At the Primary School Ljudevita Pivka Ptuj, we conducted
various forms of workshops with our students, where we developed and recognized
our senses. We used many diffrent kinds of didactic tools.
All the students of our school participated according to
With blindfolded eyes, we tried different foods and
recognized flavors, smelled, tasted,touch different objects, listened to
We were listening some sounds in our multi-sensory relaxation
room. We were making a didactic toy for hearing ditection from natural
materials. We used diffrent seeds,pastaand stones. Pupils were searching pairs by sounds.
We produced tactile memory game from cardboardand diffrent materials. Pupils used only
their fingers to find matching pairs.
We worked with several natural scents. We compare scent of
ethereal oil with a plant, that the oil is made of. They identify ethereal oil
and a plant using only sniffing.
In science teaching, we did an experiment on how well we
identify ingredients that have different flavors and how we awaken our senses.
Our tongue detected four basic flavors:
sweet, salty, bitter, sour. We had blindfolds and tried different foods. Then
we draw a tongue on the whiteboard .We have found that we can recognize taste
by smelling and tasting. In the end, we did some worksheet where we indicated
that we were tasting sweet at the tip of the tongue, bitter at the root, and
sour and salty at the edges of the tongue.
Upon returning from Mobility in Croatia,
the Italian team disseminated what they learned about the exercises of BRAIN
GYM, used to promote a greater connection between the two hemispheres of our
Following the assiduous repeat of the
exercises, the children have manifested fun in doing it, in addition to notable
improvements. The practice of these exercises has favored an atmosphere of calm
and relaxation in the class and has increased the attention / concentration
times during the lesson.
Above all, in observing the execution of
the exercises by the children, it emerged that the pupils with learning
difficulties showed difficulties in the execution of the exercises, that is,
connecting the parts of the right-left body.
By repeating the exercises often, slowly
they carried out the activity improving the execution and improving the
Children with major difficulties are
unable to perform the proposed exercises correctly.
Gym – exercising your brain and preparing it for
learning. In Croatia we learned some basic exercises.
On our school dr. Ljudevita Pivka we worked with 6th grade students with mild intellectuall
disabilities. We conducted brain gym exercises one month. First we drank a
glass of water and did some basic exercises for writing skills ( double doudle,
arm activation), for reading skills (brain buttons, cross crawl, lazy eights)
and thinking skills ( earth buttons, neck rolls, thinking cap).
We worked brain
gym twice a week. After the exercises, the students were mostly more calm and
focused on learning. Pupils were very interested for exercises and they like
brain gym very much.
We enabled our students to experience different sounds, smells and
flavors in the workshops of sensory, music, kitchen, also physical education
hall and classroom activities in our school. Due to our students’ sensitivity,
we have realized the activities without them closing their eyes. Because
staying in the dark would have had increased their anxiety, they would have not
been able to choose emotion based on experience.
In our workshops, sensory activities are held throughout the year, but
matching with emotions was implemented for the first time. Since the expressive
language skills of our students were not sufficient, we asked them to select
and paint their feelings from the picture.
It was an enjoyable experience for the children and us. It was
especially worth seeing the happiness they have had while tasting and smelling