When they get puzzled.

What is the one activity that can stimulate children’s interest and ability in maths more than any other?

When a child first comes across number puzzles she or he is more than likely to try out solutions at random.

In fact, making random guesses as to the solution is for most children phase one of the journey towards maths mastery. 

However if we as teachers can then stimulate learning in a way that leads to logical thinking, the child will be en route to being able to break problems down into steps.  And that, of course, is what is required at all levels of maths.

Logical thinking permits a methodical working through of every solution possible – something that can bring the right answer eventually.

But this is slow and laborious, and so we need to move the child on to phase three where the child possesses an insight as to how the problem works and so is able to head towards the solution in a matter of moments. 

Indeed it is when children reach this stage that the great benefit of training in puzzle-solving becomes apparent.  For now children gain the ability to learn the issue lurking behind each problem. 

In short, people who are adept at problem-solving save huge amounts of time, both in maths and in life in general. 

Ultimately a child trained in solving problems by searching for patterns can move on to activities such as solving Rubik’s cube in a couple of minutes.  And generally such children can then solve a large number of problems by applying the process of looking for the underlying rule.

This ability is primarily learned through appreciating how to approach puzzles and problems.  And that is why we have produced “Missing Digit Puzzles”. 

Missing Digit Puzzles allows children to learn that problem-solving is a matter of applying rules rather than guessing or working through each possible solution.

Missing Digit Puzzles is available for just £16.50 as a printed book, £10.99 as an e-book or you can order both for just £19.80.  

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Filed under Brilliant Publications, Key Stage 2, Mathematics, Primary school

To subject or not to subject?

The one thing about the rules of grammar is that without context they ain’t much help

Now I know “ain’t” isn’t a word that you would want to encourage in a child’s essay – unless, of course, you had a particularly precocious writer in the class who had already developed an understanding of the “voice” of each character in a story.

Likewise there is little to be gained from worrying about the grammatical issues raised by Hamlet’s “to be or not to be” soliloquy by wondering how the subject of the opening line turned up at the end of the line. 

So what’s my point?

My point is that for me to be able to get away with writing a paragraph consisting solely of “So what’s my point?” starting with a preposition which the rule books say should be followed by “that”, is that we all of us first need to know the rules of grammar before we start taking liberties.

But (and there, I’ve done it again, this time starting a paragraph with a conjunction) rules are always best learned in context.  In the case of language, in the context of how authors use grammar in their writing.

For if one starts from the work of authors, and works from there into the grammatical rules, rather than starting from the grammatical rules themselves, three things happen. The learning becomes context-driven, the lessons are more varied, and the understanding of how language can be manipulated for pleasure is ingrained in the child.

This consideration led Charlotte Makhlouf to experiment with how she taught grammar in her classroom.  And (oh, I’ve done it again, starting with “and”) so Charlotte used her classroom experience (not to mention her experience writing the best-selling series Brilliant Activities for Reading Comprehension) to write a new grammar series which teaches grammar in context.

In Getting to Grips with English Grammar grammar and punctuation skills are taught in the context of themes, rather than in isolation. Each unit starts with an engaging reading passage, so pupils can see how the grammar skill being taught is used in context. Activities link to the themes and provide opportunities for children to apply the grammar skills in their own writing.

Of course, the books also provide activities to stretch the more able or fast finishers, mini-quizzes at the end of each themed section to enable you to check children’s comprehension, and answers to the pupil activities.

Click here to see the contents of each of the books in the series

Click here to order the Getting to Grips with Grammar and Punctuation Series Pack for £95.00 

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Filed under Brilliant Publications, English, Key Stage 1, Key Stage 2, lesson plans, National Curriculum, Primary school

The story’s the thing

What is the simplest way of getting students who are disinclined to read a book, to read the book?

For some students the chance to get involved with a classic such as Jane Eyre, Pride and Prejudice, Jekyll and Hyde, etc, is very welcome.  These are the students who have found the joy of books and who want to read.
 
But, of course, there are those who look at such books – even when they have alluring stories within them that might appeal to their interests – and back away.  They have defined books as not being part of their world.
 
So the question is, how to get these students started.
 
One way of doing this is to give the students an overview of the complete book within a format that they will find acceptable. And that is where graphic books come into their own.
 
Graphic books give students who are unexcited by the opportunity of approaching a complete novel a chance to grasp the story and come to terms with the characters before they start reading.
 
In this way when they do turn to reading the original, everything is already clear to them and they are now able to enjoy the depth of the story in full book form.
 
Hence they are no longer put off by language from an earlier era, a multiplicity of minor characters, or the amount of reading involved.  Everything is now familiar and acceptable.
 
This is why we have produced our series of Graphic Revision Guides.  Five volumes are now available: Jane EyrePride and PrejudiceGreat ExpectationsJekyll and Hyde and A Christmas Carol.

What’s more, the Graphic Revision Guides series is available both as printed books and as e-books, or you can purchase both formats together at a discounted price

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Filed under Brilliant Publications, English, Key Stage 3, Key Stage 4, Secondary school, slow reader, Special Educational Needs and Disability (SEND), Teaching Ideas

Engaging pupils’ fluid intelligence

The important link between fluid intelligence and learning times tables

It has been argued that “crystallized intelligence has become disproportionately valued over fluid intelligence”, yet it is fluid intelligence that is closely linked to working memory and which is responsible for the ability to recognise patterns.

