By Katie Jones
There are many different styles of teaching. The Dayton Regional STEM School is known for its project-based learning approach to education, but this year’s juniors in Mrs. Kancler’s chemistry class are trying a new way of learning for their next unit: grid learning.
Grid learning is where students learn a topic at their own pace. Students start the class by writing a goal for themselves, and then when the class ends, they reflect on how well they accomplished their goal. Grid learning is set up in levels, with each level becoming progressively more in-depth on the topic.
For example, in the juniors’ new unit, there are five levels. In each level there are a certain number of tasks that each student must complete before moving on to the next level. In order to move on to the next task, students must complete the previous one with an 85% or higher. If they don’t get an 85%, they have to retake the assignment until they do. However, even if they do reach the target score, they can continue retaking until they get a 100% if they wish.
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| An example of Grid Learning from Chemistry class. |
In addition to the levels, grid learning is unique because of the way that students communicate with the teacher. Instead of raising their hands and waiting for an answer as done traditionally, students are given three cups. These cups are green, yellow, and red. Students will place one of the cups on top, based on their current need. The red cup is used when someone is completely stuck on a problem or needs to have something checked or graded. Yellow is for when they need help on something, but can continue on their own until they get help, or for when they need something checked. If students are doing well, then they put up the green cup.
The red and yellow cups are also used when students write their goals. After students are done writing their goal, they put up the yellow cup. Once everyone at their table is done, they have a discussion about their goals and whether or not they are reasonable ones. Then they put up a red cup to signify they’re finished, and the teacher comes to check off their goals.
One of the interesting parts of grid learning is that because each student is able to go at their own pace, they create their own timeline for completing the unit. Because of this, students can choose to work on other classes’ work if they wish. For example, some students have chosen to study for upcoming tests or finish particularly hard homework during the class instead of working on the chemistry assignments. However, this doesn’t mean they fall behind. Students can also choose to work on the assignments in their free time.
Juniors have mixed reactions to this new teaching style. Bri Perkins is looking forward to trying it, saying “I’m really excited to start this different kind of learning. I think it will allow students to work at their own pace. It also helps the students go to the teacher for help instead of their peers. This can clear up a lot of confusion that some students might have.” Grid Learning was introduced to teachers at DRSS by Chad Ostrowsky, founder of The Grid Method, who spoke at the last Project:WRIGHT Symposium. Other DRSS teachers have begun to experiment with the approach as well, so Grid Learning may be coming to a classroom near you soon!
