learning grids -...
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Education Quality
School Improvement Services EQW
Learning Grids Linking to Learn
Education Quality
School Improvement Services EQW
Using learning grids
to engage learners
Vivien Spencer Tel: 666 5256
Advisory Teacher for Assessment
Education Quality
School Improvement Services EQW
Flow
(noun) moments when time
disappears as you completely
lose yourself in the activity
you’re engaged in. Minutes
become hours, hours become
days. You become so focused
and energised that distractions
cannot enter your thoughts.
Such activity is highly pleasurable.
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Anxiety
Boredom
Flow
Apathy
Ch
allen
ge
Learning attitudes & skills
Low High
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The foundations of ‘flow’
1. Tasks are appropriately challenging
2. Teacher input is minimal
3. Children have the necessary learning
skills
4. Goals are clear and worthwhile
5. Feedback is immediate
6. Tasks are intrinsically motivating
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What is a learning grid?
The activity itself involves a grid of squares and
the axes are numbered (like co-ordinates)
In each square there is a word/image/calculation
– they are all connected by a theme/topic
Each pair will need a dice
Writing a suspense story
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1 2 3 4 5
1
2
Today
3
Yesterday
4
Tomorrow 5
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Motivational triggers
Randomness of the dice
Challenge as forced to think about how they will
incorporate the information from the grid
Make real choices
Use their imagination
Get into deep states of ‘flow’
Naturally pushes learners up the levels of
Bloom’s/Solo ie pupils apply their knowledge to
different contexts. Move from surface to deep
learning
Solo level Verbs
Uni-structural Define, identify, name, draw, find, label,
match, follow a simple procedure
Multi-structural Describe, list, outline, complete, continue,
combine
Relational Sequence, classify, compare & contrast,
explain (cause&effect), analyse, form an
analogy, organise, distinguish, question,
relate, apply
Extended abstract Generalise, predict, evaluate, reflect,
hypothesise, theorise, create, prove,
justify, argue, compose, prioritise, design,
construct, perform
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Could pupils achieve outcomes that
meet the objective at different levels?
LO: To explore similarities and differences between 2D
shapes
I can
DESCRIBE the
shapes and
notice the
similarities and
differences
between them
I can
COMPARE and
CONTRAST
the shapes
using
mathematical
vocabulary
I can JUSTIFY
my decision as
to why some
shapes are
regular and
some irregular
by saying why
Lines of
symmetry regular
parallel irregular
regular
Right
angle
perpendicular
Right
angle
irregular
perpendicular
1 2 3 4 65
1
2
3
4
5
6
Roman Britain
toga legion
amphora
coins Chester
mosaics Emperor
villa aqueduct
hypocaust cohort
1 2 3 4 5
1
2
3
4
5
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Could pupils achieve outcomes that
meet the objective at different levels?
LO: I know what life in Roman Britain was like and how life
is different today
I can
DESCRIBE the
word/picture in
the cell and
say what it is.
I can
COMPARE the
object with
what is used
today.
I can
REFLECT on
life in Roman
times and the
Roman legacy
in Britain.
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Practising a skill
Pupils need to practise skills to achieve
mastery
By embedding these tasks and skills into a
learning grid the amount of repetition is
disguised
The more engaging for pupils the better!
2 x 4 48 ÷ 4 12 ÷ 4 8 x 4 8 ÷ ? = 2 36 ÷ 4
36 = ? x 4 3 x 4
Write out
your 4x
tables
What is ¼ of
24? 6 x 4 ¾ of 16?
¾ of 32? 28 ÷ 4 11 x 4 8 ÷ 4
28 grapes and
4 children.
How many
grapes each?
4 ÷ 1
9 x 4 4 x ? = 32
32 children in a
class are split
into groups of
4. How many
groups?
4 x 4What is ¼ of
12? 10 x 4
16 = 4 x ? 5 x 4 24 ÷ 4 44÷4 16÷4 40 ÷ 4
32 ÷ 4 4 x ? = 24 12 x 4
Apples cost 4p
each. How
much would 9
cost?
7 x 4
Can you find
one quarter of
100?
1 2 3 4 65
1
2
3
4
5
6
Developing fluency in x4 table
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www.dropbox.com
Username:
Password:
learninggrids
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Why use learning grids with your class?
Fun, engaging, challenging!
Encourage children to make links between different areas within a topic
Encourage children to apply their knowledge and use subject specific vocabulary
Allow children to work collaboratively and learn from each other
Easily adaptable
Excellent reviewing and revisionstrategy
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Can you see opportunities for using learning
grids in your classroom?
Which subjects lend themselves more readily
to learning grids?
How will they inform your assessment?