Six Bricks Session 13 th June 2017 Mellony

Six Bricks Session 13 th June 2017 Mellony Graven, Debbie Stott Carolyn Stevenson-Milln; Roxanne Long;

A massive thank you! Donation of Six Bricks by Care For Education in association with the Lego Foundation

Promotes and develops Physical Creative Emotional Social Cognitive

What does it all mean? Fine motor Gross motor Crossing the midline Laterality Memory & working memory Hand-eye coordination Bilateral integration Dominance Awareness of body in space Spatial awareness Shifting attention Inhibitory control Prepositions In your groups, describe these different skills to each other. Relate them to activities we have already done in ENF. Visual discrimination Auditory discrimination

How to use in classroom all children receive same 6 colours = no fighting; allows for mixing of the bricks and working in groups and pooling bricks together; easy to collect own six colours again Easy to control – at end of day each child needs to make sure that they have their six bricks on their desk, (or in the container) ready for the next day. Six bricks activities can take: 2 mins / 5 mins – short, sharp & engaging; 30 mins – allowing more time for children to explore by building … all depending on the aim of the activity

When to use six brick activities ? End of day After a break As “brain-gym” As a “brain-break” As motivation Any time of the day • to simply unwind and have a little bit of fun while you bond with your classmates • to re-focus attention and settle down • in any of the learning areas to develop working memory; inhibitory control & cognitive flexibility • during the course of a school day – stop whatever you are doing and reenergise the brain as you play! • to pay attention & focus for a lesson that is to follow • as a concrete tool for children to grasp concepts and gain understanding of new learning • a child can use their bricks to help them work out a problem or demonstrate an idea

How do you think the learners will cope Can you think of any challenges Close your eyes and imagine yourself doing this in your classroom What skills matrix Can you think of any of the games we’ve played that promote the same skills?

Activity 1: Good Morning High Five! Try this activity first thing in the morning, before the children start any other work. v Skills Development: • Move your hands out to the side • Make your hands strong and stiff • Keep your arms out to the sides and move around the classroom like an aeroplane – make the sound of an aeroplane as you move. v Gross motor; v laterality; v balance; v auditory discrimination; v being playful; v concentration & focus; v awareness of number; v listening to & carrying out instructions;

Activity 1: Good Morning High Five! v Skills Development: v v v v • Crouch; stand up; turn around, stop. • Use your right hand to take the brick off your left hand, and hold it in your hand while still balancing the brick on the back of your right hand. Hi-five your friends! • Try lifting your left hand over your head; hold your right hand near your tummy; swop hands. • Hold the high five (hands stay joined); now skip forwards; skip backwards. • Kick your leg out to the side; balance on one leg! Gross motor; laterality; balance; auditory discrimination; being playful; concentration & focus; awareness of number; listening to & carrying out instructions;

Activity 2: Move Your Body! Try this activity anytime during the day when you notice the children are tired or restless. v Skills Development: • Toss the bricks up in the air and catch them. • Try and go a bit higher each time. • Do this 10 times. • Toss the one / two joined bricks from one hand to the other. • Do this 10 times. • Balance a brick on your nose / forehead v listening to & carrying out instructions; v gross motor; v laterality; v bilateral integration; v body awareness;

Activity 2: Move Your Body! v Skills Development: • Toss the bricks up in the air, clap your hands, then catch the bricks again. • Clap twice / three times before catching the bricks; how many claps can you do. • Throw the bricks up, then clap behind your back and catch them again in the front. • Walk around the room, balancing the bricks on your head, or holding them under your chin. • Think of different ways to move around the classroom whilst holding your bricks on different parts of your body. • Work with a partner and throw the bricks to each other; throw high / low; throw left hand to partner’s right hand / left hand to partner’s left hand. • Try throwing the bricks under your leg to your partner. • See how many times you and your partner can toss the bricks to each other before they fall! • Try out some other ways to toss the bricks with your partner. Be brave and experiment! v listening to & carrying out instructions; v gross motor; v laterality; v bilateral integration; v body awareness;

Reflect … Close your eyes and imagine yourself doing this in your classroom What other skills might these two activities be developing? Fine motor Awareness of body in space Spatial awareness Crossing the midline Laterality v Skills Development: v listening to & carrying out instructions; v gross motor; v laterality; v bilateral integration; v body awareness; Hand-eye coordination

Brick terms Can you think of any others? top left top right left right long edge stud How would you describe this to someone? bottom left short edge top bottom right

Brick terms (2) under upside down Geometry terms right face edge top on top vertex

Activity 3: Getting to know the bricks Try this activity just before your Language / Maths lesson, to get the children warmed up; thinking and talking. v Skills Development: • Close your eyes • Select one brick and hold it in two hands. • Feel it with your fingers – describe what you feel • Hold it up high in your right hand. • Now open your eyes. Can you name that colour? • Now you see the brick, what else can you add to the description? • What spaces and shapes can you see? • Go and find something in the classroom that matches the colour you are holding. • Hold your brick next to it – is it exactly the same colour or is it lighter / darker …? v fine & gross motor; v tactile; v expressing emotions; v describing textures & shapes; v matching; v naming shapes; v noticing spaces; v colours; v run & avoid bumping; v awareness of body in space

Activity 3: Getting to know the bricks Try this activity just before your Language / Maths lesson, to get the children warmed up; thinking and talking. v Skills Development: • Close your eyes. Pick up one brick – hold it up high. • Open your eyes – look around the room – can you find a colour friend? • Run to your colour friend and stand together. • Join up with any other friends who have the same colour brick as you. • What colour does your group have? • Match your colour to something in the classroom that is the same / similar colour. • Can your group think of something to eat that is the same colour as the bricks you have? • With what sound does that colour brick start? • Name some other objects that start with the same sound. v fine & gross motor; v tactile; v expressing emotions; v describing textures & shapes; v matching; v naming shapes; v noticing spaces; v colours; v run & avoid bumping; v awareness of body in space

Reflect … How do you think learners will cope with this activity? Can you think of any challenges you might encounter in the classroom?

