Journal 8

“Coding (and Consulting) Kid-style with Scratch”
by Dian Schaffhauser

Scratch is a unique program that enables kids to learn and expand on three types of proficiencies: “information and communication, thinking and problem-solving, and interpersonal and self-direction.” The name actually comes from a term used by disc-jockeys “who spin vinyl records to mix music clips together in creative ways.” Well, Scratch is similar in that its aim is for kids to be able to combine or mix different pictures, music, sounds and graphics.

Schaffhauser’s article discusses how Scratch was used to enhance fifth and sixth graders’ programming skills while helping five and six-year-olds with disabilities. Fifth and sixth graders from Expo Elementary conducted one-on-one interviews with five and six-year-old Kindergarten students at Bridge View Elementary. The two schools are located in the same school district. The difference is that the students attending the Bridge View class have severe disabilities. The Expo students learned a significant amount from the Bridge students about the different types of disabilities the students have, as well as the challenges they posed for the students in the classroom learning environment. It was uncomfortable for the mainstream kids to mingle with the disabled kids in the beginning. One Expo student states, “It was sort of awkward, because you didn’t really know how to interact with them…Then after a while you got more comfortable toward them.”

Once all of the interviews had been conducted, the fifth and sixth grade students were required to come up with different sorts of games that would entice the disabled students to get involved with learning. They wrote down all of their programming ideas, and devised plans on how their ideas could become realities. One of the challenges the students had to prepare for was the child’s disability and how the disability would affect the child when playing the game. Some of the kids have such severe mobility problems that they are only able maneuver special sensor boards or switches that have one button.

Finally, it was time for the students to share their new computer games with the five and six-year-olds. One student came up with a game for a boy that involved just one button. When the boy pushed it, there were a bunch of cars that drove on a street. When the boy let go of the button, all of the cars stopped. This game is designed to teach the student about the concept of cause and effect. Overall, the projects were a success. The kids thoroughly enjoyed playing the games designed just for them. Some games even had an audio function where the program creators recorded their voices, screaming “Yeah, Atasha” or “Good Job, Chi!” once the student hit a button. This was a big hit for the disabled kids. Some simply kept hitting the audio button over and over so that they could hear the praise and their name from the computer speakers.

Question 1: How would I use Scratch in my own classroom?

I really enjoyed learning about Scratch. I think I would definitely be able to incorporate the program into my classroom. Much like Inspiration, kids can design their own pages. In my fourth grade class, I would first introduce the Scratch program to my students and show them how it works. Then, I would share Schaffhauser’s article and hope it would tug at their hearts just a bit. I would then partner up my students in groups of two so that they could do their own experimentation with Scratch. I would encourage each group to discuss amongst themselves what sorts of games they feel would be most fun. Once they have completed their brainstorming efforts, they would be instructed to device a plan on how to carry out their ideas using the Scratch program. Kids could present their final products to the class; and, on one Friday afternoon, each group could play all of the games. This would be an excellent way to incorporate technology in the classroom, while making learning fun and efficient.

Question 2: What can kids learn from spending time with disabled students?

I think kids can learn a multitude of important concepts from kids with disabilities. As one of the students stated in the article, it can be a little awkward at first. In fact, I believe it may also be awkward for most adults to spend time with kids or other adults who may be physically or mentally handicapped. However, after spending quality time with the individual, as the Expo students did during their interviews, you really begin to learn about the person. Kids will realize that besides their handicaps, there is really nothing else different about them. They may learn that they enjoy the same sorts of hobbies, like watching TV, playing games, and hanging out with family and friends. I think if more people took the time and had the patience to spend time with people with disabilities, they may become more compassionate and understand the hardships that one must face in these tough circumstances. The kids in this article not only provided a great service to the disabled children, but they also learned about an important issue that is often overlooked or not mentioned very much in our lives. Disabled students want the same things as any other student. They want to learn, be well-liked, make lots of friends, and enjoy the simple things in life. The more students spend time with students with disabilities, the better off all kids will be because they will have reached out a loving hand and connected with a new friend.