A few weeks ago, I got involved in a twitter conversation with Sandy Millin about cuisenaire rods and how and why we use them in class. We both thought it’d be worth exploring beyond the 140 character limit of our tweets. I really enjoy following Sandy’s blog. She’s a great teacher and blogger, enthusiastic, resourceful, reflective, so I suggested blogging about it together. And here it is, our first attempt at cross-posting: hope you like the results! (You can see the same post on Sandy’s blog here. )
When I was about four, my parents gave me a set of Cuisenaire rods. A couple of years later, I got a book showing how to do sums using the rods. I loved playing with them, and it’s possibly here that my primary school love of maths originated. Until I was about eleven, I used the rods all the time. Then, I grew up and they disappeared into the cupboard. If it weren’t for a CELTA session, I would probably not have thought about them again until I had my own kids. I came out with loads of ideas and the joy that one of my favourite childhood toys could have a role in my classroom. The next time I went home, out they came and into my bag of teaching tricks. Every time I’ve used them, the students have been engaged and enthusiastic, once they’ve got over the initial “What does the crazy teacher want us to do with THEM?” reaction, that is!
After reading a story in a young learner textbook, the kids used the rods to represent the different characters and retell the story. There was a jack-in-the-box at the end of the story, and they really enjoyed throwing it across the room!
Grammar – phrasal verbs
Cuisenaire rods are great for showing sentence structure. This is a downloadable set of worksheets I created for word order in phrasal verbs (based on New English File Pre-Intermediate Unit 8).
My favourite activity uses the rods for model-building. It’s especially good for the vocabulary of houses and furniture, but I’m sure it could be used for many other things. I’ve used it at Elementary, Pre-Intermediate and Upper Intermediate levels, with groups ranging from 2-12 students, and it’s always gone down well. This is how to do it:
- Before the class starts use the rods to build a room in your house / your whole flat (however much you have time to do!). Add as much detail as you can.
- At the beginning of class, encourage students to guess what it is. They will probably get that it is a house / flat very quickly, but working out the exact details of what is there is generally more challenging. Depending on the level:
-Draw the outline of the house / room on the board. Students fill it in with the names of the objects. I also left a space for students to write words in Czech they wanted to know. Once we’d looked at the vocab list in their textbook they wrote the English on the board.
– SS use modals of speculation to decide what is where and perhaps why you bought it / put it there.
– SS describe the room to their partners, focussing on prepositions.
- Teacher confirms or corrects the names of the furniture / rooms.
- You could expand the vocabulary, focus on the grammar or generally build on the student-generated language at this point.
- Students each build one room, without telling anybody which room it is or what objects they have put in it.
- Their partner then guesses what is in the room, and which room it is. One really creative student once created a garage, complete with chairs stacked on top of a table. Needless to say, neither his fellow student or I could work out what it was!
NOTE: If you don’t have enough Cuisenaire rods for the whole class, encourage students to use other small objects like coins, rubbers, pencil sharpeners… I also have a box of laminated shapes that comes in very useful for many things. Every time I have a bit of space in a laminating pouch, I put in a scrap of coloured paper and cut the result into random shapes.
I bought my box of cuisenaire rods in 1989 when I was doing my induction to the Dip TEFLA (as it was known then) at IH Hastings. I was inspired by a silent way influenced lesson I observed at the school and bought my rods on the way out. I was fascinated by the atmosphere of engagement and focused attention, of the calm, controlling presence of the teacher and the concentration on the part of the students. I’ve carried the rods around with me ever since. They’re looking pretty good, despite their age, I think it’s something of the aura of care and respect from that first class I saw that’s rubbed off on them.
Recently I dusted them off and used them in class. But before I did, my kids got their hands on them. My daughter’s been using them at school for maths. She squealed with delight and pounced on them. “They’re made of wood!” (the ones in her school are made of plastic) and proceeded to build a “picture” showing all the number combinations that add up to ten. There’s a real pleasure in touching them and handling them and the colours are really attractive. The way they’re laid out so carefully in the box breeds a sense of respect and discipline. When she’d finished with her maths drawings, she very carefully put them all back in their rightful place (not something that happens very often with her toys!).
Inspired by her enthusiastic response , I took them into my adult class the next day. We’d been using a lot of internet, Web 2.0 and IWB materials in our classes and I’d taken the rods in as a change of focus. I wanted to use them first of all as a kind of show and tell activity. I also wanted to know if they too had used them at school and to see what kind of response I’d get. No-one had used them and they were interested to learn about them. We’d been discussing the power and associations of colours in the class before so we talked about how colours can aid memory and learning. And we conducted an experiment, associating specific rods to idiomatic expressions and explaining why. We put the rods away until the end of the lesson and brought them out to see if we still remembered the associations. No surprises, we did. We brought them out again the next lesson. We still remembered.
