What I can remember [1]
Short description | Perceive, remember and reproduce special features of a picture/object. | ||
|---|---|---|---|
Category | |||
Group size | SOLO PAIRS SMALL GROUPS CLASS | ||
Materials | Pictures from books, newspapers, ... with as many details as possible. Paper and pen | ||
Duration | 10 minutes | Level | 1️⃣ |
The aim of this exercise is to improve
the children's linguistic responsiveness
special accuracy in visual perception
strategies to promote the ability to remember
When looking at a picture, the children learn not to be guided only by the overall impression, but to focus on details. While looking at the picture, they also need to know the vocabulary for the elements they are supposed to remember, because they are supposed to recite these afterwards.
Instruction
The teacher has prepared many different pictures for the children.
Each child is given a picture and asked to memorise all the details they see in the picture for 60 seconds and to remember as many of them as possible.
After 60 seconds, the picture is turned over.
Each child now notes down which details they have memorised.
At the end, the picture and the list can be compared.
The one who has remembered the most details is the winner.
Variations
In pairs
The exercise is played in pairs.
One child looks at a picture. After 60 seconds, the partner receives the picture and the "observer" counts what he or she has remembered. The partner can give one point for each correctly mentioned detail.
Whoever has more points wins.
Digital
As an exercise for the class, the pictures must also be available digitally.
A child receives a picture (on paper or on a tablet) and concentrates on it again for 60 seconds.
The teacher now shows the picture to the class on the beamer. The observer turns around so that he cannot see the picture and lists the elements he has remembered. The class assesses with points.