Onwards to Hopscotch

This week we started by revisiting the way students solved the fifth challenge step using Scratch Jnr ... and, in particular, the number of steps required by most to solve the problem. We talked specifically about the looping function and how that might be used to make the programming steps both neater to read and more efficient. On that note, we headed on into the world of Hopscotch.

In the PC Magazine review, published in June 2014, the author explains that Hopscotch teaches kids how to program using open-ended tools that allow them to think like programmers without understanding the syntax of the process.

We started by playing with some basic steps to develop our understanding of how the blocks are used to manipulate a character.

Our first step (rule) was to select the character Jodi and make her grow by 110% when tapped.

Next, we made her change her pose when the iPad was tapped.

Our last step (rule) made her shrink every time the iPad detected a loud noise. This was the one that caused the most excitement and laughter, as Jodi shrank so much she disappeared from some  iPads.

This is Jodi after she'd grown and changed her pose by moving her arms.

Whilst some of the students were quick to make the connection with what they'd learned about blocks last week, using Scratch Jnr, others needed help from their peers to create the rules in Hopscotch.



Next week we will explore Hopscotch further. In the meantime, students are encouraged to watch the You Tube video "Your First Hopscotch Project", one of a series of videos posted by Hopscotch Programming for Kids.

This will be our starting point for the next stage of our coding journey.