[Week 6 Activity] Design a Creative Learning Experience


Welcome to this week’s activity!

This week, we invite you to put the ideas of this course into practice.

Share an idea or a plan for a project you want to work on, for your students or for yourself, building on ideas you learned or explored in this course.

  1. Share an idea for a project you want to work on to support creative learning
  2. Describe your project and how it connects to the ideas in the course
  3. Exchange feedback with other participants in the community

We look forward to see the P’s into practice!

This post is also available in Italiano, Português, Español, 日本語 (Japanese), עברית (Hebrew)

ESL Centers

I am working with a group of early childhood educators to provide them with professional development around tinkering and math. We are doing a unit on equity, access, and instruction for children from diverse populations. I want them to deeply understand the difference between a playground and a playpen. I also want them to see that just because we are using art supplies does not mean we are doing creative arts. I become frustrated with cut and paste activities for young children being called art. I want to do an activity with them in which I have them do a product focused activity such as cut and paste or color by number and then have them design and build a machine that paints. I hope that they will deeply understand the difference between the two activities after they have participated in them personally.


I am developing a personal project that has allowed me to learn about the Vintage technique. I have learned about the treatment of wood, the restoration and the use of different materials that allow me to create different products. This learning allows me to look at art from another angle and allows me to have the opportunity to integrate it with other areas of learning. I love plants, so I share part of what I have created.IMG_2654


This is a preparation for a Game Design course I might give next summer to Bachelor students
I am trying to join all 4 Ps : PROJECT, PASSION, PEERS, PLAY

Key principles of this course
Self defined projects - Passion first
Learn by doing - Thinkering
Peers as feedback
Metacognition and self-assessment

Course example :
Conceive a board game in teams of 4 or 5
Take simple classical board games mechanics and mix them together
Design and test it
Define :

  • Name
  • Material
  • Number of players, age target
  • Goal of the game
  • Success Failure conditions
  • Preparation of the game
  • Rules
  • Example play session

Playtest it with another team (no intervention unless really blocked)

  • Was the explanation document self explanatory? What would you Improve in your document?
  • Note improvements you would like to make for the next iterations of the game.

Evaluate another team’s project:

  • Answer as a team
  • Is the goal clear?
  • Is the difficulty right for you?
  • Would it be fun for the target audience? Why?
  • What is the lifespan of this game? Would players play often? For long? Why
  • What would you improve or add?
  • Rate the experience from 1 to 5, say why.

Self-assessment :

  • Answer as a team
  • What brought you to choose one idea over others?
  • Was what you wanted to achieve and what you ended up with different? Why? Are you satisfied with the differences?
  • Was your game as fun for others as you expected? Why?
  • Did you get any surprise during the process?
  • What was the hardest ding the process?
  • What is the biggest learning you had during the process?


I always try to have creative projects planned into each term to keep my class engaged in their learning - especially through the long second half of the Autumn term (7+ weeks) when excitement over the lead-up to Christmas can disrupt lessons.

So we have been creating static balances in PE, developing a group sequence which we have represented as a written stick-man algorithm, debugged by peers and played with as a group, and with a partner group in a mirror image (to link with our current science topic). This will hopefully underpin the next step when they learn to recreate their sequences in Scratch.

I’m also looking forward to helping them create shadow puppet plays; the creative writers will enjoy writing to script (based on the Battle of Hastings) which the makers of the group will construct the shadow puppets. They will then work together to rehearse and perform their play to the rest of the class.

Some children are passionate about PE so will have enjoyed the practical balancing work while others are more confident with the virtual world of Scratch figures performing their sequences; some children are good with their hands and will show skill in manipulating the shadow puppets to re-tell a story written by those who are imaginative with their words. However, they will all be passionate about printing adverts and invitations for our Hobby Fair because each child or group has chosen their own interest as the subject for their display stand - they want to share their passion with the rest of the school - the children, staff and parents.

My job as an educator is to provide daily opportunities across the curriculum for children to work collaboratively with their peers on projects, to copy my modelling of the possibilities, to play around with shared ideas and find their own direction… and to ultimately discover their own passions for the future.


I would like to share an etwinning project on scratch created by different classes of different italian schools. It’s a creative storytelling written by children (with teachers help) and it has been appreciated by children themselves (working with the others) and by the other members of the project.

Under the see


Buenas noches.cuboSoma4
He realizado un cubo de Soma. A partir de un listón, he ido cortando hasta formar 7 piezas las cuales unidas convenientemente me permiten formar un cubo.
Existen 240 formas de hacer un cubo con esas piezas, por eso al ser algo abierto desarrolla mucho la creatividad.
Al final, lo he pintado todo de blanco y le he puesto puntos negros para simular que es un dado.


