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Scratch 3.0

Scratch, the coding platform developed by MIT, is an excellent tool for supporting Collaborative Learning in the classroom. With Scratch, students can collaborate on coding projects by sharing and remixing each other's work. They can work together to solve problems, exchange ideas, and provide feedback on each other's code. Collaborative Learning in Scratch encourages students to communicate, negotiate, and work as a team, fostering important skills such as teamwork, communication, and critical thinking. By collaborating in Scratch, students not only learn coding concepts but also develop essential 21st-century skills that are crucial for success in a collaborative and technology-driven world.

BCE Due Diligence Rating

Medium Risk - Mitigation Strategies Required

Year Level Suitability Rating

Developmental Considerations

Potential Uses

Scratch can be used to enhance Collaborative Learning in the classroom. 

Image by Glenn Carstens-Peters

Collaborative Game Development

Students collaborate in Scratch to develop a game together. They can divide tasks such as designing characters, creating levels, and programming different game mechanics. By working collaboratively, students enhance their teamwork, communication, and problem-solving skills. This activity aligns with the Modification stage of the SAMR model as it significantly redesigns the task by allowing students to create a game collaboratively using coding.

Image by Sarath P Raj

Interactive Story Telling

Students collaborate in Scratch to create interactive stories. They can work together to write the narrative, design characters, and program interactive elements such as dialogue choices or branching storylines. By collaborating, students enhance their storytelling abilities, creativity, and collaboration skills. This activity aligns with the Augmentation stage of the SAMR model as it adds interactive elements to traditional storytelling, enhancing the learning experience.

Computer Programmers

Collaborative Coding

Students collaborate in Scratch to participate in coding challenges or competitions. They can work together to solve coding problems, share strategies, and provide feedback to each other. By collaborating, students enhance their coding skills, logical thinking, and teamwork. This activity aligns with the Augmentation stage of the SAMR model as it adds a competitive element to coding activities, enhancing student engagement and motivation.

Programmer in Server Room

Remixed Coding Projects

Students collaborate in Scratch by sharing and remixing each other's projects. They can explore and modify existing projects, add their own ideas, and share their creations with the Scratch community. By collaborating, students learn from each other, gain inspiration, and develop their creativity and problem-solving skills. This activity aligns with the Modification stage of the SAMR model as it allows students to modify and build upon existing projects, transforming the learning experience and fostering a sense of community.

Road to Monument Valley

Simulations and Models

Students collaborate in Scratch to create simulations or models of real-world phenomena. They can work together to design and program interactive simulations that demonstrate scientific concepts, mathematical principles, or social scenarios. By collaborating, students deepen their understanding of the subject matter, critical thinking, and problem-solving skills. This activity aligns with the Redefinition stage of the SAMR model as it transforms the learning experience by allowing students to create dynamic and interactive simulations using coding.

Image by Camylla Battani

Interactive Quiz

Students collaborate in Scratch to create an interactive quiz game. They can work together to design the quiz questions, program the game mechanics, and create visual elements such as buttons and animations. By collaborating, students enhance their knowledge of the subject matter, critical thinking, and teamwork skills. This activity aligns with the Augmentation stage of the SAMR model as it adds interactivity and engagement to traditional quizzes, transforming them into interactive game-based learning experiences.

PHYSICAL

COGNITIVE

SENSORY

SOCIAL/EMOTIONAL

Accessibility Features

Keyboard Controls: Scratch allows users to navigate and interact with the platform using keyboard controls, providing an alternative input method for students with physical disabilities

 

Customizable Blocks: Scratch allows users to create custom blocks with simplified or alternative commands, making it easier for students with physical disabilities to engage in coding activities.

Visual Block Programming: Scratch uses a visual block-based programming language, which reduces the cognitive load associated with traditional text-based coding, making it more accessible for students with cognitive disabilities.

 

Simplified Interface: Scratch provides a user-friendly and intuitive interface with clear icons and labels, simplifying the navigation and reducing cognitive barriers for students with cognitive disabilities.

Closed Captioning: Scratch offers closed captioning for video tutorials and resources, providing support for students with hearing impairments.

Visual and Audio Cues: Scratch uses visual and audio cues to provide feedback and notifications, ensuring that students with sensory disabilities can access important information through multiple modalities.

Private Mode: Scratch offers a private mode that allows students to work on projects without sharing them publicly, providing a sense of privacy and reducing anxiety related to sharing work with others.

Personalized Projects: Scratch allows students to create projects that reflect their interests and personal experiences, providing a means of self-expression and boosting self-confidence.

Making Functional Adjustments

PHYSICAL ADJUSTMENTS

  • Alternative Input Methods: Teachers can explore alternative input methods for students with physical disabilities, such as using adaptive devices or assistive technologies. This may include using switches, joysticks, or other accessible input devices to interact with Scratch projects.

