Starting Out With Grid Algebra in KS1

Algebra is not often a concept we often think of for KS1 pupils, but Alison Parish has found that laying some foundations early on can make a big difference. In the first of this two-part series, she outlines some great ways of using the Grid Algebra software to help pupils in year 1 and 2 develop their numeracy skills.

Kid looking at laptop, child with notebook, little boy mathematics formula on chalkboard

This article describes how I have introduced Grid Algebra (software published by the Association of Teachers of Mathematics) to pupils in Key Stage 1, but I have also used these activities with other age groups, who are not familiar with the software, as an introduction. Although the software is not new and was written for earlier operating systems, it also has full functionality on Windows 10.

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      string(5557) "Algebra year 10The Covid-19 outbreak led to a huge shift towards online and remote learning but the transition was fraught with challenges for both students and teachers alike.The use of edtech increased dramatically to accommodatethe move to distance learning. However, students’ attainment throughout lockdownhas remained inconsistent with many struggling to focus in their new environment,as well as finding it difficult to get to grips with the technology they maynot have used before. Additionally, a large number of students across thecountry struggled because they were unable to access the necessary technology,resources and equipment to be able to successfully study from home. Providing students with access to the equipment theyrequire to learn remotely is key to bridging the gap between the classroom andhome learning. The next step is to ensure that when using these resources, studentsremain effectively engaged. We know that when students persistently get wrong answersit affects their confidence. Some respond by giving up, thinking, ‘This is toohard for me,’ while others accept that it is a challenge and find ways to bettertheir scores. Educationalresearcher Carol Dweck coined the terms ‘fixed mindset’ and ‘growth mindset’.Now more than ever we need our students to grow and to become resilient independentlearners who will persist even when the going gets tough.The psychology of gamesGame-based learningis one way to make this happen. It uses technology students are familiar withand sets tasks that will keep their focus. Time and time again, they trydifferent approaches until they find the winning formula that allows them toprogress to the next level where there are new and harder challenges.In the virtual worldthey are engrossed for hours, undeterred by failure. They are using logic andproblem solving skills and the main reward is a score and a sense ofaccomplishment. Why is this?Most well-designedgames give us pleasure and make us want to return for more. To understandthis, we need to know a little about how the human brain works in terms of positiveand negative feelings.We are programmedto seek rewards whether that is food and shelter or praise and a sense of achievement.Often, in order to get these positive rewards, we need to put in a lot of sustainedeffort. However, the digital generation is accustomed to short-term, butconstant rewards – the type they get in video games. As soon as they experiencefailure, they are rapidly moved on to the next part of the game where they canwin. Even when theyfail, their motivation remains high because theyknow they will soon be rewarded – so long as they persevere.Another key factoris that thehuman brain does not differentiate between real-life and artificial rewards,which explains the motivating effect that video games have on people. We allwant to keep trying because we know we will eventually be rewarded even if weget just a little further in a level, by getting a higher score for example.On the flip side,there’s the expectation of failure when it comes to gaming. When we start alevel, we know we might not succeed at the first attempt, especially as we progressto different stages and the level of difficulty gradually increases. Games are designed forgraceful failure and to motivate players to try again. Graphing in action KS4Often in games,especially the ones designed for children, failing a level does not have any consequencesother than having to start over again. This relieves the pressure which in turnfeeds the motivation to try again. So, it is easy to see why these motivatinggaming concepts can be applied learning.How growth mindset connects to gamingTo start, let’slook at what growth mindset is exactly. Growth mindset goes further than justsaying, ‘Nice try!’ when a student fails to answer a problem correctly. It’sabout encouraging students to try again, perhaps with a different approach, andcontinue trying until they find a way to solve the problem correctly. Carol Dweck explains:‘The growth-mindset approach helps children feel good in the short and longterms, by helping them thrive on challenges and setbacks on their way tolearning. When they’re stuck, teachers can appreciate their work so far, butadd: ‘Let’s talk about what you’ve tried, and what you can try next.’ The focusis on progression and trying new approaches until the student finds one thatworks for them and helps them to master the topic.’Thatdrive to try again, to persevere, could be frustrating for students which inturn could affect their motivation. But, as we’ve seen, video games are builton this concept. 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Digital Assessment

