Brain Games for Students

Educators that are well seasoned take advantage of building curiosity and the willingness to perform or being called the smart one from a very early age.

Fun games that keep students' brains engaged and busy do not exist for teachers to catch a breath while the students solve puzzles, but it is an added bonus.

The main reason and importance of having such activities go beyond surface level information we had before.

The brain begins to mature even before birth. Although it continues to mature throughout most of life, the brain does not mature at the same rate in each individual.

This should not be surprising. After all, our bodies grow at different rates, we reach puberty at different ages and our emotional maturity at different times as well. Why should our brains be any different?

Just because you have a classroom full of students who are about the same age doesn't mean they are equally ready to learn a particular topic, concept, skill, or idea. It is important for teachers and parents to understand that maturation of the brain influences learning readiness. For teachers, this is especially important when designing lessons and selecting which strategies to use.

As a teacher, all children need to be challenged and nurtured in order to profit from your instruction. Instruction that is above or below the maturity level of a child's brain is not only inappropriate; it can also lead to behavior problems in your classroom. Inappropriate behaviors such as avoidance, challenging authority and aggression towards other students can be explained by a failure to match instruction to brain maturity of your students.

You should also know that all brain functions do not mature at the same rate. A young child with highly advanced verbal skills may develop gross and fine motor control more slowly and have trouble learning to write clearly. Another child may be advanced physically but not know how to manage his/her social skills. Others may be cognitively advanced but show emotional immaturity.

For all of these reasons, it is important to understand how our brains mature as well as the differences that may be present at each stage of "normal" development.

But let us veer away from the textbook for a minute and gauge the realistic advantages educators and teachers will have if they add challenging brain games into the curriculum without taking away the essence of them being just a game for the children.

Number 1:    They offer opportunities for early learning.

Even simple games help young players identify colors, count spaces, and develop hand-eye coordination and dexterity in moving cards and pieces around the board. Plus, learning to wait your turn and follow the rules are important lessons that serve kids far beyond the living room floor.

Number 2: They get older kids' brains buzzing, too.

Board games are an easy way to encourage healthy brain development in older kids and teens. “Strategy games are useful in helping the frontal lobes of the brain develop,” says Beatrice Tauber Prior, Psy.D., a clinical psychologist, author, and owner of the private practice Harborside Wellbeing. Those frontal lobes are responsible for executive function skills, which include planning, organizing, and making good decisions.

Number 3: They boost their language skills.

Board games can be a sneaky way of helping school-aged kids work on skills they’re struggling with. Have a reluctant reader? A round of BOB Books Happy Hats Beginning Reading Game will help them expand their vocabulary and flex their spelling skills.

Meanwhile, games in which players have to remember several pieces of information at once who did what, and where might help a child who’s having trouble with reading comprehension all while still having fun.

Number 4: They sharpen your child's focus.

Board games, when played without interruptions, can help lengthen a child's attention span. But to reap the benefits, everyone needs to commit to seeing the game through to the end.

If your family sits down for a game of Chinese checkers, be sure to complete a full game without everyone checking their phone, asking Alexa to play a song, or turning on the TV for the latest football scores, adds Prior. Finishing a board game without interruptions will help lengthen the declining attention span of kids in a world filled with digital distractions.

Number 5: They teach the value of teamwork.

Board games often offer kids meta-messages about life: Your luck can change in an instant, for better or for worse. But in addition to teaching them that nothing is guaranteed, board games are a good way to encourage kids of different ages to team up and work together something they'll need to do throughout life. Form teams of older kids working with their younger siblings or choose a game like The Brainiac Game or Race Across the USA, which have questions tailored to grades 1-6, so everyone’s challenged fairly.

Number 6: Board games are an alternative to time out.

The next time you find yourself going through a rough patch with one of your kids, consider playing a board game together instead of sending them to their room. “I often use board games as a mechanism to work on the parent-child relationship,” explains Regine Galanti, Ph.D., a licensed clinical psychologist and professor at the Ferkauf Graduate School of Psychology at Yeshiva University in New York City. They can also be used to increase frustration tolerance in a child.

In other words, taking turns and practicing patience during a game even when things don't go their way can help little ones practice more respectful responses than stomping off and slamming their bedroom door shut.

Number 7: Board games soothe anxiety.

They may help anxious kids learn how to navigate friendships more easily. “Because they're structured, board games can provide an easier way to build interpersonal relationships with peers, since the child knows what's expected of them, says Galanti. For kids who struggle with striking up conversations with others, Galanti recommends games that promote structured opportunities for chatter, such as guessing games.

Number 8: They show kids how to be a good loser.

