Page 14 - Perceptual skills development

SPOT THE CHANGE

• Teacher arranges his / her 6 bricks on the
chalkboard ledge, in any sequence. (horizontal
or vertical)
• Children come into the classroom and have to
spot where the bricks are.
• Children then arrange their bricks in the same
sequence as the teacher, at the top of their desk.

Q: Which colour is 1st / 2nd / 3rd … etc.?
Q: Can you put your finger on the red /
green / yellow … brick?
Q: Can you pick up the 1st / 3rd brick etc.?
Q: Can you pick up the 2nd brick; balance it on
your right / left hand … etc.?

• Children leave their bricks at the top of their
desk, in that sequence.
• During the course of the day, the teacher
changes his / her brick sequence on the chalk
board ledge, without telling the children.
• Children try to notice the changes and correct
their bricks accordingly.

Variations:
• Teacher arranges 2 / 3 of his / her bricks on the
chalkboard ledge at the beginning of the day;
children have their bricks packed away.
• Teacher leaves those bricks there for the first half
hour of the day, then removes them.
• Children see if they can remember which bricks
were there, and arrange their bricks in the same
way.
• Repeat the above activity, using 4 / 5 / 6 bricks.
• Teacher starts by building simple sequences;
gradually increasing the difficulty of the sequence /
model for children to remember.

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Book 1_Perceptual Skills.indd 12 14-06-2021 16:43:41
Book 1_Perceptual Skills.indd 12