The Grid Method - Shared screen with speaker view
Hi Everyone - If you need a verfification for a .10 CEU, please send an email to email@example.com
Please mute yourself if you are joining in today
So excited for this webinar!!
she is adorable!
IF anyone would like the resources that we will be referencing here is a link: www.teachbetter.com/presentation-files
maybe like 25% if I’m lucky =(
The link is not working for me. Anyone else?
Thanks for that honest response Stephanie-- I think that is why I am looking forward to hearing more about GRID...and how it meets more Ss where they are
Kelly if you just go to teachbetter.com you can find some example grids that Chad is referring to
Here is the link again - I tried it ...it takes you to Chad's landing page, scroll down a bit and you will see the presentation links https://teachbetter.com/presentation-files/
Every. Single. Day. last school year.
HAHA...love the time warping capacity of classroom doors - who wouldn't want the ability to warp time..hopefully to give us more time for positive work with kids !
holding all your students success on your shoulders- so appropriate right now with state testing beginning
Yep. Feeling it in bio this week.
My chemistry is self paced (switched over last year), I am trying to imagine how to convert my general biology classes. Everything you are saying about the students taking ownership and digging in is SOOOOOO true. I see it in chem everyday.
Love that reflection statement: How can we remove the barrier of PACE for all students?
How can you let students set the pace when all students need to learn a certain amount of content in order to pass state testing?!!?
Is this manageable without a lot of teacher prep work?
I can attest that this works for all levels of students. I have a chemistry teacher that uses Grids with her AP Chem students and her Cosmotology Chemistry students. Both groups have benifited from using the Grid Method.
I teach 4th grade and I am brand new to this concept.
Does the chem teacher use the SAME grids with AP and cosmo chem?
Me too - What I like about it is it got some students to participate more and actually do the work (asking for what they can do next!) who previously had marginally participated. There's some frontloading on the prep work, but once the unit gets rolling it runs itself..
Erin.... this will work in your class too - some of our SECO team is also doing this at elementary school - and are going to share their insights on the May 2
I would love to be apart of the May 2 webinar!!
I found the prep to set my chem class up for self pacing to be pretty brutal (I may be making it all WAY more work than it need be). Once the prep was done once the class is a breeze and it improved my quality of life!That’s part of what I want to get out of this… how to do a better job setting up the course.
The GRID can also use the science "5- Es" for planning!!!
I've recently created a grid based on the 5Es and my kids are working through it now. Will share how it went on May 2
Does everyone start on 1A or can some students start higher? Is that something a teacher dictates?
That would be awsome Holly. I have several teachers working on grids that we could share as well. I would like to see SECO work to create examples for science teachers to share at various different grades/ courses.
Do you ever offer choices between tasks/evidence on a grid?
This is seriously life-changing for me.
Do you have examples of grids that are geared to units?
I've used choices on several of my grids and it's really easy; usually within the box with an "OR"
Hi Heather - All of the GRIDS are unit based
For Ohio Standards you can use Cognitive Demands (page 10 in standard's document instead of DOK).
Do you have multiple grids for a class? Meaning, would the higher students have different grids than lower students?
Starting with standards is absolutely the right starting point for any instructional planning :) Here is the link to the Ohio Learning Standards Extended - with progressions. https://www.ocali.org/project/unit_planning/page/unit_standards
I use the same grid for all students, with an understanding that not all students may reach the top level. I tend to organize the "must know" in the bottom tiers and the "nice to know" or "next steps" in the top levels for that reason
Start adding questions to the chat box- We will have 5 minutes for questions
Erin - One of the advantages of Grid is that there should be entry points for everyone. Chad just shared that you can also set up GRID coaches or GRID experts who are available to answer questions
ZPD - a flash from my educational psychology past :-)
Do you use some large physical tracking mechanism to see student progress or are they all tracking their own location on paper or you tracking on paper?
Current term I use -- productive struggle
Oops. Just answered that!
Do students shut down because they see themselves behind their peers?
That top left picture with the white board - I use this method for tracking and students add "gems" to their markers (i.e., "gamified") when they "level up." My freshmen LOVE this. They're pretty much self-managed
How much of a split do you allow/experience in terms of progress through a grid. (i.e.. kids being 2 or 3 or more grids ahead or behind the rest of the group)?
Erin- my teachers have said students start working harder when they get behind their friends and want to be able to collaborate with them.
I teach 120 students a day in various high school sciences class, so this method may not allow for visual displays.
I use a google tracking sheet on the smartboard for tracking.
It will work ok for multiple classes too. If you use a common labeling method for the grid spaces.
I've used those "traffic light cups" but as follows: yellow-moving ahead cautiously; red: stopped-I need help; green-done and ready to go.
How do you decide how much class time to allow when you know that not everyone is going to finish the whole grid?
Hi Veronica - You can use a Google Spreadsheet to allow students to track themselves - or - hijack a Google Slide and make a "grid" that students can move their name tag through.
I can see with the Grid, students are never "done and ready to go" so I can repurpose the green cup.
I would love to find an electronic way for tracking student progress.
Q - are the "scores" here from a standard assessment or from a teacher-created test?
How much whole group teaching is done before using the grid?
Yes, I worry about that. In chem it’s all A’s, B’s and C’s now, AND they are definitely getting more depth and better BUT they are getting through LESS content (I clearly need to re-work some things and priorize) but how do I take that risk in a state tested subject?
Chad do you have a paper describing the results of your study that improved the report card?
Heather - I look at what standards can be integrated into a unit - and what tasks would allow students to work toward mastery on multiple standards at once -
Erin, I have a "suggested" learning that students should be each day, and I teach a short lesson about that at the beginning of the period. Students are ahead and some behind, and I work one-on-one with them as needed.
This is utterly beautiful.
Brenda - when you work one-on-one with students, are the others working on the grid?
Do you do any lecturing?In addition what do you do when students feel no need to advance, or are still way behind when other students have already worked through the top tier?How do you grade?
I do a "touch base" every other day or so to pull everything together that they've been working on; I rarely do a full period lecture, it's more one-on-one. Lectures are more to fill in any gaps that may have turned up on the formatives.
I do a lot of orcestrated classroom dialogue integrating quick-writes with pair-share, etc. Do folks use a hybrid with some periods/class time spent with grid and some with teacher-managed whole class activities?
Danielle - my teachers have created short screencasts that students can watch multiple times as needed.
I read somewhere that goal setting at bell, then a short time of examples, questions, etc, then grid work. I use that strategy.
I can tell you that if you reach out to Chad, he does respond.
The facebook group is AWESOME!
I want to piggyback on Brenda’ comment. I share a suggested target for each day. Some students are ahead and some are behind. The grid provides me the opportunity to work one-on-one.
Yes, Chad and the entire facbook group are very responsive and supportive
In my self paced chem I have students schedule “mini-lectures” through out their progress through a unit. I do 2-3 of those a day for groups of 2-5 students. They schedule them as they get to those points.
People want to know how to report a "grade"
sometimes a mini-lecture is me lecturing and sometimes I create a short video students can view
I feel overwhelmed to set it all up ahead of time. How long does this take ?
Veronica, it does take some time, but you will thank yourself later!
I agree - it takes some frontloading time, but it definitely pays off.
It is a lot of work, but so worth it in the long run!
One suggestion was to get the grid created and all the level 1 activities, you can finish the level 2 items as kids are working on level 1
I pulled things I already do to populate the grid. I used it as an opportunity to restructure the learning opportunities for my students
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