If you're playing with a child who has low frustration tolerance, and losing is really difficult for them, allowing them to break the rules at first can make the game more tolerable and fun for them.

But your goal should be to purposely play by the rules and encourage them to use coping skills and promote resilience when things don't go their way.

For instance, you might say: "I'm so proud of you for staying calm even though you picked a card you didn't like. I hope next time you pick a good one!"

Number 9: Board games are a great way to unplug.

The lack of technology required to play board games makes them special. They are a simple way to get quality, screen-free time with the kids and you might be surprised by how much they love playing.

Families are struggling to find the balance between digital and real-life connections, but board games provide a tool for that emotional connection to each other. Order pizza and make it a way to celebrate the start of the weekend together!

Now that we know what the real benefits brain games hold, here is a list of some of the most effective brain games not only for teachers but even parents can try at home.

1: Blocks

Blocks have been the most basic brain games for kids since the beginning of time and have remained a constant in the ‘toy-sphere’ and there’s a good reason why.

Expose your child to blocks of different colors and sizes and that’s it! Let your child explore the blocks and let their imagination run wild.

All aspects of your child’s development are exposed including shape/color recognition, creativity, spatial awareness, and so much more.

2: I spy games

Classic games such as ‘I spy with my little eye…’, ‘Simon Says’ and scavenger hunts are fun brain sharpening games.

These types of brain development games help your children to follow instructions, enhance attention, develop language and increases their spatial awareness. Books like “Where’s Waldo?” are great for children and adults, finding a targeted item in a cluttered environment helps enhance your child’s cognitive systems.

Scavenger hunts can be easily customized and can keep your children occupied for hours!

3:        Brain teasing Puzzles

Puzzles can be fun for the whole family! They are a great way to develop your child’s spatial perception, coordination, problem-solving, cognitive skills and fine motor skills proving puzzles to be awesome games for brain development.

There are many different kinds of puzzles to choose from, tangrams and board puzzles for younger children, and older children and adults can indulge in Scrabble, Sudoku, crosswords, logic puzzles and even Rubik’s cubes! At any age, puzzles are sure-fire brain teasers!

4:        Obstacle Courses — Jump, skip, run and hop!

Obstacle courses are easy to set up and one of the best mind games for kids. You can set one up right in your living room.

Create simple obstacle courses using household supplies, increase the complexity with creative obstacles for older kids.

Obstacle courses help enhance your child’s gross motor, visual perception, motor planning, coordination, problem-solving, critical thinking and language skills.

There are so many versions of obstacle courses! Here are some items you can use to create an obstacle course indoors: pillows, chairs, tables, cushions, sofa, tables, storage boxes, string, paper, balls, hula hoops.

5:        Storytelling – Once upon a time…

Storytelling helps prompt a different brain development compared to what children gain when listening to a story or reading a picture book.

Storytelling requires for your child to pay attention and focus for a long period of time.

They also help their memory, as they have to keep track of the story characters, the sequence of events and what’s going to happen next.

Storytelling also helps develop your child’s language, vocabulary and confidence! Each story requires them to make connections and articulate them.

Children at the age of six are developing self-confidence and independence; stories are a great way for them to express their feelings and emotions in a positive manner.

Community Building Experiences

 I firmly believe that nothing is as powerful or serves better to foster strong bonds within a classroom as building a sense of community. This takes precedence for me over delving right into the textbooks.

 

 I really hit Community Building experiences hard during the first week of school. I also incorporate community building strategies into the curriculum when a new student joins the class later on. Community Building exercises can help make the ‘new kid’ feel welcome and the ‘old kids’ feel the strength to be found in a close-knit community.

 

Resources for Community Building are available through parent-teacher stores and teacher magazines. I would like to share a few of these with you that have proven successful in my classes.

 

 

ACTIVITY: Ice Breaker Introduction Game

 

To ‘break the ice,’ one such activity that I use is a “Name Game.” I will have the students form a circle. I hold a squish ball. I model first by saying my name, and one very exciting thing I did over the summer. When I have finished, I gently toss the ball underhand to a student for him/her to follow suit. We do this until every student has had an opportunity to share! Kids love this!

 

 

ACTIVITY: Round the Clock Buddies

 

Give each student a sheet with a 12-hour clock printed on it. Along the side of each number on the clock, place a line extending horizontally where a student’s name can be written. The assignment is to fill in at least one other student’s name per line.

 

Now here is how this works. Explain to the students:

 

“First, I take my sheet and go to another student. I ask if he or she would like to be my 1:00 buddy. If the answer is yes, then I write their name on my sheet – and they write my name on their sheet. We make sure that we spell each other’s names correctly!”

