These brain teasers will appeal to all children and stretch the more able pupils in your class
(Are you stuck? The answers are at the bottom of the blog!)
- Two mothers and two daughters were quilting in the living room. They all quilted busily all day, and discussed memories they had shared with each other. Each one completed a quilt. However, at the end of the day there were only three completed quilts. How is this possible?
- A man was sitting at home watching the news. All of a sudden, he stood up, switched on the light, and began to sob uncontrollably. Why did the man switch on the light and begin to cry? Ask as many questions as you would like, but the teacher can only answer yes or no.
- Two Australians got on a bus. One of the Australians was the father of the other Australian’s son. How was this possible?
- Robert and William Parry were both born just before noon on 7th May 2001. They had the same parents, Andrew and Diana Parry. You see Robert and William in the nursery and say to Diana, “Your twins are lovely!’ Diana looks at you and replies, “They are not twins!” You are very confused. They were born on exactly the same day with the same parents! How is this possible?
- Two men walk into a restaurant. They both order exactly the same drink. One man drinks it fast and one man drinks it slowly. The one who drinks it fast lives. The one who drinks it slowly dies. WHY?
These brainteasers have been taken from Brilliant Activities for Gifted and Talented Children by Ashley McCabe Mowat, which contains tasks that will develop all children’s cognitive abilities, whilst stretching the most able pupils in you class.
- They were a grandmother, mother and a daughter.
- The man is a lighthouse keeper, and he saw on the news that a ship is headed for his point but can see no light. It is inevitable that the ship will crash, which is the man’s fault.
- One was the mother.
- They are not twins, but triplets!
- There was poison in the ice.
- Find out what they know before you teach them. This will prevent reteaching what a pupil already knows.
- Remove drill from their lives. Bright pupils learn and retain a concept the first time it is presented to them. Allow them to move on to something else while you consolidate concepts with the rest of the class.
- Pace instruction at the rate of the learner. Pupils progress at different rates. Allow them to progress at their own rate.
- Use discovery learning techniques. Use Inductive Learning strategies to allow pupils to use thinking skills to reach conclusions.
- Allow them to arrive at answers in their own way. Bright pupils enjoy devising their own problem-solving techniques.
- Allow pupils to form their own cooperative learning groups. Avoid always making the brightest pupil in the group responsible for the whole group’s learning. Allow them to sometimes choose their own groups and work with other bright, motivated pupils.
- Design an individual education plan. This will cater to different learning rates.
- Teach them the art of argument. Since bright pupils have a tendency to argue anyway, teach them to understand when it is appropriate to argue and also to understand when it is appropriate to argue and also to understand the reaction of others to their argumentativeness.
- Allow pupils to observe. Provide pupils with opportunities to observe and don’t demand immediate answers.
- Be flexible in designing programmes. Provide your pupils with a variety of programme alternatives, such as independent study, special classes mentoring and enrichment and extension activities.
Thinking Strategies for the Successful Classroom, 9-11 Year Olds
Thinking Strategies for the Successful Classroom, 7-9 Year Olds
Thinking Strategies for the Successful Classroom, 5-7 Year Olds
These ideas have been taken from Thinking Strategies for the Successful Classroom, published by Brilliant Publications. The series includes activities, teaching notes and photocopiable worksheets on a variety of classroom strategies. The activities included are designed to enrich and extend the thinking strategies of the entire class, with in-built opportunities to challenge the skills of the highest achievers.
The new curriculum places increased emphasis on grammar, punctuation and spelling. But how can you make learning these concepts fun? Rekindle your pupils enthusiasm for language by encouraging them to play with words to extend vocabulary, improve spelling and develop language skills. Try these activities: