Scratch pioneered block-based programming, enabling young people to learn to code creatively and interactively. Creating Scratch projects fosters the development of computational and creative thinking skills that are critical for future success: learners identify problems, break them into smaller parts, debug them, and iterate on solutions.

Over the years, we’ve loved seeing the unique, exciting strategies educators use to explore Scratch and creative learning in their classrooms, clubs, and beyond. To learn more about our Creative Learning Philosophy, see our guide that lays out our guiding stars and includes a trove of facilitation tips and recommended reading. And we encourage you to explore the variety of Creative Learning Materials in our Learning Library (including lesson plans, coding cards, and educator guides).

When we adapt/remix or develop a creative coding activity/lesson, we look to:

• Design for tinkering and learning through play
• Design spaces for learners to bring themselves in and see themselves in the lesson (considerations we call the 4/5 P’s): Peers, Passion, Projects, Play, and Purpose
• Allow multiple pathways of engagement to foster a wide diversity of projects and support different experience levels (what we call low floors, wide walls, high ceilings or the “house model”)
• Create opportunities that naturally guide learners through the creative learning spiral (an iterative process of imagining, creating, playing, sharing, reflecting, and imagining again) by building in time and opportunties to play, share. and reflect

As facilitators, we want to support playful learning and tinkering mindset values, so that participants can:

• Engage playfully in projects that are meaningful to them and elicit joy
• Collaborate with peers to experiment, share, and celebrate ideas
• Develop a mindset that is comfortable with the discomfort of getting stuck (making room for risk and iteration)
• Develop a mindset that thinks critically about strategies for getting unstuck (saving space for the process to start again or help them imagine what’s next)

The activity begins with creating a Scratch project that includes a craft, idea, tutorial, or activity that can serve as inspiration for others. Learners are then asked to remix a project by their peers, trying the activity and/or expanding on the activity shared. By stepping into the role of teacher, learners can practice effective communication and self efficacy.

This lesson presents multiple pathways for students to share their identity, voice, and creativity through development of a unique asset (a “sprite” in Scratch) that is meaningful to them. Using a combination of written and verbal reflection, digital design, and classroom discourse, learners will practice communication, coding, presentation, and feedback skills that provide an important base for establishing a positive learning community.

Design a simple maze using Lego bricks. Now, using four commands: move forward, move backward, turn left, and turn right, can you direct a character through the maze successfully by writing an algorithm on a piece of paper?