15 13 1 5

16 10 2 9

6 4 7 11

3 12 14 8

Relay Game

Create a gestures die. Divide students into three or four teams. Choose one team to begin the relay and have one member of

the team come to the front of the class. This student will roll the die and act out the gesture that

appears without speaking. Meanwhile, his or her teammates will guess the gesture.

After a correct guess is given, the student acting at the front will pass a handkerchief off to his or her teammate to come to the front of the class to act. A student cannot go again before everyone in his or her group has had a chance to act.

Points are given for each correct guess. A team has one minute to score as many points as possible.

Call me.

You’re the best.

Okay

Be quiet.

I’m fu

ll./

I’m h

ungr

y.

I don

’t know

.

Good luck

Give me money.Come here.

Crazy

So so

Th

inkin

g

I need a ride.

Something

smells bad.

I don’t like it.

Bye

/Hi

6059585756555453525150494847464544434241403938373635343332313029282726252423222120191817161514131211109876543210

Gesture Relay

4 sided

6 sided

8 sided

10 sided

12 sided

16 sided

20 sided

24 sided

30 sided

Dice Websites

http://www.dicecollector.com/MY_PAPER.HTM http://www.toolsforeducators.com/dice/

Discussion Questions

What are learning styles? Name or describe a few.

What learning styles do your lessons target? What are learning manipulatives (hands-on

objects)? How are manipulatives used? Why use manipulatives in teaching? What are some examples of manipulatives?

What are learning styles? Name or describe a few. -1

Approaches or ways of learning Visual Auditory Kinesthetic/Tactile

Visual Learners• take numerous detailed notes • tend to sit in the front • are usually neat and clean • often close their eyes to visualize or remember something • find something to watch if they are bored • like to see what they are learning • benefit from illustrations and presentations that use color • are attracted to written or spoken language rich in imagery • prefer stimuli to be isolated from auditory and kinesthetic distraction • find passive surroundings ideal

Auditory Learners

• sit where they can hear but needn't pay attention to what is happening in front • may not coordinate colors or clothes, but can explain why they are wearing what they are wearing and why • hum or talk to themselves or others when bored • acquire knowledge by reading aloud • remember by verbalizing lessons to themselves (if they don't they have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

Kinesthetic/Tactile Learners• need to be active and take frequent breaks • speak with their hands and with gestures • remember what was done, but have difficulty recalling what was said or seen • find reasons to tinker or move when bored • rely on what they can directly experience or perform • activities such as cooking, construction, engineering and art help them perceive and learn • enjoy field trips and tasks that involve manipulating materials • sit near the door or someplace else where they can easily get up and move around • are uncomfortable in classrooms where they lack opportunities for hands-on experience • communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

What learning styles do your lessons target? +1

Visual? Auditory? Kinesthetic/Tactile?

What are learning manipulatives?+1

Hands-on objects/materials that can be touched or moved to reinforce learning

Provide a way to physically interact with learning

How are manipulatives used? -2

Can be used individually or in groups Used to introduce, process, review, recall,

organize… Grammar, vocabulary, speaking/writing

practice

Why use manipulatives in teaching? +2

Targets kinesthetic/tactile learners According to Barbe and Moore (1980) 15% of

learners have a strong preference for this style. Novelty – attracts attention A study by John A. Zahorik (1996) into how teachers

make learning interesting found that nearly every successful teacher saw hands-on activities as critical to establishing and maintaining student interest.

What are some examples of manipulatives? -1

Real Objects (Realia) Flashcards/Pictures Sorts (Word/Picture) Task Cards Sequence Strips Card/Board/Dice Games

Guess the Object

Word Sort

What happened?

The forest fire burned some trees.

6 words

What happened?

The tsunami killed some people.

5 words

Picture Sequencing

Can I park here?

No, you must not park here.

Task Cards

Task Cards

Task Cards

Sequence Strips

Go Fish

Board Games

Go B

ack

Go B

ack

Go B

ack

Move

Forw

ard

Mo

ve

Fo

rward

Mo

ve

Fo

rward

Speed Dice

Divide students into teams of 4. Give each team a white board, marker, and eraser. Roll a vocabulary die that includes point values for each

word. Tell the students the word, and give a time limit to write a

sentence using the word. At the end of the time, students will show their sentences.

If a team used the word correctly in a sentence, they will receive the points for the word.

The first team to reach 50 points wins. A teammate should pass the white board to a different

person on his or her team after each turn.http://www.online-stopwatch.com/

earthquake1

tsunami

2

hurricane2 dr

ough

t3

forest fire

4

volc

ano 4

flood3

torn

ado

1

earthquake1

tsunami

2

hurricane2 dr

ough

t3

forest fire

4

volc

ano 4

flood3

torn

ado

1

damaged

1

destroyed2

started2 ca

used

3

prevented

4

surv

ived 4

escaped3

kille

d1

damaged

1

destroyed2

started2 ca

used

3

prevented

4

surv

ived 4

escaped3

kille

d1

strong

1

severe

3

weak

2

dangerous

2

large

1

catastrophic

3

strong

1

severe

3

weak

2

dangerous

2

large

1

catastrophic

3

in

1

after

3

to

2

from

2

at

1

with

3

in

1

after

3

to

2

from

2

at

1

with

3

Sentence Race

Divide students into teams of 4. Give each team a white board, marker, and eraser. Pair teams up to compete against each other. Give each pair of teams 2 to 4 vocabulary dice that include

point values for each word. Set a time limit to play the game. One team should start by rolling all the dice at once. Then both

teams attempt to write one sentence using at least two of the words displayed on the dice.

The team who finishes writing their sentence first can roll the dice again, and both teams can then write a new sentence.

A teammate should pass the white board to a different person on his or her team after each turn.

Once time has expired, both teams should come together to check their sentences and total points.

http://www.online-stopwatch.com/

Question Dice

Divide students into groups of 4. Using a reading from the textbook, have each group come up with who, where, when, what, how, and why questions for the reading.

After groups have come up with at least one question for each question word, combine the groups into 3 large teams.

Choose a member on one of the teams to roll a soft-sided die. The number on the die corresponds to a type of question and either a positive or negative point value.

The person who rolled can choose which of the other two teams will ask the question that he or she must answer.

If a correct answer is given and a positive point value is indicated, then the team can move up a position on a grid. If the point value is negative, then they can move another team down a position.

After a person on a team has attempted to answer a question, he or she can toss the die to a new person on the next team to roll.

Dice of Fortune

4 Groups Roll a die to determine which group goes first A group rolls the die. If a number is shown, the group can

guess a letter in the puzzle. The group will receive a score based upon the number on the

die multiplied by the number of times the letter appears in the puzzle.

If a letter is guessed that is not in the puzzle, the group losses their turn. They also lose their turn if they roll a “Lose a Turn”, a “Bankrupt”, or if they offer an incorrect solution to the puzzle. If a “Bankrupt” is rolled, a group also loses their money.

You can offer to solve the puzzle only on your turn. The group that solves the puzzle can keep their money.

http://www.youtube.com/watch?v=3Ek_nqokcgs&feature=related

100

100

100

200

200

20030

0

300

400

400

500

500

600

600

800

800

1,00

0

Lose

a

Turn

Lose

a

Turn

Bankrupt

http://www.slideshare.net/irwyn12/using-visual-aids-manipulatives-in-efl-presentation

http://biblioteca.unisabana.edu.co/publicaciones/index.php/laclil/article/view/4/4

http://people.usd.edu/~bwjames/tut/learning-style/styleres.html

Sources of Information

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420

14

16

812

7

3

13

11

19

9

18

62

5

1

10

15