Three Mario Kart Grand Prix grids, printable and adaptable depending on requirements. Slides give examples and blank templates for each of the options below. Also included are Display Posters for each option, should you wish to use Grand Prix as a classroom display and Mario Kart characters to print and cut out for each student.
Option 1 - Learning Objective Grand Prix.
Students write a short summary of lesson LO into first Grand Prix box and date. They then circle the red, amber or green light depending on how confident they feel with their understanding that day. Students move their character onto the following space next lesson and again chart their understanding by circling the appropriate light. Very useful visual aid to show student progress, and to help pick up learners who are struggling but may not wish to acknowledge as such in front of their peers. After several lessons, grids can be used to split class into groups - those who would like to further work on first LO in one group, second in another and third in another. Teacher can then differentiate classwork and circulate to help improve understanding. Also helpful to set homework, for example assigning students a worksheet on the topic that they found difficult and as such would benefit from extra practice. Challenge / extension work can be set for those students who have all green lights.
Option 2 - Grammar Grand Prix.
Exactly as above, but used specifically for grammar (present tense 'er' verbs, 'ir verbs' and 're verbs' for example). Students chart confidence and understanding each lesson and move character around. Teacher can assess progress and adapt planning accordingly as above.
Option 3 - Behaviour for Learning Grand Prix.
Used successfully with several year 8 classes with a large number of behavioural challenges. As a group, students decide behavioural target for lesson at the start of each class. You may find it best to stick to one target per lesson to begin with, for example 'I will listen when other people are contributing'. Important that students think of the target themselves in order to engage motivation. Give 10 seconds to think, pair, share at start of lesson, take ideas and then go with most popular suggestion. At the end of the lesson, students rate how well they have met the target by circling red, amber or green. Grids handed into teacher at end of lesson who has final say on correct light. Those who have met the target move onto the next square and receive a raffle ticket. At the end of a series of lessons (for example half-term), raffle is drawn for a small prize. Those who have circled green and have moved around the grid have the most raffle tickets and therefore the greatest chance of winning prize. However, even if a student has only met the class behaviour target once, they are still rewarded for this with the raffle ticket and therefore have a small chance of also winning.
Option 1 - Learning Objective Grand Prix.
Students write a short summary of lesson LO into first Grand Prix box and date. They then circle the red, amber or green light depending on how confident they feel with their understanding that day. Students move their character onto the following space next lesson and again chart their understanding by circling the appropriate light. Very useful visual aid to show student progress, and to help pick up learners who are struggling but may not wish to acknowledge as such in front of their peers. After several lessons, grids can be used to split class into groups - those who would like to further work on first LO in one group, second in another and third in another. Teacher can then differentiate classwork and circulate to help improve understanding. Also helpful to set homework, for example assigning students a worksheet on the topic that they found difficult and as such would benefit from extra practice. Challenge / extension work can be set for those students who have all green lights.
Option 2 - Grammar Grand Prix.
Exactly as above, but used specifically for grammar (present tense 'er' verbs, 'ir verbs' and 're verbs' for example). Students chart confidence and understanding each lesson and move character around. Teacher can assess progress and adapt planning accordingly as above.
Option 3 - Behaviour for Learning Grand Prix.
Used successfully with several year 8 classes with a large number of behavioural challenges. As a group, students decide behavioural target for lesson at the start of each class. You may find it best to stick to one target per lesson to begin with, for example 'I will listen when other people are contributing'. Important that students think of the target themselves in order to engage motivation. Give 10 seconds to think, pair, share at start of lesson, take ideas and then go with most popular suggestion. At the end of the lesson, students rate how well they have met the target by circling red, amber or green. Grids handed into teacher at end of lesson who has final say on correct light. Those who have met the target move onto the next square and receive a raffle ticket. At the end of a series of lessons (for example half-term), raffle is drawn for a small prize. Those who have circled green and have moved around the grid have the most raffle tickets and therefore the greatest chance of winning prize. However, even if a student has only met the class behaviour target once, they are still rewarded for this with the raffle ticket and therefore have a small chance of also winning.
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