Move from Hoop to Hoop
Pick a brick from the bowl.
Feel the dots on it.
Go to the dots you felt on the brick and say their names. I.e.: if you pick letter “B” – dot 1 and dot 2- go to hula hoop 1 and say “I am on dot 1”, then go to hula hoop 2 “I am on dot 2”.
How to prepare
1 base plate
5 different bricks in a bowl: “A”, “B”, “C”, “K”, “L”
6 hula hoops
Arrange the 6 hoops like a braille cell, and tape them on the floor.
Add a tactile marker on hoop number 1.
Place the bricks in the bowl.
Make some preliminary exercises:
- Walk in a braille cell with child and tell where you are.
- “Can you go in the dot 5?”, “Can you join me? I am in dot 2”, “Can you go from dot number 1 to dot 6?”, “Can you tell me in which dot I am?”, “Can you put one foot in dot 4 and another in dot 5?”, …
Choose 2 different kinds of hula hoops to make a distinction between the rows of dot 1-2-3 and dot 4-5-6.
Confusion between dot’s position in the braille cell, how we represent numbers in braille and the number of dots in the constellation can be avoided by saying “dot 2” and not only “2”.
Peer play: “Everyone in dot 2!”, “Everyone in a dot, but no-one in dot 5!”…
Children will develop these holistic skills
- Use numbers to show a rank, a position
- Relate numbers 1 through 6 with braille cell positions/dot number
- Know the purpose of the activity
- Identify spatial relationship within a braille cell, a line, a page
Did you know?
An actively engaging activity: using own's body in learning helps to better integrate concepts, especially those related to space.
Actively engaged learners demonstrate motivation and commitment towards their learning, often extending themselves beyond set goals and expectations.
Pre-braille activity groups
Discover and get used to the bricks, learn how to handle, assemble and put them on the base plate.
Learn how to position the bricks on the base plate and be aware that their orientation is important.
Discover the braille cell and how studs are arranged in two columns. Learn how to differentiate the studs.