 

Tell the students how to continue the process. If, for example, someone’s 1:00 buddy line is already filled, they can ask about another time, e.g. “Well, if we cannot be buddies at 1:00, what about 3:00?”

 

Depending on the size of the class, for each of the 12 slots, students should write in one name for a class of 12. They will have two names for a class of 24, and 3 names for larger groups.

 

Future Activities: This “Round the Clock Buddy” exercise can also become the basis for many future activities. It is a great method to organize a “think-pair-share” or brainstorming activity. I then say to my students:

 

“Please make an appointment with your 2:00 buddy and I would like for you to discuss…

 

(whatever it is you as the teacher want the class to discuss at that point).”

 

The children really seem to enjoy this exercise – and it gives you something to vary the normal routine. It’s very important to get kids up and moving throughout the day and to change both the mental and physical state of the student.

 

 

Okay, let’s talk about the Candy Bar Game. Kids really love this.

 

ACTIVITY: Candy Bar Game -- Tell Me About Yourself

  

This is one of my favorite Community Building activities. I usually do this on the first day of school.

 You will need to purchase an assortment of candy bars and place them in a basket somewhere on the floor in the middle of the room. On the black/white board, write the name of each of the candy bars. Each candy bar is to be associated with a question.

 Write the questions. Conceal the questions until later. There are a number of ways to do this. They can be posted on the black/white board and hidden by a piece of paper taped to the board. Alternatively, you can use tagboard or cardboard – write the name of the candy bar on one side and the question on the other side. You could also paste or tie the questions     to the candy bars directly.

 

The children each go to the basket and pick out a favorite candy bar of their choice. Each child then in turn shares with an answer to the question associated with the candy bar.

 

Another variation is to make the candy bars a reward to be earned by answering the question. Here are some that I use:

 

 $100,000 Grand Bar – What would you do with 100,000 dollars? (in our class, in a movie or TV show, in your house, etc.)

3 Musketeers – Who are your favorite friends and why?

Baby Ruth – What is your favorite memory?

Butterfinger – Can you tell us about a regrettable mistake you made?

M & M’s – What would you do with a million dollars?

Nestle’s Crunch – Can you tell us about a difficulty (a crunch) that you have overcome?

Skittles – What is pure enjoyment for you?

Snickers – What is the funniest moment you remember?

Starburst – Can you describe when you have had an “Ah ha!” moment?

The Reader's Notebook

When I launched my reading workshop, part of that included implementing reading notebooks for my students. What I would typically do is during the summer prior to the start of the new school year was assemble and organize the notebooks. I would add several different sections within the notebook.

Now in addition, I would have students personalize their notebooks so that they would feel that the notebook was their own.

When I first implemented reader’s notebooks in my class at the start of the school year, I’d often times get moans and groans from students about the number of books I expected my students to read, and the amount of time that they would read. Our classroom goal was a minimum of 30 minutes Monday through Friday. I would always get this question from students why do we also have to write about our reading?

I would make it crystal clear to my students that the purpose of writing about your reading was to make them better readers and writers. And once my kids knew the why, of why they were doing this, it became less painful for them. I wanted my students to become aware that writing will help them deepen their understanding, strengthen their conversations with partners.

Additionally, I would tell them that writing about their reading will develop their critical thinking skills. The thing that I impressed upon my students was not to simply retell what the book was about. But to dig a lot deeper to analyze and evaluate the text. I would have an anchor chart that I displayed in front of the classroom which listed open-ended, higher order thinking questions that students could pick from. They would use these questions as a way to guide their thinking.

I would give my students ownership of their notebooks and encourage them to use strategies that would help them as readers. For example, I let students use markers, highlighters, colored pencils; they could use post it notes, sketch out characters and story scenes, and create graphs and charts. It was really cool to see students sharing their strategies with their partners.

Let’s talk about finding the time for reader’s notebooks

Well, for starters, at the start of the new school year, I would go over my expectations concerning the notebooks and establish routines. I would set aside one hour Monday through Friday, whereby my kids would read for 30 minutes independently, and then “Write about their reading” followed by sharing out with partners and then whole group.

Now, let’s discuss the organization of the reader’s notebook

The reader’s notebook generally features 5 sections. I used tips found in   Fountas & Pinnel’s book, Guiding Readers and Writers. Which is an excellent resource.

Section 1 – The reading list

Section 2 – The reading interest list

Section 3 – Books to read list

Section 4 – The letters

Section 5 – Writing about your reading

We are going to discuss each of these sections in turn.

The reading list is simply a documented account of the amount and type of reading that students do.

The reading interest list is a list of books that the student wants to read. And I have to say that this section is very important for the teacher, as it details their favorite titles, genres, topics, and authors.