In the second lesson I introduced them to the rods for language practice using an activity I’d seen modelled back in that lesson in Hastings. It’s incredibly simple. Incredibly basic. And there’s much, much more that you can do with rods, but it caught their imaginations. This is how our class secretary described the activity in the lesson summary:
Ceri suggested a new game with the blocks.
First , she made a figure with some of them and with the explanations she gave us,we were able to make it without seeing it. It was very funny.
After this, everyone of us made a figure and we explained how to make it and the other classmates tried to find out .”
The students were focused, engaged, concentrated, paying attention to the careful choice of each word, especially the “small words” (prepositions, articles, pronouns). This is a comment one of the students made in her summary after the class:
We noticed our common mistake is when we say “take one block and put it in front of you”. We don´t usually say “it”.We eat “it”.
This seems to be a general pay-off with using rods; the level of attention and the focus on details and precision often help students value small insights, small “noticing” moments that then carry over as a shorthand for correction in less controlled production.
As an extension task I asked the students to write instructions to build a new shape with the rods and to post it on our class blog. Here’s what one of the students wrote (if you have a set of rods you may want to follow the instructions and see what you come up with):
If you follow the instructions, you’ll reproduce a piece of art made with scaled-up Cuisenaire rods I found on the internet.
Take the rods: 1 orange. 1 blue, 1 brown, 1 black, 1 dark green, 1 yellow, 1 lime green, 1 red and 2 white.
Take the blue rod and put it on the table in front of you, standing up.
Take the purple rod and put it standing up on the right, next to the blue one.
Take the orange rod and put it behind the blue one, standing up.
Take the brown rod and put it standing up behind the purple one and next to the orange one.
Take the black rod and put it carefully on top of the purple one, standing up.
Take one white rod and put it on top of the orange one.
Now take the red rod and put it standing up on top of the last one you have just placed.
Take the yellow rod and put it on top of the blue one in front of the two smaller rods.
Take the dark green rod put it standing up on the top of the brown one, next to the stack of orange, white and red ones.
Take the lime green and put it on top of the black one, standing up.
In the end, take the other white rod and put it on the top of the red one.
If I’ve given you the right instructions and you’ve followed them correctly, you should have got this sculpture: http://www.tetuhi.org.nz/exhibitions/exhibitiondetails.php?id=8
Follow the link, it’s worth it to see the photo!
Here are links to two great posts that follow on from this theme.
Emma Herrod wrote about using lego blocks on Barbara Sakamoto’s blog Teaching Village in a blog that appeared in two parts.
More Than Five Things to do with LEGO® in the EFL Classroom Part 1 (by Emma Herrod)
Teaching Village Rotating Header Image More Than Five Things to do with LEGO® in the EFL Classroom Part 2 (by Emma Herrod)
Michelle Worgan wrote about the power of colours and associating colours to words and language on her blog So This is English.
I love the way you connected color to memory! Your post is truly a “visualising ideas” strategy!
I’d like to experiment using different kinds of colored objects – I’m rather afraid of bringing in these rods with my adolescent pupils!
So glad you went for a joint post – your ideas and Sandy’s really compliment each other.
Can you explain about the class secretary? Does this pupil not study during the lesson?
I think maybe Sandy’s coloured shapes might work possibly, or lego blocks maybe? I can see the problem with the rods. How about taking them into class one day and just leaving them on the desk as if you’d forgotten them there and see what kind of response you get? You never know, they may be intrigued.
As for the class secretary, this was something I did with a group last term. A member of the group wrote a summary of the lesson after each class and then emailed it to me and the rest of the group (I’ve written about it here https://cerij.wordpress.com/2010/09/22/every-lesson-tells-a-story/) – all the students took an active part in the class and then decided whose turn it was to write the summary at the end. It really encourages note taking! We collected the summaries on our class blog (www.ourblogatactive.blogspot.com). It worked really well with that particular group. I want to try it out with a younger group soon. Unfortunately it doesn’t fit into the brief for the classes I’m teaching at the moment. Maybe I can persuade them to try it next year (fingers crossed!)
Pingback: efl-resource.com » ELT news feed » Using Cuisenaire rods
Pingback: The 22nd ESL / EFL / ELL Blog Carnival | EFL Classroom 2.0 - Teacher Talk
Pingback: First impressions – a guest post by Sandy Millin | close up
Pingback: Using Cuisenaire rods | efl-resource.com
Pingback: Cuisenaire rods