Germany
Case Study - Creating Stories with ScratchJr in a 2nd Grade Inclusive Classroom
This case study explores how a 2nd-grade inclusive classroom used ScratchJr to create their own stories. The project allowed students of all abilities to engage in storytelling, coding, and creativity, fostering collaboration, problem-solving, and digital literacy skills in an accessible way.
Context
The project took place in a 2nd-grade inclusive classroom at a primary school, consisting of a diverse group of students with varying abilities. The classroom included students with special educational needs (SEN), such as ADHD, autism, and speech delays, alongside typically developing students. The school’s educational approach focuses on integrating technology to enhance learning and ensure inclusivity.
In this project, students used ScratchJr, a simplified programming language designed for younger children, to create their own interactive stories. The goal was to promote digital literacy while engaging students in creative storytelling, coding, and collaboration. The activity provided an opportunity for students to learn how to code, design characters, and animate their stories using the basic functions of ScratchJr. Teachers aimed to encourage all students, regardless of ability, to express themselves through technology and work together in a supportive environment.
Problem/Challenges
The project presented several challenges related to both the technology and the diverse learning needs of the students:
- Varied Skill Levels: Some students were new to coding and technology, while others had more experience. This created disparities in understanding how to navigate ScratchJr and apply coding concepts.
- Attention and Focus Issues: Some students, particularly those with ADHD, found it difficult to stay focused for extended periods, especially given the trial-and-error nature of coding.
- Communication and Expression Barriers: Students with speech or language delays had difficulty verbalizing their story ideas or following along with complex instructions.
- Differentiated Participation: Ensuring all students actively participated, particularly in group work, was a challenge. Some students were more dominant in group tasks, while others needed encouragement to contribute ideas and complete tasks.
- Time Constraints: Coding and story creation in ScratchJr can be time-consuming, especially for younger students. The limited time in the classroom made it difficult to complete the projects in one sitting.
Solutions
To address these challenges, several strategies and tools were implemented:
- Step-by-Step Instructions: The teacher broke down the coding process into simple, visual steps using ScratchJr’s intuitive interface. Clear, age-appropriate tutorials were used to guide students through basic coding concepts, such as moving characters, adding sound, and changing scenes. This helped students gradually build their skills and confidence.
- Peer Collaboration: Students worked in pairs or small groups to encourage collaboration and peer support. Stronger coders assisted peers who needed extra help, ensuring that all students could contribute to the project, regardless of their experience with technology.
- Differentiated Roles: Each student in the group was assigned a specific role based on their strengths. For example, students who had difficulty with fine motor skills were tasked with verbal storytelling or creating background elements, while others focused on coding or animation. This allowed all students to contribute meaningfully to the project.
- Visual and Tactile Supports: Visual aids and interactive storyboards were used to help students plan their stories before coding. For students with speech delays, using pictures, symbols, and simple prompts helped them express their ideas clearly.
- Short, Focused Sessions with Breaks: To accommodate students with shorter attention spans, the coding sessions were kept to manageable timeframes, with regular breaks. This helped keep students engaged and prevented frustration, especially for those who found it difficult to focus for long periods.
- Encouraging Creative Expression: Students were encouraged to think creatively about their stories and characters. They could choose their own settings, animations, and sounds, which helped make the project more engaging and meaningful for them.
- Use of the “Play” and “Test” Features: ScratchJr’s “play” and “test” buttons allowed students to see their code in action immediately. This hands-on feedback loop helped students learn through trial and error, while also allowing them to modify their projects easily.
- Peer Mentoring and Group Support: More experienced students in coding were paired with those who needed additional support, creating a peer-mentoring system that helped build teamwork and confidence.
- Celebrating the Finished Projects: At the end of the project, students were given an opportunity to share their story creations with the class. This not only provided a sense of accomplishment but also allowed students to practice their presentation skills in a supportive environment.
By using these strategies, all students, regardless of their ability level, were able to engage with the ScratchJr project. The activity helped foster creativity, collaboration, and digital literacy while providing students with opportunities to build problem-solving skills and self-expression. Through their stories, students were able to experience the power of storytelling and technology in an inclusive and supportive learning environment.
