Accommodating all learners with a stop-motion activity

Accommodating all learners with a stop-motion activity

One of the principles identified in the “Science of SAM” is the idea of flow, where students of all ability levels can be equally challenged. Below we’ve listed some extensions and ideas to challenge different levels of learners and demographic groups when using stop-motion animation in the classroom. And we’d love to hear your ideas as well.

Gifted and Talented

  • Create a new project to enhance critical thinking skills based on the topic at hand. Focus on new vocabulary words, extensions of the topic not yet explored, or projects to promote interactivity in the classroom as well as the use of stop- motion animation.
  • Add in time for individual reflection: how did the project come together and which parts of the process could have been improved or changed?
  • Challenge students to create an animation without using spoken or written words. Conveying an idea, concept, or message using only visual cues can help strengthen communication skills and enhance content understanding.


  • Before beginning to capture images with SAM Animation, have groups of students explain each scene verbally and/or act it out to enable a more in depth interaction with the content embedded in the animation process.
  • Depending upon the needs of the student, tailor the animation so that the student can participate in a thorough and comprehensive manner.
  • If content is not an issue, work in small groups so that one student might assemble the props. Another student might create the storyboard. Another student might take the pictures.
  • If content is an issue, focus on creating a simple animation based on the project(s) stated in each guide. Incorporate the vocabulary words into flash cards that could be used for the animation in place of the actual props. Have students draw pictures of the lesson being taught on the cards.
  • Provide a specific set of props for children to choose from, which can help guide the creative process.
  • Depending on the ability levels and learning styles of each student, allow animations to be completed individually with scaffolding from the instructor so attention can be focused on content and creation.


  • Focus on the vocabulary words and create an animation incorporating the use of these words in both English as well as the students’ native language. Include them in writing in the animation as well as in the voice-over.

What are some additional and successful techniques that you’ve used with SAM Animation and/or myCreate in your classroom or after-school setting?


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