  • Keyboard Controls: Scratch allows users to navigate and interact with projects using keyboard controls. Teachers can work with students to customize keyboard shortcuts or use accessibility features like sticky keys or slow keys to accommodate their specific physical needs.

  • Simplified Interface: Teachers can simplify the Scratch interface by customizing the layout, removing unnecessary elements, or creating custom blocks with simplified commands. This can help reduce cognitive and physical load for students with physical disabilities.

  • Collaborative Projects: Teachers can encourage collaborative projects in Scratch, where students with physical disabilities can work together with their peers. This promotes teamwork, inclusivity, and allows students to contribute their unique skills and strengths to the project.

  • Adaptive Project Design: Teachers can design Scratch projects with consideration for students with physical disabilities. This may involve creating projects that require less precise mouse movements or providing alternative ways to interact with the project, such as using voice commands or gestures.

SENSORY ADJUSTMENTS

  • Visual Adjustments: Teachers can modify the visual aspects of Scratch projects to accommodate students with visual impairments. This may include using high contrast colors, larger fonts, or providing alternative text descriptions for images.

  • Audio Adjustments: Teachers can provide audio cues or descriptions within Scratch projects to support students with hearing impairments. This can involve adding sound effects, providing audio instructions, or incorporating closed captioning for video content.

  • Alternative Input Methods: Teachers can explore alternative input methods for students with sensory disabilities. This may involve using adaptive devices or assistive technologies to interact with Scratch projects, such as switches, touchscreens, or voice commands.

  • Tactile Feedback: Teachers can incorporate tactile elements into Scratch projects to support students with sensory disabilities. This can include using tactile materials or objects that students can touch or manipulate to enhance their engagement and understanding.

  • Multimodal Feedback: Teachers can provide feedback in multiple modalities to accommodate different sensory needs. This may involve combining visual, auditory, and tactile feedback to ensure that students with sensory disabilities can access and understand the feedback provided.

COGNITIVE ADJUSTMENTS

  • Simplified Instructions: Teachers can provide simplified instructions for Scratch projects, breaking down complex tasks into smaller, more manageable steps. Using clear and concise language, visual cues, and simplified prompts can help students with cognitive disabilities understand and follow along.

  • Visual Supports: Teachers can incorporate visual supports within Scratch projects to aid comprehension. This can include using images, icons, or color-coding to represent different concepts or actions, making it easier for students with cognitive disabilities to understand and navigate the project.

  • Customized Blocks: Teachers can create custom blocks in Scratch with simplified or modified commands. By reducing the complexity of the programming language, students with cognitive disabilities can engage with Scratch projects more effectively.

  • Chunking of Information: Teachers can break down complex tasks or concepts into smaller, more manageable chunks. By presenting information in bite-sized portions, students with cognitive disabilities can process and understand the content more easily.

  • Visual Feedback and Reinforcement: Teachers can incorporate visual feedback and reinforcement within Scratch projects to provide immediate feedback and positive reinforcement. This can include using visual cues, animations, or sounds to indicate correct responses or progress, helping students with cognitive disabilities stay motivated and engaged.

SOCIAL/EMOTIONAL ADJUSTMENTS

  • Personalized Projects: Teachers can provide opportunities for students with social/emotional disabilities to create personalized projects that reflect their interests and experiences. This allows students to express themselves and engage in meaningful and relevant coding activities.

  • Collaborative Projects: Teachers can encourage collaborative projects in Scratch, where students with social/emotional disabilities can work together with their peers. This promotes teamwork, social interaction, and provides opportunities for students to develop social skills and build positive relationships.

  • Private Mode: Scratch offers a private mode that allows students to work on projects without sharing them publicly. This can help reduce anxiety and provide a sense of privacy for students with social/emotional disabilities who may feel uncomfortable sharing their work with others.

  • Emotional Expression: Scratch provides a platform for students to express their emotions and experiences through coding. Teachers can encourage students with social/emotional disabilities to create projects that reflect their feelings, thoughts, or personal narratives, fostering self-expression and emotional well-being.

Support for Universal Design for Learning

Multiple Means of Engagement

Scratch promotes multiple means of engagement by offering a creative and interactive platform for students to collaborate and learn. Students can engage in collaborative coding projects, share their work with others, and receive feedback and support from their peers. The Scratch community provides opportunities for students to connect, collaborate, and showcase their projects, fostering a sense of belonging and motivation.

Multiple Means of Representation

Scratch provides multiple means of representation by allowing students to visually represent their ideas through coding blocks, sprites, and backgrounds. Students can also incorporate multimedia elements such as images, sounds, and videos into their projects, enhancing their ability to express and communicate their ideas collaboratively.

Multiple Means of Expression

Scratch supports multiple means of action and expression by providing a visual and intuitive coding interface. Students can collaborate by sharing and remixing each other's projects, allowing them to build upon existing code and contribute their own ideas. They can also work together to solve coding challenges, create interactive stories, games, simulations, and more, fostering collaboration, creativity, and problem-solving skills.

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