Go SCRATCH!

Creating an interactive reusable learning object (iRLO) with SCRATCH was a major pain in the dupa!  Of all the assignments this semester, I have to be honest and say that this was my least favorite.  I just don’t know what to do with this at the grades I would like to teach. 

My first complaint was the software itself.  I understand that the majority of the programming was packaged into chunks and all I had to do was put the chunks together in the order I wanted them.  That sounded a lot easier than it turned out to be.  And, of course, I wanted to do certain things but could not find the right chunk to make it happen.  As I worked with the program, it did become somewhat easier, but I could not figure out how to get the sprites on the screen to do what I saw them doing in my head.  I suppose that there are limitations to all software and no one will completely do what I want it to do.  Getting close to what I envision will have to do until I learn to program everything for myself. 

Once I accepted the limitations and realized that my end product was not going to be exactly as I had envisioned, then things came together a bit more.  After looking at some of the examples and playing around with the program, I was able to figure out how to import my own pictures and even add my voice.  In the future, that may help me produce iRLOs that are more like what I see in my head.  (You should see what is in my head!)

My first iRLO was a bit off the mark as far as meeting the state standards and making it reusable.  I was so consumed with manipulating the program that I missed the mark as far as making the object age or grade appropriate or considering if the same student used it again, would he see the same or be asked something different.  For my revision, I started from SRATCH.  (Yes, bad pun intended.) My first attempt was simply a question and answer format with questions that were below grade level.  Also, if the same student used my object two times in a row, he would see the same questions.  I approached my revision with the same mind set as my IWB lesson.  I picked poetry because I could include some instruction with an example of what the end product would be, and then, the student would have opportunity to produce an original piece.  I felt the content was much more appropriate and if the student used the iRLO more than once, a new piece in that particular style could be produced each time.

I am sure that with more practice, I could master this tool, but again, I need to think hard about how to use it and make the activities grade appropriate, as well as useful.  Allowing students to use SCRATCH to produce their own iRLO may help solidify their understanding of the content and their projects may help others in the class who are struggling.