Activity grid
Also known as: multiple intelligence, Blooms taxonomy, learning matrix, student–centred learning
Activity grids based on higher order thinking skills and multiple intelligence offer opportunities for teachers to differentiate learning. Students can select their learning activities based on their interests. Teachers can create explicit task descriptions of what learners should know, understand and be able to do by the end of a lesson or sequence of lessons. Using activity grids students can track their own progress, self-assess and understand their own learning path.
Practical implementation of activity grids may include:
- long term units of work
- student designed learning paths and assessment
- teachers supporting students in the level of higher order thinking skills appropriate.
ICT templates
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Office 365 |
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Google G Suite |
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Apple |
Make sure you are logged into your Microsoft account (new window) or Google account (new window) before accessing these templates. For more support refer to Getting started with technology (new window)
How to use with ICT
Select the activity grid that best suits the online learning platform utilised by the class. Complete teacher instructions specific to your class and distribute via Teams, Google classroom or similar with all class members. Alternatively, each student completes their own grid and submits through Google Classroom or Teams. It should be referred to and remain visible to the student.
External resources
| Title | Link | Description |
|---|---|---|
| Teaching and professional practice research | Let me do it and I will learn (new window) | Three techniques that foster student-centred learning were trialed in Year 10 English and History classes at a small Queensland school. These included the Socratic Seminar, the Graffiti Model and the Pirozzo Matrix. |
Disclaimer
Links to third-party websites:
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The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.