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Learn to code; Code to Learn with MIT's Scratch
The document outlines how Scratch, a programming language developed by MIT, supports STEM education by integrating coding, creative computing, and computational thinking concepts for students. It details various computational concepts and practices, enhances collaborative learning, and aligns with Next Generation Science Standards (NGSS) to promote meaningful learning experiences. The need for engaging STEM education is emphasized, particularly in light of declining participation in AP computer science classes and high demand for computing-related jobs.
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Learn to code; Code to Learn with MIT's Scratch
- 1. Scratch dovetails easilyinto NGSS Learn to Code; Code to Learn Greg Beutler – Director of TechsCool.org
- 2. What Can Learningto Code Do for Students? •Learn mathematical and computational ideas •Learn process of design •21st Century learning skills -analyzing -collaborating -communicating clearly -logical thinking •In a meaningful and motivating context 7/27/2014 Stem_prinicipal_pitch_v2.ppt
- 3. Computing Perspectives ForStudents Perspective Description Expressing Realizing that computation is a medium of creation “I can create.” Connecting Recognizing the power of creating with and for others “I can do different things when I have access to others.” feeling empowered to ask questions about the world Questioning “I can (use computation to) ask questions to make sense of (computational things in) the world.” 7/27/2014
- 4. C++ code ScratchCode 7/27/2014
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- 6. 7/27/2014 How does ScratchSupport STEM? • Scratch language supplies a myriad of learning tools to teach coding and creative computing. • Covers all major coding concepts • Creative Computing – supports the development of personal connections to computing by drawing upon creativity, imagination, and interests.
- 7. 7/27/2014 How does ScratchSupport Computational Learning? • Students explore games by creating projects that define goals and rules. • Students learn computational concepts of conditionals, operators, and data • Students learn computational practices of testing and debugging code are highlighted.
- 8. 7/27/2014 How does ScratchSupport STEAM? •Students explore the arts by creating projects that include elements of music, design, drawing, and dance. •The computational concepts of sequence and loops and the computational practices of being iterative and incremental are highlighted.
- 9. “Along with thetraditional thinking skills, it is now essential to add: Many media, creating, making connections, approaching a subject sideways, or solving a problem from the inside out– in other words, the kind of thinking fluent enough to come up with the innovations the future will demand” -Marcus & Monday 2009 http://www.newworldkids.org/authors/ Collaboration with peers using research, critical review, creating and presenting prepares students for a future of innovation and creativity 7/27/2014 Collaboration is Essential
- 10. Scratch by MIT IntroductionStudents are introduced to creative computing and Scratch, through sample projects and hands-on experiences. Arts Students explore the arts by creating projects that include elements of music, design, drawing, and dance. The computational concepts of sequence and loops, and the computational practices of being iterative and incremental are highlighted. Stories Students explore storytelling by creating projects that include characters, scenes, and narratives. The computational concepts of parallelism and events and the computational practices of reusing and remixing are highlighted. Games Students explore games by creating projects that define goals and rules. The computational concepts of conditionals, operators, and data, and the computational practices of testing and debugging are highlighted. 7/27/2014
- 11. Computational Concepts 7/27/2014 Concept Description sequenceidentifying a series of steps for a task loops running the same sequence multiple times parallelism making things happen at the same time events one thing causing another thing to happen conditionals making decisions based on conditions operators support for mathematical and logical expressions data storing, retrieving, and updating values
- 12. 7/27/2014 Computational Practices Practice Description beingiterative and incremental developing a little bit, then trying it out, then developing some more testing and debugging making sure that things work – and finding and fixing mistakes reusing and remixing making something by building on what others – or you – have done abstracting and modularizing building something large by putting together collections of smaller parts
- 13. 7/27/2014 Computational Perspectives Perspective Description expressing realizingthat computation is a medium of creation “I can create.” connecting recognizing the power of creating with and for others “I can do different things when I have access to others.” questioning feeling empowered to ask questions about the world “I can (use computation to) ask questions to make sense of (computational things in) the world.”
