EQUIPMENT

Wherever possible, the amount of preparation the teacher has to do has been kept to a minimum - as has the amount of equipment needed for each activity.  However, on occasion, it may be necessary to photocopy worksheets in advance; to provide pencils & paper; or to use an overhead projector (OHP).  A number of activities can be easily transferred for use on an interactive whiteboard (IWB).  This EQUIPMENT section tells you precisely what you will need.

DESCRIPTION

This area of each page contains a description of a BrainBites activity.

It will explain clearly, step by step, what to do.

Although most of the BrainBites activities have been designed to be used with primary school-age children (predominantly KS2), a few of the activities are nevertheless quite challenging (particularly those involving physical co-ordination).  Teachers (and other adults) may feel more comfortable (and look less foolish) if they have a private practice in advance.

This section of the page will advise you of such things as:

• whether it is better to sit or stand to do the activity;

• whether you will require lots of space;

• whether the class will be working all together, in small groups or as individuals;

• the best context within which to use the activity;

• what to do with any "product" of the activity.

The ICON BOXES at the foot of the page are intended to provide a visual "rule of thumb" guide to which kind of intelligence each BrainBites activity is intended to engage.  These are based on Howard Gardner's Multiple Intelligences model.  It is hoped that this will assist teachers and trainers with choosing appropriate BrainBites activities.  Only relevant intelligence icons will be shown.

Click the BrainBites logo (top of page) to return to the BrainBites activities menu

BEFORE

In order to get the most out of some BrainBites activities, it is necessary that students have previously engaged in other BrainBites activities.  (E.g.: "Vowel-Picker" - in which students identify the vowels in words - assumes that students are familiar with "Finger-Vowels" - in which students use particular fingers to indicate each of the vowels.  Where there is a requirement of this kind, it will be noted in this BEFORE section. 

AFTER

Many of the BrainBites activities lead on to other BrainBites activities or can be simply developed by the teacher.  For example, "Twos and threes" - in which students use their arms to rhythmically indicate which numbers are multiples of 2 and 3 - can be easily developed so that students indicate numbers which are multiples of 3 and 4, etc.  Such suggestions will be found in this AFTER section.

LOGICAL

MUSICAL

INTRA-PERS.

PHYSICAL

LINGUISTIC

INTER-PERS.

NATURALIST

VISUAL