I – Towards the management of diversity in the classroom
I.1 – This handbook
I.2 – The DIVERSE project
I.3 – The current challenges
I.4 – Opening up the classroom
II – Drama in Education
II.1 – Introduction to the theory
II.2 – Description of the method
II.3 – Three lesson plans
II.4 – Some more tools
II.5 – Resources
III – Digital storytelling
III.1 – Introduction to theory
III.2 – Description of the method
III.2.1 – Aims of the method
III.2.2 – Application across the curriculum
III.2.3 – Resources and technology requirements
III.2.4 – Creating characters (sprites) and backgrounds (backdrops)
III.2.5 – Moving the characters
III.2.6 – Creating a dialogue between two characters
III.2.7 – Creating a story (a sequence of scenes)
III.2.8 – Possible issues
III.2.9 – Making the story collaborative
III.2.10 – Organization. Different collaborative options
III.3 – Three lesson plans
III.4 – Some more tools
III.5 – Resources
IV – Folktales
IV.1 – Introduction to theory
IV.2 – Description of the method
IV.3 – Two lesson plans
IV.4 – Some more tools
IV.5 – Resources
V – References
III.2.1 - Aims of the method
Scratch can be used in both primary and secondary education, and there is also a version called Scratch Jr that is ideal for early childhood education or for children who cannot read yet.
Because it is translated into multiple languages, it can be used in schools in different countries, and is especially useful in multicultural schools, where different teams may be programming their stories in different languages within the same classroom.
Although the main target of the tool is children, also teachers and families can be co-participants and beneficiaries.