How to Develop a Growth Mindset with Game-Based Learning

26 Oct 2020

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Leadership

Beyond Gadgets: Edtech To Help Close The Opportunity Gap

9 Jul 2018

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      string(4337) "New research from Renaissance, which creates educational software tools to improve outcomes and accelerate learning, has revealed that consistent communications (31%) and supporting the mental health and wellbeing of pupils (23%) are the biggest challenges to teaching during the phased return. The research asked almost six hundred (598) senior school leaders, department heads, and teachers about their experience of teaching during this period of blended learning. But the period of remote education means that now nearly two-thirds (65%) of teachers and senior leaders say they are more confident using edtech compared to pre-Coronavirus.  This is positive as three-quarters (75%) believe online remote or blended learning will play a continued role in education after lockdown ends. How schools deliver online learning will therefore continue to be a key consideration.With such a variety of online tools available, experts at Renaissance are encouraging schools to take advantage of teachers’ improved edtech confidence and expand their digital offering so they can set consistent learning for pupils in-school, and at home. Renaissance’s latest research found that during remote learning the online tool that teachers cited as the most effective was quiz-style formats with instant feedback (24%). The government has announced a Covid-19 catch up fund, and a number of organisations have expressed concerns about learning inconsistencies during lockdown. When it comes to successful learning, over a third of teachers and schools leaders (34%) believe that the input from parents will have the biggest impact. This is followed by a quarter (25%) who say feedback from teachers, and 16% who believe the ability to set tailored work, would make the largest difference to learning achievement during lockdown.To enable schools to help their pupils keep reading all summer long, Renaissance is offering free access to around 6,000 enhanced digital books and articles from myON and myON News for schools who register here. Renaissance’s other practice and assessment solutions like Accelerated Reader and Star Reading can help teachers to track, monitor and improve their students’ reading for those at home and in the classroom. For those looking to assess student progress at the end of this academic year, or the beginning of 2020/21, it offers complete comprehension quizzes giving teachers invaluable data to track pupil development and guide future learning.Margaret Allen, Curriculum and Education Specialist at Renaissance, said: “We have been so impressed by how quickly pupils, teachers, and schools have adapted to these exceptional times. No technology can replace the role of a teacher in a classroom but it can help teachers to enhance the educational experience for their pupils, and effectively and consistently track their progress.Our tools are designed to help teachers stay on top of their pupils’ performance, and encourage their love of learning, wherever they’re doing it.  Education technology can transform pupils’ outcomes now more than ever, and we’re committed to supporting schools to make the process as easy as possible.”Kate Jennings, Head Teacher at Mission Grove Primary School said: “Every school will be experiencing challenges as we try to navigate a staggered school return. We’re determined to provide tailored learning and structure to every child’s education and Renaissance’s products have enabled us to do this over the last few months. It’s been great how the products have been adapted to enable pupils to use them at home during Covid-19.Our teaching staff have found it invaluable to be able to track the progress of each student at home. The pupils get so much enjoyment reading and quizzing on Accelerated Reader and it’s a brilliant way for our teachers to identify which children need different levels of support, both now and for when they return to school full time.”To further support schools and trusts in providing students with uninterrupted access to a full suite of tried-and-tested practice and assessment solutions, Renaissance has created the Continual Learning and Assessment Solution (CLAS) for MATs at a reduced rate. Find out more at www.renlearn.co.uk/clas-for-mats/"
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Digital Learning

Rise In Teacher Confidence Using Edtech - A Key Benefit From Lockdown

16 Jul 2020

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      string(2573) "the topics must be the notion of revisiting the curriculum in order to achieve the following:More focused learning in schoolsA shared central repository with best practice lessonsIncreased budgets for computer science and technology to enable schools to be both adequately equipped, as well as to be able to empower teachers with the necessary knowledge and skills to teach effectivelyProvision of more technology to enable our growing population to educate youngsters remotelyStudents who are empowered to help teachersFinally, there is a crucial area of education technology that we can no longer ignore: the emotional and psychological effects of technology – particularly in the area of social media. The education sector can no longer continue to ignore what is fast becoming an epidemic of monstrous proportions. The statistics of online bullying, violence and pornography have become too alarming for us to continue to pretend that everything is okay. According to the results of a survey conducted by the NSPCC, many live streaming sites had particularly dangerous and harmful content, such as suicide (18%), self-harm (31%) and bullying (46%).  If we want our children to succeed in the future, then we must protect their emotional and psychological wellbeing. It is time for both schools and the government to take responsibility by educating children, not only on the distinct dangers of the digital world but also on the importance of the true foundations of positive self-esteem. In order for our children to prosper in the future it is absolutely vital that we improve and preserve their emotional well-being – and appropriate technology training and learning scenarios can help to do that. Casey Farquharson is the founder of IDEAS Bus, an interactive educational platform (on wheels!) designed to help educators discover the latest cutting-edge learning technology and students to get hands-on coding, tech and digital media experience. The big yellow bus visits schools, taking both the technology and the experts directly to the teachers and students. The IDEAS Bus aims to help enhance the link between education and technology, enabling teachers to provide the tools and information their students will need in order compete in the global jobs market, and to close the gap between the demands of industry and the ability of future employees.Web:http://theideasbus.org.ukTwitter:https://twitter.com/theideasbus Facebook: https://www.facebook.com/TheIdeasBus/ LinkedIn: https://www.linkedin.com/company/theideasbus/ "
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      }
    }
    ["categories"]=>
    array(5) {
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      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
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        array(0) {
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      [1]=>
      array(3) {
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        array(0) {
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      [2]=>
      array(3) {
        ["value"]=>
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        string(9) "Wellbeing"
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        string(4) "none"
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        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(3) {
        ["value"]=>
        string(19) "21st century skills"
        ["matchLevel"]=>
        string(4) "none"
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        array(0) {
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      }
      [1]=>
      array(4) {
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        bool(true)
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        string(4) "none"
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        array(0) {
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      array(3) {
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        array(0) {
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      array(3) {
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    }
  }
}

Digital Learning

Empowering Students with Improved Approaches to EdTech

6 Nov 2018