Select any three of the learning principles and discuss in detail (with specific examples from Scratch School Placement if possible) how the use of Scratch has served/failed to support your chosen principles?
‘Collaborative Learning should feature in the learning progress.’
Undoubtedly, the software Scratch can foster and indeed promote collaboration within the classroom. This was evident from our first week on placement, as the pupils in our class had to work in pairs while learning the art of computer programming. Both pair and group work can be problematic for the student teacher as pupils’ noise levels can rise during the interaction and subsequently they can become lost in the task. Surprisingly, however, the children maintained their focus and Scratch appeared to fuel their desire for learning while developing their ability to work in collaborative situations.
The 5th class children at Donoughmore National School have become effective collaborative learners, as the challenges we have designed develop some of the following skills:
- Communication
- Co-operation
- Listening
In terms of communication, the children must discuss the challenges with their partner and compromise with regard to certain elements e.g. designing the sprite, backgrounds, selecting music etc. This fundamentally enhances their ability as a team member as they must respect the opinions expressed by others. To develop this skill further, we have used questioning throughout and allowed the children to model how they created particular scripts. The aim of this is to illustrate to the class how collaboration can result in attaining goals and also allow the children to articulate their own response to certain scripts and develop their ‘Oral Language as they talk and discuss the possible outcomes of their programme.’ (ICT in the Primary School p.96)
Co-operation is essential in both pair and team based tasks. In terms of Scratch, the children must take turns and share control of the computer. An aspect which I have noticed over recent weeks is the children’s desire to uncover what their partner thinks of their ideas – ‘What do you think of this costume? How could I make the sprite move over here? What way would you do it?’ It is evident that the children recognise the benefits of collaborative learning as the opinions and suggestions of others can enhance their project. Each week, we provide the pupils’ with an experimentation period in which they look at their classmates work and make recomendations through the SAM strategy.
The children are placed in pairs, allowing the more able child with an extensive knowledge and understanding of Scratch, to support their weaker counterpart to reach a shared learning goal. This idea of scaffolding the learning is indicative of a collaborative approach and the benefits are evident to both the principal and teacher as they believe levels of participation and productivity have significantly increased.
‘Higher Order Thinking and Problem Solving Skills should be developed.’
Scratch is an education outlet in which children can develop and heighten their ability to engage in higher order thinking and problem solving skills. After carrying out extensive research Mc Coy found that children ‘who have programming experience score higher on measures of geometry knowledge and problem solving.’ (Using Technology in the Classroom – Bitter & Pierson) In reference to last week’s lesson, the children solved some of the following questions indicating the nature of their thinking:
Which axis will I use in order to make the sprite use left and right or up and down?
Why will I add a minus before the 10?
What is a quarter, half, third of a second?
Is that a line of latitude of longitude?
Is the sprite moving in a clockwise of anticlockwise direction?
In order to develop this form of thinking, questioning is key to provoke the children into thought. The curriculum outlines that ‘facilitating the development of higher order thinking skills can be achieved by modelling ‘What If…’ processes.’ (ICT in the Primary School) Engaging the children in challenges and allowing them to develop their own solutions promotes high-order thinking. Also, by showing the pupils an example of work and hiding the script we can encourage them to collaborate with their partner and apply their existing knowledge to arrive at the answer.
It is outlined in the curriculum that ICT develops ‘higher order thinking skills, including problem solving, investigating, evaluating and analysing, critical and creative thinking and communication skills’ . (ICT in the primary Schools p.17) These skills are fostered across the curriculum and promoted and further developed through Scratch making it a revolutional tool for the teacher and their class.
‘Learning is most effective when it is integrated.’
Scratch is like a puzzle which pieces together all curricular areas into one programme.
After a significant period of working with the software of Scratch, I recognise the role it plays in learning as it can reinforce, reiterate and enhance the learning across all curricular areas. This was evident from the outset even by simply looking at the module descriptor:
After the class teacher saw our first lesson, she decided to explore the strand of Data to reinforce the concepts of the x and y axis and also look at map work in relation to geography as we dealt with lines of latitude and longitude and the language of location. Consequently, through the medium of Scratch, their interpretation and understanding of the above areas was significantly enhanced. Scratch can enter into all curricular facets and to illustrate the value and importance of an integrated approach to learning, I searched the website – www.scratch.mit.edu for a range of projects which correlate to particular subjects at the various levels:
English: The Story/Game of Little Red Writing Hood – http://scratch.mit.edu/projects/afropickles/3091355
Irish: Is cluiche teanga é agus cuirtear béim ar an t-ainm briathar – http://scratch.mit.edu/projects/summer12mayo/2655279
Maths: A counting game – http://scratch.mit.edu/projects/Ms_I/1334857
History: A quiz which tests the children’s knowledge on Ancient Egypt – http://scratch.mit.edu/projects/alexander71343/3023046
Geography: A project which looks at the climate in America – http://scratch.mit.edu/projects/nature9/3009048
Science: An animation which looks at the area of forces/pressure – http://scratch.mit.edu/projects/sennajnuet/1771209
Music: A project which looks the piano and the various keys associated with it – http://scratch.mit.edu/projects/StarlightDragon/2935457
Physical Education: This project looks at Hip Hop dancing – http://scratch.mit.edu/projects/blfender/2940452
SPHE: ‘The Friendship Story’ – http://scratch.mit.edu/projects/keepcool3/158980
Religion: The Story of Creation –http://scratch.mit.edu/projects/dsdude10/42830
Art: In all projects a sense of creativity is expressed through designing sprites/backgrounds/costumes etc. Evidently, ‘gains in non-academic areas such as creativity and self concept’ are associated with the programme of Scratch. ( Using Technology in the Classroom)
After spending three weeks teaching Scratch, I recognise that providing a suitable context for their project work is key and by creating links with other areas in the curriculum we are providing a place where the children can articulate their knowledge with regard to a particular area through Scratch e.g. create a quiz for their class, animate a story in history, design a maths game etc. As outlined by Loveless ‘Effective learning takes place in a context which has interest, relevance and purpose.’ (The Role of ICT, 2003) In my opinion Scratch is a prime example of this context.
Bibliography:
ICT in the Primary School Curriculum
The Role of ICT – Avril Loveless
Using Technology in the Classroom – Bitter & Pierson
Aoife Clancy: ICT for Teaching & Learning 