Aha! Brainteaser Kit

We’re giving this kit away!! Click here to see how to enter to win one copy of Aha! Brainteaser Kit for your classroom!

Age level: Upper Elementary, Middle School

Description: This kit includes 8 brainteasers. Each comes with an object card and 3 hints cards, making this a great tool for individual activities, team activities, or center activities within the classroom. The game also includes great tips for having a classroom “Brainteaser of the Week,” throwing a Brainteaser Party, and creating a Brainteaser Corner in your classroom.

Skills & Modifications: The game also includes a short summary about the inventor of each puzzle. My students with autism who are highly motivated by facts and history were excited about this information. I was able to use the summary as a reinforcer for completing the puzzle.

• Problem Solving /Accepting Mistakes & Errors – The kit is designed to have learners practice the strategies of problem solving, including trial and error. Many of my learners who struggle with accepting mistakes and errors practice it well with this kit because they understand it is a part of the activity.
• Logical Thinking/Spatial Skills – Each puzzle requires the learner to use logical thinking and spatial skills to solve the problem. It’s also beneficial that there are eight different puzzles so the learner has access to a variety of practice in these areas.
• Teamwork – These materials lend themselves well to having learners work together to solve each puzzle. Some learners with autism may need prompts to attend to their teammates attempts to solve the puzzle.

Pros: The puzzles work well with learners with autism because the learner can choose when he/she needs a prompt. It makes it easier for learner to be involved in age-appropriate activities and materials.

The Pack It In puzzle, with the hints available if the learner needs them.

Cons: If you work one-to-one, this is probably not the set for you. But if you’re a classroom teacher it’s a fantastic resource.

Cost: $24.95  You should invest in this game if: you are a classroom teacher, you are working on logical thinking skills, or you have a learner who is highly motivated by visual-spatial puzzles or activities.

ABLLS: A19, L24, L25

VB-MAPP: N/A

**Aha! Brainteaser Kit  was provided to me for free by the company ThinkFun to write about here at Teach Through. This did not influence my opinions on the game. The thoughts and ideas above are all my own.

Teach Through Games: Timeline

Age level: Upper Elementary, Middle School, High School

Description: This seemingly simple game gets more challenging as it progresses. In this game, players work together to create a timeline card by card. The game begins with the placement of a starting card, with the year face up. Each player has 4 cards, with the year face down. The first player chooses one of his cards, and decides where it belongs next to the starting card: to the left if it occurred before the starting card, or to the right if it occurred after the starting cards. As play progresses, it becomes more difficult because players may have to place cards between other cards that have already been played. Once a card is placed, you turn it over to see if you placed it correctly on the timeline. If you did not, that card is removed from the timeline, and you must pick up another card from the draw pile. The goal of the game is to run out of cards first.

Below you can see an example of what a timeline looks like. Here, our starting card was “Construction started on the Notre Dame Cathedral in Paris,” the first player correctly placed “The discovery of blood circulation,” and the second player correctly placed “The arrival of the Mayflower.” I now have to find the correct spot for “The discovery of Neptune.” I’ll place the card where I think it belongs on the timeline, then I’ll turn it over to see if I was right.

It should be noted that there are many different versions of the game. I have Science and Discoveries. There is also Historical Events, Music & Cinema, Inventions, and a Diversity pack with cards from all topic areas.

Skills & Modifications: As with many games I’ve written about here, one of the biggest modifications I use is implementing a time limit. I’ll set a timer with the rule that we will end the game after the last turn is completed when the timer goes off.

For this game, though, I have another modification. One of the best aspects of this game is that it is very easy to modify based on the child’s skill level, scanning abilities, and understanding of time and/or history. For example, with one learner I played this game with, before we played I went through the whole deck of cards and removed items that I knew she was not aware of. To be clear, I did not remove cards that she didn’t the year for, but cards that were outside her current body of knowledge (such as “the invention of Texas Hold’Em Poker” or  “the appearance of Australopithecus.”) Over time, I will introduce more of these cards, but when initially teaching the game I wanted to be able to focus on the concept of the game itself rather than teaching about  historical points she had never come in contact with.

This game is also designed for learners who are 8 and up. On two occasions, I wanted to play this with a learner’s family in which there was sibling younger than 8. In that situation, I removed some cards so points on the timeline wouldn’t be as close to one another and I intentionally dealt cards that were relevant to the young player (such as “the invention of the teddy bear.”)