The books to read list are actual books that the student wants to read.

The letters section are letters that the student writes to the teacher, and the teacher responds back to the student. I had the names of my students equally divided by days – Monday through Thursday on an anchor chart displayed.

The last section, writing about their reading would begin once independent reading time was over. I would give students 10 minutes to respond to the text that they were reading. After which, the students would be given time to share out their thinking with partners. Then I would recap the day’s mini-lesson and answer any questions from the whole group.

Let’s turn our attention to using the reader’s notebook.

Each section of the notebook has to be explicitly taught. In other words, I never just handed out their notebooks on the first day of school. During the first week or two of school, I would have book conversations, and we would talk about the kinds of books that they were reading. And once my kids got comfortable sharing their books with each other orally, they came away knowing how to share their books in conversations with other students.

Then at that point, I would thoroughly go through and explain each section of their notebook.

Now in my class I had certain routines in place with respect to students using their notebooks. First of all, I had tubs that I would require these notebooks to be stored in when work was completed.

One important thing here is that the notebooks never went home, they stayed in the classroom. Students wrote in their notebooks during book talks to record titles of books that they wanted to read later on. They would have their notebooks in hand when they were sharing with a partner. Students would turn in their notebooks to me on their assigned “letter” day.

I also required my students to write an average of one page when they responded to their reading.  I had my students discuss their reading entries in individual conferences.

Now I want to address use of conventions. Though I would not correct notebook entries, I would pay attention to spelling, grammar, punctuation, capitalization, and organization – keeping notes on the use of convention. I’ve always encouraged my students to “show me what they know” when they write to me about their reading.

In summary, reader’s notebooks are easy to use and will instill in students to take responsibility for some of their reading development. More importantly, they impress upon students to think of themselves as readers.

The Reader's Notebook

When I launched my reading workshop, part of that included implementing reading notebooks for my students. What I would typically do is during the summer prior to the start of the new school year was assemble and organize the notebooks. I would add several different sections within the notebook.

Now in addition, I would have students personalize their notebooks so that they would feel that the notebook was their own. 

When I first implemented reader’s notebooks in my class at the start of the school year, I’d often times get moans and groans from students about the number of books I expected my students to read, and the amount of time that they would read. Our classroom goal was a minimum of 30 minutes Monday through Friday. I would always get this question from students why do we also have to write about our reading?

I would make it crystal clear to my students that the purpose of writing about your reading was to make them better readers and writers. And once my kids knew the why, of why they were doing this, it became less painful for them. I wanted my students to become aware that writing will help them deepen their understanding, strengthen their conversations with partners.

Additionally, I would tell them that writing about their reading will develop their critical thinking skills. The thing that I impressed upon my students was not to simply retell what the book was about. But to dig a lot deeper to analyze and evaluate the text. I would have an anchor chart that I displayed in front of the classroom which listed open-ended, higher order thinking questions that students could pick from. They would use these questions as a way to guide their thinking.

I would give my students ownership of their notebooks and encourage them to use strategies that would help them as readers. For example, I let students use markers, highlighters, colored pencils; they could use post it notes, sketch out characters and story scenes, and create graphs and charts. It was really cool to see students sharing their strategies with their partners.

Let’s talk about finding the time for reader’s notebooks

Well, for starters, at the start of the new school year, I would go over my expectations concerning the notebooks and establish routines. I would set aside one hour Monday through Friday, whereby my kids would read for 30 minutes independently, and then “Write about their reading” followed by sharing out with partners and then whole group.

Now, let’s discuss the organization of the reader’s notebook

The reader’s notebook generally features 5 sections. I used tips found in   Fountas & Pinnel’s book, Guiding Readers and Writers. Which is an excellent resource.

Section 1 – The reading list

Section 2 – The reading interest list

Section 3 – Books to read list

Section 4 – The letters

Section 5 – Writing about your reading

We are going to discuss each of these sections in turn.

The reading list is simply a documented account of the amount and type of reading that students do.

The reading interest list is a list of books that the student wants to read. And I have to say that this section is very important for the teacher, as it details their favorite titles, genres, topics, and authors.

The books to read list are actual books that the student wants to read.The letters section are letters that the student writes to the teacher, and the teacher responds back to the student. I had the names of my students equally divided by days – Monday through Thursday on an anchor chart displayed.

The last section, writing about their reading would begin once independent reading time was over. I would give students 10 minutes to respond to the text that they were reading. After which, the students would be given time to share out their thinking with partners. Then I would recap the day’s mini-lesson and answer any questions from the whole group.

Let’s turn our attention to using the reader’s notebook.

