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Edtech Advocacy &
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Scratch Stories: Educators Share Their Experiences and Strategies

Listen and learn

Listen and learn : Panel


Monday, June 24, 10:30–11:30 am
Location: Terrace Ballroom II/III, Level 4 (near Posters)

Alexis Cobo   Lily Gabaree   Michelle G. Lee   Dr. Natalie Rusk   Jaleesa Trapp  
How can you engage all students in creating, collaborating and expressing themselves with Scratch? This session brings together educators to share stories about how they support student learning with the Scratch coding environment across grade levels and diverse subject areas, from language arts and history to engineering and computer science.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices not needed
Focus: Digital age teaching & learning
Topic: Computer science and computational thinking
Grade level: PK-12
Subject area: STEM/STEAM, Computer science
ISTE Standards: For Students:
Computational Thinker
  • Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Creative Communicator
  • Students create original works or responsibly repurpose or remix digital resources into new creations.
For Educators:
Facilitator
  • Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

Proposal summary

Purpose & objective

This session directly addresses questions that the Scratch Team at the MIT Media Lab has received from educators around the world asking for practical strategies to help them incorporate Scratch into their classroom practice. The sessions has three main objectives:

- Enable educators to ask questions and learn from experienced teachers who have engaged students from diverse backgrounds in creative communication and computational thinking with Scratch;

- Provide educators with concrete ideas for project-based learning with Scratch that have worked well across subject areas (e.g., students wrote historical fiction and then designed and code animations in Scratch);

- Provide a safe environment for asking questions and learning about ways to overcome challenges in introducing project-based learning with coding

Outline

(8 minutes) Overview: Introductions to the 3 educator panelists

(15 minutes) Project-based learning examples from each panelist

(12 minutes) Strategies for students' active learning, collaboration, and problem-solving with Scratch

(10 minutes) Stories of student outcomes

(15 minutes) Q&A using brainstorming techniques

Supporting research

This session builds on applied research on teacher education on use of Scratch to support creative and constructionist learning, including research by Karen Brennan (e.g., "ScratchEd: Developing support for educators as designers," 2012; "Beyond right or wrong: Challenges of including creative learning in the classroom," 2015). The ideas underlying this work are also discussed in Mitchel Resnick's book Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play (published in 2017 by MIT Press).

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Presenters

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Alexis Cobo, Pine Crest School
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Lily Gabaree, MIT Media Lab
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Michelle G. Lee, San Francisco Unified School District
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Dr. Natalie Rusk, MIT Media Lab
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Jaleesa Trapp, MIT Media Lab

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