• Scanning – This game requires a high level of scanning skills because learners must scan the timeline, scan their own cards, and make a decision about which card to place and which space on the timeline to place it in. Some learners may need prompting with this skill, but if your learner needs a high level of prompting this is probably not an appropriate or motivating game for him/her
• Sequencing – This game also requires high level sequencing skills. The learner must be able to mentally organize information about the items on the timeline and simultaneously attempt to place his/her card in the correct sequence within the cards already placed.
• Conversation – This game does encourage conversation, and I model this when it is my turn. I will choose a card and talk out loud about why I am putting it in a specific place on the timeline. I encourage the learner (and the rest of the family if I’m playing it with them as well) to engage in the conversation with me.
• Accepting Mistakes/Errors – This game is challenging for both the learner and the adults playing with them. Mistakes are frequent and are a part of the game, which provides great opportunity for teacher modeling how to respond to a mistake, and for the learner to practice accepting a mistake.

Pros: Extremely easy to modify based on your learner’s skill level. I also like that it encourages exploration into further topics. For example, with one learner the card “the discovery of the language of bees” was played. This led the learner to ask further questions and he became involved in his own research project to learn more. I also have one student who is very strong in remembering dates and historical events. This game was highly motivating for her and she was able to engage in appropriate conversation for long periods of time due to that high motivation level.

Cons: This may not be an appropriate game for learners who have difficulty attending to other players’ turns.

Cost: $14.99 You should invest in this game if: you are looking for games for older learners, if you are looking for games that encourage peer interaction, if you are looking for games that increase opportunities for independent inquiry, or if you have a learner who is highly motivated by history, science, or art.

ABLLS: B25, H47, K15, L33

VB-MAPP: Social Behavior 15

Teach Through Games: Logic Links Puzzle Box by MindWare

Age level: Early Elementary, Upper Elementary, Middle School

Description: This box includes 166 logic puzzles, each of which provides the student with clues about where to place the chips included with the set. There are four different levels of difficulty to meet your individual student’s current skill level. Each puzzle indicates which colored chips to use, then provides clues for how to arrange the chips and solve the puzzle. There is only one correct answer for each puzzle.

Skills & Modifications: This is a great set for both students who excel with logic puzzles as well as students who struggle with it and require high-interest materials. I appreciate that the cards are simplistic and do not look childish so that older students are able to engage with the materials without feeling that it’s “babyish.”

• Accepting Mistakes/Errors – One aspect of this game that is really important for many of our learners is Guess & Check. Try it out one way, check to see if that your answer fits for all clues presented, then make changes as necessary. For our students who struggle with making errors, the fact that making errors is a built in part of this activity can be helpful.
• Logical Thinking – The area my students struggle with the most is synthesizing multiple clues to find the correct answer. This activity is great for practicing that because the clues are textual and can be referred to again to check work and make corrections.
• Orientation – This activity also practices the idea of how chips or groups of chips are oriented towards each other. There are some puzzles in which the student figures out groups of chips (which I label for them as units,) then has to figure out how those units are oriented in relation to one another. This can be challenging, and for some students I include a separate paper that acts as a graphic organizer. There are large boxes on the organizer, and the student builds the units inside each box, then places them in correct orientation on the puzzle card.
• Prepositions/Recognizing Left & Right – The game requires that the student understand words such as “between,” “below,” and “on top.” Students must also understand how to follow instructions such as “The left end is purple” “or the purple chip is directly to the right of the white chip.”
• Scanning – The first step on each card is to find the chips you need to solve the problem. The student must scan through a pile of 32 chips to find the appropriate chips for completing the task.

Pros: I love that it comes leveled. If your student is struggling with one level, it is fairly easy to create additional puzzles on your own using these puzzles as a template.

Cons: For students with Autism or Aspergers who may be rigid with language, the instructions may be frustrating at times. The instructions frequently state whether or not two chips “touch.” However, with the design of the cards, the chips never actually touch, but are simply next to each other. If you are working with a student who is rigid in a literal interpretation of language, you should prepare them in advance that in this game, “touch” means “next to.”

Cost: $14.99 You should invest in this game if: your learner is struggling with following written directions, your learner needs practice solving logic problems independently, your learner is highly motivated by logic problems and would enjoy this as a leisure activity or a break from instruction, or you are a classroom teacher looking for activities for centers.

