Ubu GRIDs - Explore. Connect: Patterns. Numbers. Relating.
FIND. EXPLORE.
DISCOVER. SHARE.
ENTER THE GRID - TOGETHER
We found simple words, clear actions or moves and an invitation
“WOZA, YIZA, PHAKHATI“; come, come, let’s go in, inside; lets go in, enter, together
Ubu GRIDs - origin - how they came to be
Part of our founder’s story: In grade 8, age 13; a passionate maths teacher, ,changed my life. She removed any pressure from me, secured my basics, and opened my world. A full ‘circle of life’ later; I saw a similar need in my daughter and her friends, a small range in ages; but fairly similar stage of life.
In small focus groups, school maths clubs and interaction – inviting learners to: find, explore, discover – un-cover; Brought deeper confirmation and inspiration, that when learner- explorers are guided to, on their own, even in a group context: to find things; to explore around what they have found, to its neighbours;
discovering many relationships or links; even uncovering things that were always there. The sense of being related, close to neighbours – led to the connecting to Ubuntu, in its short statement ” I am, because we are”. We let the learners first experience and see the relating, before leading or explaining it to them.
Our chief in-house education consultant, is a post grad math specialist; has taught for decades – the last~11y in : ME; & Asia, international schools. She is the lead, in our interaction – with academics and institutes.
Field Notes
Framing Field Notes, WHEN, WHAT,WHY… form. WHEN – “in the field”, and … A few months ago, a need arose, to fit in alongside the GRID maps, the light GUIDEs to Teachers and Explorers – while still keeping the guides light, and without disrupting the flow of the 5 minute focus, or the single move being focused on. The form of the field notes, and their organization – beyond: a number [Field note #]; WHAT something seen, noted; a response received; a decision made – has not settled. On the decisions, some where water-shed, turning points – made in the field, or on reflection; following frustration; what seemed at the time – a disaster or set-back. In these trials, some of these “set-backs” became step-up’s to smaller, simpler, stronger – structure and processes. WHY – to help, take pressure off, ease, help, supplement in … 5 minute focal snaps / 1-STEP moves.
Field Note #0:This was not planned – but in this moment – it seems fitting, appropriate, right to briefly honour, acknowledge – those shaped this venture: Mrs Smith, my grade 8 maths teacher; Steve E, a mentor, passionate high school English teacher, technologist, tech industry analyst, a true professor in every sense. Early stage encourager. Saying its not what you don’t have – its, what you do have – what’s in your hand right now – its like the 5 loaves and 2 fish; Janet B, my sister; maths specialist, internationally experienced, an [my #1] educational consultant- to framing, work-shopping; proto-type feedback; big meetings
Field Note #1: 1st math club meeting. Exam time. No class room – then between classrooms. Then a few minutes in, no teacher. About 30 learner -explorers, and big language challenges. Needing to connect, relate. Went round the circle. Asking 1-to-1: their names, where they lived, what language they spoke. Then the teacher returned. There was excitement. They could see I had prepared; had printed A3 GRID maps, folded to keep the first 15 minute focus – seemed a little bulky, in the folding; but definite caught their curiosity. Before handing them out,
Field Note #3: for now, in this context – numbered notes:, …Les F, another passionate educator, past principal, teacher of maths, … enthusiast; sparked the inspiration for Bonds to 10, FREE on TPT: Sheets & Posters( link )below. As we/ he reminisced on “old days” of teaching, maths and, … the “9’s” he said, fascinating. So many insights, ‘bonds’, links & relationships – in a class researchers love, invariant – those that do not change; even thru’ transformations – like the sum of the digits of 9, … each of its multiples, … The sum of the digits, adding up to 9. Bonds, key to strong simple: +, – & x; x or times, then again, almost a loop – the key to division; accelerated addition – which times is one form of’. …
For a FIRST and FREE, experience of an Ubu type exploration : go to
FREE ON TPT, at the Ubu GRIDs Store on the
TPT, Teachers Pay Teachers platform; click the image – which is the link; to the right, or below. [ Fast, immediate download ]
The next 2 neon colours on black images, are:
– 2 of the 5 posters
– a big part of the answer to the first
5 minute warm up, or ‘bell ringer‘ exercise
… exploring within the Grids only – finding the bonds. – 2 minutes per grid, to explore is 4 minutes. 30 seconds prompt before, and 30s’ after.