- 14. Computational Components inScratch 7/27/2014 Variable Loop Random number Conditionals
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- 16. The standards emphasizeunderstanding of concepts hands-on practices such as: •defining problems •asking questions •designing investigations •analyzing data •using evidence to draw conclusions Next Generation Science Standards for Today’s Students Scratch dovetails easily into NGSS 7/27/2014
- 17. MIT’s Scratch supports ProposedNGSS Standards for 5,6,7,8th Grades ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 7/27/2014
- 18. 7/27/2014 NGSS using Scratch CCSS.MATH.CONTENT 5.G.B.4 Geometry Glidewith cat on X Glide with cat on Y http://scratch.mit.edu/ projects/21016789/#edi tor Graph points on the coordinate plane to solve real-world and mathematical problems. CCSS.MATH.CONTENT.5.G.A.1 Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond
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- 20. 7/27/2014 • Like trainingwheels computer scaffolding enables learners to do more advanced activities and to engage in more advanced thinking and problem solving than they could without such help. (NRC, 2000, p.214) • One of the best ways to introduce Scratch is to give students a set of fun challenges that scaffold their learning of basic concepts and skills. • According to (Alber,2011) "Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk" (par. 2). 7/27/2014 Stem_prinicipal_pitch_v2.ppt Scaffolding
- 21. 7/27/2014 • Start withan interesting and appropriate level Scratch game, animation or project and break it up into chunks(challenges or explorations). • Provide support (teacher does student watches/helps) and a challenge (student does teacher watches/helps) for each chunk. • Create objectives for each chunk. • Challenges can be completed individually, in pairs or groups. 7/27/2014 Stem_prinicipal_pitch_v2.ppt Scaffold learning with Scratch:
- 22. 7/27/2014 7/27/2014 Stem_prinicipal_pitch_v2.ppt Dodge ballGame and Scaffolding • Each challenge should be designed to introduce a new skill or concept. • Challenges should be sequenced from easy to more difficult in a way where they build on each other to complete a project (game, animation, story, etc.). • Challenges don't always necessarily need to be done in order. • Solutions to challenges may differ. We can break the dodge ball game up into 8 learning chunks: screen position, direction, movement, random movement, following the mouse cursor, sensing, broadcasting, and broadcasting in action.
- 23. Dodge ball onScratch 7/27/2014
- 24. 7/27/2014 Stem_prinicipal_pitch_v2.ppt Dodge ball Gameand Scaffolding • Scratch Code• Screen Position • Provide support by introducing the following: position on the screen, position variables, • XY coordinate system, and directed numbers.
- 25. 7/27/2014 Stem_prinicipal_pitch_v2.ppt Dodge ball Gameand Scaffolding • Direction • Challenge • Get the ball to say its screen address(position) using the following blocks: • Provide support by introducing the following: sprite direction
- 26. 7/27/2014 Stem_prinicipal_pitch_v2.ppt Dodge ball Gameand Scaffolding • Movement • Challenge • Get a ball to start at the middle top of the screen and fall to the bottom, and then bounce back up again. Use these blocks:• Provide support by introducing the three motion blocks: go to, glide, and move.
- 27. 7/27/2014 Learning is High, whenengagement is high
- 28. Educational Concepts Reflecting: Designnotebook question Creating: About me Reflecting: Design Process 7/27/2014
- 29. Educational Concepts Reflecting: Designnotebook question 7/27/2014 • Create a game of yourself that you could represent through images or sound?
- 30. Educational Concepts Creating: AboutMe: 7/27/2014 • Introduce students to the concept of the interactive collage, a Scratch project that represents aspects of themselves through clickable sprites. • Optionally, show a couple of different interactive projects. • Give students 35 minutes to work on their projects, with the handout available to provide guidance for blocks to experiment with.
- 31. Educational Concepts Reflecting: DesignProcess • Invite 2 or 3 students to share their projects and encourage others to ask questions about their design process: – What was your inspiration? – How did you do that? – What did you get stuck on? – How did you get unstuck? – What are you most proud of? Why? – What might you want to do next? 7/27/2014
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- 34. STEM is criticalfor economic growth, innovation, and employment. Our future demands STEM! Did you know that the number of high schools offering AP computer science classes is down 35 percent since 2005? Did you know that-- The U.S. Department of Labor estimates that by 2020 there will be more than 1.4 million computing- related job openings? Did you know that--At current rates, however, only 30 percent of those jobs can be filled with U.S. computing bachelor's graduates? 7/27/2014
- 35. Thank You! 7/27/2014 Greg Beutler– Director of TechsCool.org Ph:(714) 309-3092 greg@techscool.org
Editor's Notes
- #5 Why start kids off with Scratch? It is accessible. C++ code is geared for College level students. Much more abstract, much more difficult. Scratch has all the computational basics and is much easier to grasp and can provided immediate feedback to the student that they have working or non-working code. The Scratch student is more prone to tinker. The scratch student can write code more readily and start coding at a 4th grade level. All of the concepts learned in Scratch is directly transferrable to more industry grade computing languages.
- #6 Scratch is a drag and drop coding environment which allows for problem-solving, collaboration and teaches computational thinking.
- #7 Scratch is a drag and drop coding environment which allows for problem-solving, collaboration and teaches computational thinking.
- #8 Scratch is a drag and drop coding environment which allows for problem-solving, collaboration and teaches computational thinking.
- #9 Scratch is a drag and drop coding environment which allows for problem-solving, collaboration and teaches computational thinking.
- #10 Scratch programming easily allows for a multitude of problem solving approaches. It helps grow critical thinking skills. Collaboration via the web or in the classroom with their peers helps prepare the students for innovation and creativity.
- #17 Scratch dovetails easily into NGSS
- #19 Dovetailing Scratch and NGSS helps make the assignment more fun and relevant. It gamifies the lesson. Driving the engagement deeper and the learning more satisfying and motivating.
- #20 Dovetailing Scratch and NGSS helps make the assignment more fun and relevant. It gamifies the lesson. Driving the engagement deeper and the learning more satisfying and motivating.