I am planning on starting a Scratch Club in one of the elementary schools in my district. My thinking was really impacted by the playpen vs playground comparison. I realized our students are in a playpen when they participate in many coding activities. I want to offer them an opportunity to move to a playground and develop their creative thinking. I will definitely use the 4 P’s as the framework for the club.


I want to develop a lesson plan that will be suitable for all ages. It’s inspired by what has been done in Central Park a few years back.
The group picks a space to make more interactive. It should be either a public space or a space they use as a group. To explain the idea better, let’s imagine they pick a school canteen.
They will create qr codes, laminate them, or cover in transparent tape and place them on various objects so users can interact with them. For example, a qr to a healthy eating / food pyramid website can be placed on a wall near to where people stand in line when ordering. Then a qr with a link to a video explaining how sugar effects your body (ted Ed lesson) can be placed near a vending machine.
If the group feels more creative, some of them might create content that a qr will link to. Maybe they can create a video of a particular meal being cooked. They then need to upload it to a site that will host it. Then create a qr.
The possibilities are endless.
I will also have a few simple ready to execute solutions for those who feel they can not come up with an idea.
I want this to be a project which they will work on passionately collaborating with their peers.

I tried a similar project in the past but it was with a specific goal in mind. This one should be more immerse to allow each learner to contribute something they are personally passionate about.

The video here is rather old, I still love the idea, but it can be done better.

This course is very inspiring. I am honoured to have been participating. I admire everything MIT and truly love the work LLK does. Thank you so much for this fantastic experience!


I have proudy displayed the “project, passions, peers, play, repeat” cyclic continuum in my class and have challenged my students to constantly be working on a project of interest. My class is open daily from 7:05 - 7:35 for students to come and work on productive technologies or any project they choose. They may work independently, or in group. They may use any materials available in the room and may ask or others or bring in their own.
It has become my favorite time of the day.

I have always incorporated creative activities into the required standards. My students write their own chapters of Alice’s Adventures in Wonderland and their own versions of The NIght Before Christmas and The Gift of the Magi. They can use calculators to solve math problems related to simplifying fractions, changing fractions to decimals, decimals to percents, and percents into circle graphs as long as they create the calculator using Scratch. They create new words (these are alway so awesome), new animals that are adapted to a Barrier Island Environment (after returning from a 3-day trip there), fossils of object from today’s society that archeologist will discover in the future and they speculate about what it will tell people in the future about us, They create floor plans and straw towers that accomplish a particular task.
And I love all of these projects, and so do the students , but… they are by my design, The main thing I want to change is allowing students to work more on their own ideas.


When people use computer coding it’s usually when they are designing apps for smartphones or tablets. This is usually not the case when coding in Clubhouses or schools. However, having a purpose is always a good way to generate passion and enthusiasm among peers. I want to develop a programme of Scratch activities that children at a higher level, can code for children at a lower lever (who are too young to code for themselves). there should be ample latitude for each individual coder’s creative expression.
After I spent time in a school recently, the children sent the following feedback: 'My name is Kate. Seamus came into our school for two weeks. We were doing multiplication and he showed us how to do it in Scratch which was way more fun. My favourite part of doing Scratch was getting to go down to the younger classes and show them games we made in Scratch for them. We also went to Navan Education Centre to demonstrate the games to teachers. I hope to get to use Scratch more in the classroom. Kaka said: Seamus came into our classroom and showed us an amazing programme called Scratch. I loved getting to go to other classes to show them the Maths games we made for them to play.
Here’s an example I have already shared. !

The code for this resource game is just right for Kate and Kaka and they enjoyed the experience of creating for others to use. The maths is just right for 6 year olds, but the coding is too difficult.
Kate and Kaka demonstrating to teachers.


What I came up to is to invite students to be part of the program, I mean, there are already projects on our curricula, but We asked them to add a special project, based on their interests, everyone has to vote to select the topic, and they will specify the objectives and procedure. I didn´t expect that awesome reaction! They were surprised and so excited to start doing it. They fisrt began to set the main goals and discuss about how to create their project. For now they have the topic “how to make a kaleidoscope”, they also have the material list and a kaleidoscope model to follow. At the end they will share a video with the procedure and exponation to parents and among other groups.
“Working on projects based on their passions in collaboration peers in a playful spirit”


I run a robotics club at my school as an after school program and I started this year with a very large group of students compared to last year and that was already a good sign for me. I am now changing my approach to a more open environment where the students can choose what they want to do. They can build Lego Robots, they can use Spheros or create stories and games with Scratch. I have clearly seen that some of them are really focusing their attention on one activity or another and with Scratch some of them prefer to use their creativity to design beautiful characters while others are more interested in the narrative part of the story. My goal is to learn how to provide the right amount of help and guidance to them so that they can overcome obstacles and discover their passion.


