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Week 7

Assignments

  • [ ] Task 1: Build a simple interactive story / song using Scratch. You can use some of the tutorial examples as starting point.
  • [ ] Task 2:Design and implement a simple game or quizz using block programming language. It is recommended that the quizz/game can be used in the classroom

Process

1.Register the scratch webside and start to “Creat a Project”. 2. Watch the tutorials and try to make up a story during the time. 3. Try each function by the left side and choose a story scene and characters. 4. I am thinking about a story happen in the forest. In the forest, a honey-loving brown bear met an adorable little dinosaur. The brown bear shared his strawberry honey with the little dinosaur, and the two became good friends. 5. Firstly I make the “Bear-walking”follow the below instruction. 6. Then “Dinosaur4”follow below instructions. 7. Lastly try to count how many seconds for “Jar”to hide and show. 8. Combine all character to work together and make the story.

  • Challenges and solutions Throughout the process, I thought that simply issuing instructions would be enough to edit the story, but there were pauses in between, and the characters needed waiting time, which required giving more precise instructions. This included the angles of character movement, controlling the timing of when the other character speaks, and managing when items appear and disappear, all of which had to be controlled manually.

Reflection

-When you design a DF learning activity, how do you take into account diversity? * When designing my Scratch animation activity, I consider diversity by: Providing different levels of tasks.Allowing students to choose their own characters, stories, or themes.Using clear, simple instructions and visual examples. And giving extra time or help to those who need it. -Could you describe one learning situation in which you did not take into account diversity in planning? * One situation where I did not consider diversity is that I gave the same complicated task to everyone. Some students found it too difficult and became frustrated. -How did you solve the situation? * I changed the activity into three levels: easy, medium, and hard. Students could choose their own level, and everyone could succeed at their own pace. -What aspects would you need to take into consideration if you have kids with * a) learning disabilities, Use very simple, step-by-step instructions;Break the Scratch project into small, short tasks;Repeat explanations and use visual examples;Allow extra time and encouragement. b) physical disabilities, Use larger icons or screen magnification if needed;Allow extra time for using the mouse or keyboard;Help with dragging code blocks if necessary;Let students work with a partner. c) emotional disabilities Keep the activity fun and low-pressure;Avoid strict time limits;Praise effort, not just perfect results;Let students take breaks and work calmly.

-Do you think your school is ready to a change in mindset? Why? How can you get support from other stakeholders? * I believe my school is gradually ready for a mindset change. More teachers are using technology like Scratch and digital tools, and students enjoy creative, hands-on learning. To get support: I can share successful student projects with other teachers;Work together with colleagues on small activities;Show how DF and programming help students learn better;Ask the school leaders for training or resources. -What are the challenges and opportunities of integrating programming in your classes? * Challenges:Some students have no coding experience;Managing time for both teaching and creating;Some students get stuck with code blocks;Not all students have the same computer skills. * Opportunities:Students become more creative and confident;They learn logical thinking and problem-solving;Programming makes lessons more fun and interactive;Students can show their ideas through animations and stories.

Tools

  • https://scratch.mit.edu/
  • https://scratch.mit.edu/studios/50801493/