It is therefore important that pupils are taught their times tables in a way which engages their fluid intelligence so that they are not only able to understand why times tables form as they do, but also see how their learned knowledge of times tables can help them to solve maths problems in the future.

With this in mind, Brilliant Publications has developed Mighty Fun Activities for Practising Times Tables – a series of photocopiable activity books suitable for Years One to Six.

The Mighty Fun Activities for Practising Times Tables series uses superheroes to motivate children to practise all of the skills needed to solve multiplication, division and word-based times table problems.

The books contain reproducible sheets and are designed to be used as flexible teaching aids which teachers can dip in and out of in any order to support the learning of any times table. They work equally well as stand alone 5 to 20 minute lesson reinforcements or as regular times table learning.

The Mighty Fun Activities for Practising Times Tables series is divided into three books:

For more information and to download sample pages you can try with your pupils, simply visit the links above.

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Filed under Brilliant Publications, Key Stage 1, Key Stage 2, Mathematics, National Curriculum, Primary school, Teaching Ideas

FREE Les problèmes logiques et latéraux for developing French reading & interpreting skills at KS3 and KS4

This is just one of the activities in the FREE worksheet series from the popular resource, Les problèmes logiques et latéraux. To request your copy of the FREE worksheet series, simply visit www.brilliantpublications.co.uk/pages/render_page/115.

The puzzles in this book are a fun, challenging and engaging way to practise reading French, designed to consolidate and extend French vocabulary on a variety of topics whilst training the participant’s brain to solve problems.

Les problèmes logiques et latéraux is arranged by the main topics that are taught at KS3 and KS4 to make it easy to find a puzzle which fits a lesson objective. The puzzles have been extensively trialled in the classroom, and work well when used as starters, in plenaries and as a homework task.

This book is a not only a useful resource for practitioners of French, but also for cover teachers, because the easy to use answer section gives the teacher or learner immediate access to the answers, ideal for non-specialists and specialists alike.

Find out more: www.brilliantpublications.co.uk/book/les-problemes-logiques-et-lateraux-796

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Filed under Brilliant Publications, French, Key Stage 3, Key Stage 4, Modern Foreign Languages (MFL), Secondary school

The strangeness in the sky

Creatures we can’t understand doing things we can just about fathom.

A young girl giant strolling across the sky saw an orange and decided to lick it.  She found it was nice and so licked it more and more, and gradually she began to lick the orange away.

Slowly she ate more and more of it, until her father saw what she was doing and said, “You mustn’t eat that in daytime.  All the little people on the world below use that orange as a way of staying warm.  Put it back at once.”

The young giant was unhappy to have caused a problem, and besides she didn’t like to be told off by her dad.  But she couldn’t put the orange back because she had already licked some of it.  So she asked her dad to help.

“Come on,” said the giant dad, seeing his daughter was worried.  “We can put it back bit by bit, so those funny little people on the planet will hardly notice. 

For the next five minutes the giant and his daughter rebuilt the orange bit by bit until it was back to the round orange that it was before.

When the job was done the giant and his daughter looked at the orange giving out its light for the little people below, and they were happy that the problem had been resolved.  “Now promise me you won’t do that again,” said the giant, and his daughter agreed.

“And one more thing, go and tell all your brothers and sisters about this and make them promise that they won’t ever lick the orange in the sky.”

Dutifully the giant’s daughter did this, and eventually she told everyone except one of her brothers as he was away on holiday.  He never got the message not to eat the big orange in the sky, and two years later he came back and the problem started again.

Of course, that story isn’t a classic myth but it has some of the basic ingredients of something taken from our life and then creatures we can’t understand doing very human like things while living up in the sky (or sometimes underground).

Myths and legends are part of our heritage; tales of strange creatures doing human like things.  Which is why we have produced the book Understanding Myths and Legends containing 27 stories from countries around the World.  Stories that can be used to support topic work in history and RE or used as part of a unit of work in literacy.  

For more information on Understanding Myths and Legends please visit:

https://www.brilliantpublications.co.uk/book/understanding-myths-and-legends-415

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Filed under Brilliant Publications, English, Key Stage 2, PSHE, Religious education (RE)

Not when, but how.

A resource showing pupils HOW to use French Language whilst helping to deliver the KS2 Programmes of Study

The older pupils get, it appears there is a shift from wondering HOW they will use the knowledge that they have learned to wondering WHEN they will use the knowledge that they have learned. Yet the former approach to learning is far more proactive, not least because their futures are still unwritten.

Bearing this in mind, Brilliant Publications has produced a French language resource which uses drama to teach French language and thus teaches pupils HOW to use the knowledge that they have learned.

12 Petites Pièces à Jouer contains 12 age-appropriate mini French plays for beginner French pupils in primary school and lower secondary school to listen to and act out. The plays serve as a fun way to practise French, promote fluency, and develop confidence.

What’s more, these 12 entertaining mini-plays use simple, repetitive language, are ideal for use with mixed-ability groups and help to deliver the KS2 Programmes of Study: imitate pronunciation of sounds, recognise patterns in simple sentences, and take part in pair and group work.

The photocopiable book contains scripts, English translations, worksheets to extend the plays, and suggestions for performing the plays. Native French speakers perform the plays on the audio CD included with the book.

There is more information, a sample play and audio file available to download on our website.

A pupil from Yorke Mead Primary School in Hertfordshire having a great time performing the play <<Bobo le robot>> (photo reproduced with permission)

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Filed under Brilliant Publications, French, Key Stage 2, Key Stage 3, Modern Foreign Languages (MFL), Primary school, Secondary school