New-Greek literature is a main course in Greek schools. Teachers usually read the text or the poem in the classroom and after that they ask questions in order to see if students understood it. They give some information about the writer and what is the meaning of the text/poem focused on what is generally accepted by specialists and thats it!
I would totally change the structure of this course. Everybody should freely express their real feelings about art, especially students who have such an imagination.
Literature as a course gives you so much possibilities to take advantage of.
First of all, i would try to find the appropiate audiovisual stuff for every course. I think that if students hear or look the actual writer or poet to interpret their work ,they would comprehend it better. This could be happened via recorded cds,dvds ect
When the reading is over ,everyone should say the feelings or their concerns the certain work arises them. During this process , there is no wrong opinion. Everyone exrpess their feelings without critisism.
After that, i would separate the class in to groups according to their intrestings or their talents. Some students might draw a picture inspired by the text or the poem they just heard. Some other might find a melody or even compose one based on the feelings about the work . Teachers might even try to “give life” to the work by inspiring students to play a part of it. Acting might be strictly based on the script or more free based on how students feel about the work.
All these techniques are separate but they could easily combined and become a new masterpiece by themseves .
Students would exchange thoughts ,feelings, concerns ect. in order to make their projects better. I think literature would become a very interesting and interactive as mush as creative course by this way!


or tinkering?

Also you could introduce how to design a fair game (probability) or a game talking about sustainability.


hi @Bice_Rapaccini
it’s a brilliant idea
i agree that these students will also have a responsibility as media creators
i might add that notion in my curriculum although in this case the goal is to work on their creative process when being faced with no guidance regarding themes in a context of brainstorm where everyone have opinions
thanks for the input :slight_smile:
by curiosity do you play videogames?


Love it. Older ones have a great purpose and the youngsters will be inspired and want to be like the older role models. Very, very good. Thanks for sharing. Brilliant idea IMHO.


I want to design and build a shelved storage system of tabletop-drawers…
My kindergarten teacher wants a huge table top for her kids to build upon without having to clean up between sessions. We have one large table… sooooo, a series of ‘table tops’ that have sides that fold up and velcro with handles for transport, but cloth that covers the holes that would be handles so little bits don’t fall out…

I already have the shelving frame which has no shelves… so it is a question of design of table/shelves.
I’d love to hear tweaks and suggestions.
My woodworking skills are pretty rudimentary (have gotten really comfortable with my drill and driver, (not so comfortable I’m going to get my hair stuck in it… once with a hair dryer was enough… the irony… never use it for my hair, but lost a little hair (and the hair dryer) drying paint. )
That said, I will probably have a pretty good design come the ninth table/drawer. The bottom line is I want it to fold out flat, to be easily transported by 4… without anyone or any hand getting squished in the process. 2 hand holds on each side would do the trick. I think they should have little cloth flaps that velcro over so bits don’t fall down through them. I also think a little elastic on the corner cloths may give it a lip to help keep in pieces.

I am very interested to hear how people store work in progress.


Thank you Zita,
I could add that students, senior to Kate and Kaka are designing Scratch resources for Kate and Kaka’s year groups.


It’s been wonderful to read ideas and see projects from so many people over these last six weeks. I’m grateful to have learned so much from everybody. :slightly_smiling_face:

One of many additional “P’s” I’ve been thinking about is Prototypes, or more particularly a Prototyping Mindset.

As a teacher, I’ve been learning that it’s helpful to not permit students to work with only one material, but rather to insist on at least an initial iteration in a different material than the final material (or to insist upon a second iteration in a material other than in the material first chosen). This is ensures iterative engineering and a prototyping mindset. I think this is particularly valuable with students who are, as one would say, more capable – i.e., capable of producing a very good product on the first try. Such makers, whether students or adults, miss out on the many important learning experiences that happen when one shifts media.

Accordingly, I’m pushing one of my very capable students – someone doing an individual making project at the wonderful Acera School in Massachusetts – to complete a series of prototypes in LEGO Mindstorms, to document those experiences, and then to create a second prototype using open-source hardware. (She is building a hinged door that opens and closes depending on ambient light.)

As a peer, I am pushing myself to rebuild in open source hardware something I previously put together out of littleBits. I used a cloudBit, wireless transmitter and receiver, dc motor and some LEGOs to create a freestanding battery powered sculpture that rotated whenever you-know-who published a tweet. That process was very simple (and the batteries wear out too quickly), and I did not really learn anything in the making. So, I am challenging myself to build a similar system using Arduino components, and to create documentation about the experience.

Last, as a maker of curricula and an education theorist, I am looking forward to reconsidering and re-evaluating the materials I license, and my theoretical frameworks, in relation to the tenets of LK.