Activity 4: My Favourite Colour Try this activity just before a Mathematics lesson, to get the children warmed up; thinking and comparing. v Skills Development: • Hold up your favourite colour brick. • Look around the room – do you see anyone else that likes the same colour as you? • Run to stand with your colour friends. • Which group has the most number of bricks? • How many bricks do you think you have? • Count them and connect them into a tower as you count them. • Put all the towers next to each other and compare – which colour is the tallest / shortest / most / least? • Arrange the towers from shortest to tallest. v matching; v comparing; v estimating; v counting; v one-to-one correspondence; v ordering; v naming colours; v making friends; v run without bumping

Activity 4: My Favourite Colour Try this activity just before a Mathematics lesson, to get the children warmed up; thinking and comparing. v Skills Development: • How many children like red / yellow / green / blue / orange …? • Which is the most / least popular colour? • How many more children prefer, e. g. red to orange / green to yellow … etc. • Can you arrange the towers from tallest to shortest? • Are there any towers which are exactly the same height (equal)? v matching; v comparing; v estimating; v counting; v one-to-one correspondence; v ordering; v naming colours; v making friends; v run without bumping

Activity 5: Colour Fun Try this activity just before your Language lesson, to get the children thinking about sounds. • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v auditory discrimination & memory; v laterality; v directions; v initial sounds; v listening to & following instructions; v conceptual vocabulary; v spatial awareness

Activity 5: Colour Fun Try this activity just before your Language lesson, to get the children thinking about sounds. v Skills Development: • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v fine & gross motor; v tactile; v expressing emotions; v describing textures & shapes; v matching; v naming shapes; v noticing spaces; v colours; v run & avoid bumping; v awareness of body in space

Reflect … Close your eyes and imagine doing these activities in your classroom Imagine how it will work…

Activity 6: Listen & Do Try some of these next activities at any time of the day, when you feel that the children are becoming restless. • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v conceptual vocabulary; v crossing the midline; prepositions; v laterality; v listening to, v interpreting & carrying out instructions

Activity 6: Listen & Do Try some of these next activities at any time of the day, when you feel that the children are becoming restless. • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v conceptual vocabulary; v crossing the midline; v prepositions; v laterality; v listening to, v interpreting & carrying out instructions

Activity 7: Tricky Towers Try some of these next activities just after break, when you want to focus the children’s attention once again. • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v fine motor; v reasoning; v problem solving; v planning; v focusing; v concentration; v expressing emotions; v collaboration

Activity 7: Tricky Towers Try some of these next activities just after break, when you want to focus the children’s attention once again. • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v fine motor; v reasoning; v problem solving; v planning; v focusing; v concentration; v expressing emotions; v collaboration

Activity 8: Topsy Towers Try some of these next activities just after break, when you want to focus the children’s attention once again. • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v fine-motor; v dominance; v planning; v problem solving; v inhibitory control; v expressing feelings; v collaboration

Activity 8: Topsy Towers Try some of these next activities just after break, when you want to focus the children’s attention once again. • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v fine-motor; v dominance; v planning; v problem solving; v inhibitory control; v expressing feelings; v collaboration

Reflect … Can you think of any activities we have already done in ENF that promote theses skills? v Skills Development: vfine motor; vreasoning; vproblem solving; vplanning; vfocusing; vconcentration; vexpressing emotions; vcollaboration

Activity 9: Copy-Cat Enjoy these activities at any time of the day! • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v visual discrimination & memory; v copying; v comparing; v listening to Teacher’s instructions; v working with a partner

Activity 9: Copy-Cat Enjoy these activities at any time of the day! • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. v Skills Development: v visual discrimination & memory; v copying; v comparing; v listening to Teacher’s instructions; v working with a partner

Activity 10: Remember-It! Enjoy these activities at any time of the day! v Skills Development: • Hold up the colour that starts with “y” (sound). • What is the name of that colour? • Put that yellow brick down on the right side of your desk. • Which colour starts with “o”? • Put that orange brick down next to the red brick. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. vvisual discrimination & memory; vworking memory; vlistening to Teacher’s instructions; vpaying attention; vfeeling anxious / confident; vconceptual language

Activity 10: Remember-It! Enjoy these activities at any time of the day! v Skills Development: • Hold up the colour that starts with “r” (sound). • What is the name of that colour? • Put that red brick down at the top of your desk. • Which colour starts with “b”? • Put the light blue brick on top of the yellow brick. • Put the dark blue brick at the bottom of your desk. • Find the green brick and hold it in your right hand. • What sound does it start with? • Name some other objects that start with the same sound. vvisual discrimination & memory; vworking memory; vlistening to Teacher’s instructions; vpaying attention; vfeeling anxious / confident; vconceptual language

Reflect … Close your eyes and imagine doing these activities in your classroom. How does it work? How do you organise it?