube, which offered far more detailed and accessible explanations for beginners. Here is one of the tutorials I found especially useful: https://www.youtube.com/watch?v=uv8mbL-MC58