ABLLS: A10, C51, K4, R8

VB-MAPP: Tact 12, Math 14

Teach Through Games: Laser Maze

Age level: Upper Elementary, Middle School, High School

Description: This unique science-based game requires students to direct a laser beam through a maze of obstacles to hit a specific target. The materials are highly motivating for students, and the game itself is quite challenging. Students have to think strategically to figure out where to place beam-splitters, cell blockers, mirrors, and targets to achieve the goal on the game-card they have chosen. There are multiple levels of play, from beginner to expert.

Skills & Modifications: The first thing I absolutely loved about this game is that the instructions suggested having the student explore the materials on their own before engaging in gameplay. I did this with each student, and it helped build an understanding of the pieces in a more naturalistic and engaging way than just having me label and define each piece. It also built motivation to accept the challenges presented on the game cards.

• Scanning: This game requires strong scanning skills. While the picture of the game on the box emphasizes the laser as a straight line of light that you can follow, in reality you have to find where point of light is hitting a surface. That point of light may be on a surface within the game, on a wall across the room, on a player’s shirt, anywhere! For one student who struggled with finding the point of light, I modified the game by using Diffusion in a Can, which sprays a fog over the game board. While this modification is expensive (I paid $20 on amazon for one can), it lasts for a long time. It allowed for my student to see the entire laser beam and be more successful with the game. I tried to quickly fade the use of the spray by giving her time to find the point of light on her own. 
• Critical Thinking – At its root, this is a logical thinking puzzle game. The game requires thoughtfulness as the student makes different attempts to hit the target with the laser. Because there are multiple pieces involved, for some students, I modified the game by narrowing down the selection of choices for completion in a task. For other students who were struggling with the beginner cards I actually gave them the appropriate piece and allowed them to use trial and error to figure out the appropriate placement for that piece in order to hit the target.
• Cause & Effect – The student places game tokens on the board, turns on the laser, and sees if it’s hitting the target. If not, they readjust. There is a clear cause and effect relationship between each adjustment the student makes. As with critical thinking skills, when necessary I modified the game by reducing the number of game tokens for the student to choose from.
• Accepting Mistakes/Errors – One of my favorite aspects of this game is the built in trial and error. It’s hard to find games that encourage learning from errors in this way. This is a great game to work on accepting mistakes because the materials are highly motivating, and there is a faster “pay-off” to moving on from your mistake and trying again.
• Independent Play – The game is designed so one person can play it. If you are working with students with autism on improving their independent play skills, this may be a good choice. If your student cannot interact with the game independently at this point, you can promote independence by including it in your choices for Activity Schedules. This way the student can independently choose the game, take out all materials, and include it in a range of appropriate activities he/she is guiding him/herself through. It also allows for the opportunity for the student to independently invite someone else to play the game.

Pros: The main attraction to this game is that it involves lasers, which each student I’ve used it with has found highly motivating. Even when the child struggled with how challenging the game was, they continued to try to figure it out because their motivation was so high. Another pro is that there are multiple levels of play. None of my students went beyond beginner, but this is fantastic if you are working with involving siblings, peer play, or when you’re ready to make it more challenging for your own student. Finally, I cannot state enough how important it is to have a game that teaches it’s okay to make errors and allows for quick learning from any errors. Having those errors be part of the learning process is an essential aspect of this game, especially when most games children encountered are largely focused on winning or losing.

Cons: Though the game is suggested for students 8 and up, if you are buying it to help your student with appropriate independent play skills, this may not be the best option. The students I used it with needed assistance with the beginning level. The second con is that the box is designed so that there is a specific spot for the laser. There are multiple compartments for the game pieces, and the one for the laser is much deeper than the ones for the other pieces. When packing it back into the box, if you place it in one of the other compartments (as I did) then the button for the laser will be compressed by the lid of the box and drain the battery quickly. I now have a little sticker placed in the deepest compartment to prompt students to place the laser in the correct compartment, which means battery life will not be an issue in the future.

Cost: $29.99 Should I buy this? The price is a bit steep, but this is a unique game. You’ll have to think about your particular child or students and determine if it’s worth the cost to have access to a different way of teaching the skills listed above.

ABLLS: coming soon

VB-MAPP: coming soon

**Laser Maze was provided to me for free by the company ThinkFun to write about here at Teach Through. This did not influence my opinions on the game. The thoughts and ideas above are all my own.