Challenge Dice

The “Challenge Cube” is a learning activity of varying length for children ages 6 and older that develops their cognitive flexibility. Its basic version is a support tool that can help children when they get stuck on a task. In that case, the children throw a special dice with instructions such as “Draw it!” or “Ask for help!” This encourages them to try different approaches and apply various strategies instead of giving up on completing the task. Furthermore, even the basic version can significantly reduce the fear of failure.

To develop cognitive flexibility, we use it by the teacher creates an unexpected, unplanned situation for the children during problem-solving or their current activity by asking every kids to roll the “challenge dice” at a given moment. At that moment, the children – depending on what the challenge dice shows – must immediately switch their problem-solving strategy or method, no matter where they are in their current solution.

This controlled and enforced change develops children’s cognitive flexibility playfully, while also strengthening their confidence in problem-solving and their creativity. It also teaches children that there can be more than one solution to a problem. If we use the challenge dice in a way that allows children to learn the “instructions” on the dice sides, we give them the opportunity to prepare themselves for potential changes, which is also an important aspect of cognitive flexibility.

Skill focus

Primary Skill Focus

  • Flexibility

Complementary/Secondary Skill Focus

  • Creativity
  • Problem-solving
  • Curiosity, sense of wonder and openness
Age groupStudent numberDuration
6 + years oldclass sizevariable

Proposed step by step implementation of the learning activity

  1. Students work individually or in pairs to solve tasks related to the lesson content.
  2. When the teacher signals, regardless of whether the student is on the right track or not in completing the task, they have to roll the Challenge Cube.
  3. Based on the result, they apply another strategy and try the task again.
  4. The teacher observes throughout the process but does not give direct answers; rather, they support independent problem-solving.
  5. At the end of the lesson, a short discussion can take place: Which challenge helped you the most? How did it feel to try again?
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