The learning matrix is a grid designed to differentiate tasks for all learners and build independence in the classroom. I have used the learning matrix in a number of contexts from year 7 - 12, and I have found that student engagement is increased substantially as they are given choice about their learning path.
The matrix can be manipulated to meet the individual needs of your class or the topic you are studying. The matrix below was created for a VET Entertainment class. It is built on the principles of Multiple Intelligence and Bloom's Taxonomy. For this matrix I have used colour coding to guide students use of the grid. If students completed the yellow shaded tasks correctly and the purple task (which is the final assessment) they would be competent and demonstrate the outcomes for the course. However, they could complete these task in which ever order they wished and also extend into other areas of interest to enhance their basic knowledge further. Each task was also allocated wattage. This measured the difficulty of the task. Completing Kinesthetic Task 9 for example would obtaining them 20 units of wattage. This also operated like a point system. The students called this 'Powering Up' and they would set themselves weekly wattage goals to achieve. It also allowed me to monitor their progress throughout the unit. Work was saved to Google Drive for marking. It was instant and continuous allowing me to progressively mark and provide them with ongoing feedback on their progress. They also had the option to choose whether they wanted to work as an individual (I), a pair (P) or a group (Group of 3 = G3). This was the core of the audio / vision unit and I operated as a facilitator in class to assist the students in their completion of tasks. Throughout the unit I would run mini workshops on the apps, equipment, and concepts built into the matrix and the students that needed this specific knowledge would attend these workshops. If they already knew how to roll a lead correctly, they wouldn't attend that specific workshop. This allowed for students to maximise their learning time and increase their overall skill base.
The matrix can be manipulated to meet the individual needs of your class or the topic you are studying. The matrix below was created for a VET Entertainment class. It is built on the principles of Multiple Intelligence and Bloom's Taxonomy. For this matrix I have used colour coding to guide students use of the grid. If students completed the yellow shaded tasks correctly and the purple task (which is the final assessment) they would be competent and demonstrate the outcomes for the course. However, they could complete these task in which ever order they wished and also extend into other areas of interest to enhance their basic knowledge further. Each task was also allocated wattage. This measured the difficulty of the task. Completing Kinesthetic Task 9 for example would obtaining them 20 units of wattage. This also operated like a point system. The students called this 'Powering Up' and they would set themselves weekly wattage goals to achieve. It also allowed me to monitor their progress throughout the unit. Work was saved to Google Drive for marking. It was instant and continuous allowing me to progressively mark and provide them with ongoing feedback on their progress. They also had the option to choose whether they wanted to work as an individual (I), a pair (P) or a group (Group of 3 = G3). This was the core of the audio / vision unit and I operated as a facilitator in class to assist the students in their completion of tasks. Throughout the unit I would run mini workshops on the apps, equipment, and concepts built into the matrix and the students that needed this specific knowledge would attend these workshops. If they already knew how to roll a lead correctly, they wouldn't attend that specific workshop. This allowed for students to maximise their learning time and increase their overall skill base.
This next matrix was used as a supplement to an introduction unit on Drama Essentials. It simply focused on Multiple Intelligences, as it was the first matrix the students had used. In this unit students covered the topics What is Drama?, Working with Others, The Elements of Drama, Voice, Movement and Improvisation. The tasks were colour coded for each specific topic (Eg. Yellow = Movement). Students had to complete a specific number of tasks in each colour, but could chose which tasks of that colour they completed. These were submitted for marking as part of their logbooks. Students presented practical tasks and activities at Curtain Call each week. Curtain Call occurred at a set time each week and gave students the opportunity to showcase their work to date. This worked effectively as I was able to formatively assess them as they progressed through the matrix. Students enjoyed the flexibility of the matrix and were able to explore their individual areas of interest while extending and reflecting on their learning in class.
Gifted and talented students can extend themselves into further tasks and concepts. On a side note, I do find it better to sit with my learning support kids and map out the tasks with them prior to them beginning. Students with Asperger's Syndrome for example like to know what is coming but can get overwhelemed with the choice. So together we look at their strengths and decide what tasks they are going to tackle in what order.
Why not experiment with a learning matrix for your next unit of work? It is a flexible tool that could be used in any context. It lends itself to student-centred, differentiated learning that is engaging and assists in developing time management, independent learning and specialised skill development.
Why not experiment with a learning matrix for your next unit of work? It is a flexible tool that could be used in any context. It lends itself to student-centred, differentiated learning that is engaging and assists in developing time management, independent learning and specialised skill development.
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