Each section of the notebook has to be explicitly taught. In other words, I never just handed out their notebooks on the first day of school. During the first week or two of school, I would have book conversations, and we would talk about the kinds of books that they were reading. And once my kids got comfortable sharing their books with each other orally, they came away knowing how to share their books in conversations with other students.

Then at that point, I would thoroughly go through and explain each section of their notebook.

Now in my class I had certain routines in place with respect to students using their notebooks. First of all, I had tubs that I would require these notebooks to be stored in when work was completed.

One important thing here is that the notebooks never went home, they stayed in the classroom. Students wrote in their notebooks during book talks to record titles of books that they wanted to read later on. They would have their notebooks in hand when they were sharing with a partner. Students would turn in their notebooks to me on their assigned “letter” day.

I also required my students to write an average of one page when they responded to their reading.  I had my students discuss their reading entries in individual conferences.

Now I want to address use of conventions. Though I would not correct notebook entries, I would pay attention to spelling, grammar, punctuation, capitalization, and organization – keeping notes on the use of convention. I’ve always encouraged my students to “show me what they know” when they write to me about their reading.

In summary, reader’s notebooks are easy to use and will instill in students to take responsibility for some of their reading development. More importantly, they impress upon students to think of themselves as readers.

 

Helping Students to Become Critical Thinkers

Before we discuss ways in which we can help our students to become critical thinkers we must first understand what critical thinking encompasses.

Critical thinking is the ability to analyze information rationally and make a reasonable judgement based on the evidence. Furthermore, critical thinking is not merely taking something at face value, it’s looking at the whole process objectively,

When students use critical thinking skills, they are not just passive learners, but rather they are actively learning.

Alright, let’s dive right in…

 

Why is Critical Thinking Important?

Well, to put it plainly our students need to be able to think critically to make sound decisions as what to believe. Simply put critical thinking is about having good justifications for why one believes what they believe.

Helping our students develop critical thinking skills will not only help them in school, but in their professional lives as well. This is a skill that employees look for in their employees.

Let’s consider the type of questions that foster critical thinking. The questions that the teacher asks should encourage and motivate students to find reasonable answers. Questions should not simply be yes or no answers, but rather should be open-ended. As teachers what we want to provide our students is in-depth strategies prior to beginning a lesson. In other words, we need to ask thought provoking questions that lead to answers with sound reasoning. Quick answers often end up being just a few words and don’t foster much in the way of critical thinking.

When asking student questions, I’m going to provide a few examples of the kinds of questions we should be asking.

 

1)   Do we need to consider another point of view?

2)   Is there another way to look at this question?

3)   Could you be more specific?

4)   Will you provide more details?

5)   Would you give me an example?

Remember, the key here is to open up more possibilities for further discussion and analyzing.

Let’s consider some ways that you can jumpstart critical thinking across the curriculum.

We can begin the lesson or a unit with a probing idea. Now again, this should not be a question with a yes or no answer. The type of question you ask should inspire discovery and the ability to problem solve.

Encourage creativity – for example, instead of having creative projects already prepared for the students, instead give the students all of the supplies that they will need to create the project and let them do it on their own. Resist the temptation to jump in and help the students too fast. Let students work through the creation of the project to foster their creativity and not to stifle it.

Another thing that can be done is to incorporate opportunities for students to find connections in learning. Now what does that look like? Well, encourage students to make connections to a real-world situation, and identify patterns which is a great way to reinforce their critical thinking skills.

I want to share some other strategies that will supercharge students’ critical thinking skills.

We can use word analogies, ask open-ended questions, allow reflection time, use real-life situations, allow for thinking time (which incidentally is a great strategy--a lot of times we just want to hurry up and move on), and lastly, encourage interaction among peers -- things like think-pair-share or turn to a partner are great learning opportunities.

 

Here are 7 elements that are involved in critical thinking. But first a word from our sponsor.

1)   Being open minded – critical thinkers have to be open to more than one point of view. One needs to maintain an openness to challenging the information. Thinking outside the box.

2)   Analyze information – analyze the information well enough to be able to draw conclusions based on the data.

3)   Open to interpretations – taking the time to interpret one’s analysis and meaning of the information that’s presented.

4)   Problem solving – the ability to come up with more than one plausible solution.

5)   Decisiveness – Making a decision based upon the data you have interpreted.

6)   Communication – Being able to convincingly explain your conclusions (and your thought process) to others.

7)   Self-improvement – Development of positive habits and able to reflect on their own critical thinking skills and ways to improve it.

In conclusion, critical thinking will prepare our students for the future      with respect to thinking for themselves and not following group think. It will prevent them from going along with the crowd.