DO THE FOLLOWING ASSIGNMENT NO. 1
The Didactic Game as a
teaching and learning strategy
How to create it in the classroom
Paula Chacón
Experimental Pedagogical University Libertador
Pedagogical Institute of Caracas
Department of Special Education
SUMMARY
Passage
N° 1
The didactic game is a
strategy that can be used at any level or modality of education but usually the teacher uses it very little
because he does not know his multiple advantages. The
game that has an educational objective, it is structured as a regulated game that includes moments
of pre--reflective action and symbolization
or abstract-logical appropriation of what has been lived to achieve the
objectives of curricular
teaching, whose ultimate goal is the appropriation by the player, of the contents
fostering the development of creativity. The use of this strategy pursues a number of objectives that
are directed towards the exercise of skills in a certain area. That
is why it is important to know the skills that can be developed through play, in each of the
areas of development such as: the physical-biological; socio-emotional, cognitive-verbal and academic dimension. As well as it is very important to know the
characteristics that a game must
have to be didactic and manage its classification to know what to use and which would be the most appropriate
for a certain group of students. Once known the
nature of the game and its elements is where the teacher asks:
- · How to develop a game?
- · With what objective we should create it?
- · What are the steps to do it?
When you start to wonder: What
are the most
suitable materials for your realization? The purpose
of generating these concerns revolves around the importance of using this strategy in the classroom. This task is pleasant and
comfortable for both the teacher and the students in order to generate effective learning through fun.
Write briefly your understanding to the passage N° 1 given above:
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Before making reference to the didactic game it is necessary to realize
the following
questions:
- · Who has not ever played?
- · Who plays with more frequency?
- · What is the first thing that children do when going out to recess?
- · What games do we know?
- · We’ve all played at some time.
- · Most of all, the children do it.
- · They go to the playground to play.
Some of the games that we
know are: Scrabble, Domino, Chess, Monopoly, Bingo and Puzzle, among others.
Passage
N° 2
Now, according to Sanuy (1998) "the word game, comes from the
English term "Game" that comes from the Indo-European root "ghem"
which means jumping for joy ...We should be given the
opportunity to have fun and enjoy but at the same time they should
develop many skills "(p.13). For authors like Montessori, cited in Newson (2004) "the game is
defined as a recreational activity organized to reach specific purposes
"(page 26). The relationship between play and
learning is natural; the verbs "play" and "learn" come together. Both words consist of overcoming obstacles, finding
the way, train,
deduce, invent, guess and get to win ... to have fun, to advance and
improve (Andres and Garcia, s / f). The fun in the
classes should be a teaching objective. The playful activity is attractive and motivating,
captures the attention of the students towards the subject, either for any
area that you want to work. Games require communication and activate learning mechanisms. The class is impregnated with a ludic environment and allows each
student to develop their own strategies of learning. With the game, teachers are no longer the center of the class,
the "wise" in a
word, to become mere facilitators-drivers of the process of teaching-learning, in addition
to enhancing the use of work in small groups or couples.
Write briefly the key ideas of passage N° 2
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Passage N° 3
According to Ortega (cited in Lopez and Bautista, 2002), the richness of
a strategy makes the game an
excellent opportunity for learning and communication, understood learning a significant and stable
change that is made through experience. The
importance of this strategy is that it should not be emphasized in the rote learning of facts
or concepts, but in the creation of an environment that encourage students to build their own
knowledge and develop their own sense
(Bruner and Haste, cited in Lopez and Bautista, 2002) and within which the teachers can lead the student
progressively towards higher levels of independence, autonomy and
ability to learn, in a context of collaboration and community sense that should always support and emphasize
all acquisitions. Strategies
should help motivate children to feel the need to learn. In
this sense, it must serve to awaken by itself the curiosity and the interest of the students,
but at the same time we must avoid that
the student with difficulties feels rejected, compared unduly with others or hurt their
personal self-esteem, which often happens when either we lack adequate strategies or we do not reflect
adequately about the
impact of all our formative actions in the classroom (Correa, Guzman and Tirado,
cited in Lopez and Bautista, 2002).
Write briefly the key ideas of passage N° 3
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Passage
N° 4
Once the importance of this
strategy is established, the game didactic
arises "... in favor of an educational objective, a regulated game is
structured includes
moments of pre-reflective action and symbolization or abstract appropriation-logic of the
experience for the achievement of curricular teaching objectives. The last is the
appropriation by the player, of contents encouraging the development of
creativity ... Yvern (1998) (p.36). This type of game allows the
development of skills by
areas:
PHYSICAL-BIOLOGICAL AREA: Capacity of movement, rapidity of reflexes, manual dexterity,
coordination and senses.
SOCIO-EMOTIONAL AREA: Spontaneity,
socialization, pleasure, satisfaction,
expression of feelings, hobbies, conflict resolution, self-confidence
COGNITIVE-VERBAL AREA : Imagination, creativity, mental agility, memory, attention, creative thinking, language,
interpretation of knowledge, understanding
of the world, logical thinking, following instructions, amplitude
of vocabulary, expression of ideas.
ACADEMIC DIMENSION: Appropriation
of diverse contents subjects,
but in particular, reading, writing and mathematics where the child presents
greater difficulties.
Write briefly the key ideas of passage N° 4
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Passage
N° 5
What are the objectives of a didactic game?
A
didactic game should have a series of objectives that will allow the teacher to establish the
goals that they wish to achieve with the students. The main objectives
are:
- Raise a problem that must be resolved at a level of understanding that involves certain degrees of difficulty.
- Well-determine the concepts, procedures and attitudes contemplated in the program.
- Offer a means to work in a team in a pleasant and satisfactory way.
- Strengthen skills that the student will need later.
- Educate because it is a means to familiarize players with the ideas and data of many subjects.
- Provide an environment of stimulation for both intellectual and emotional creativity.
- Develop skills where the child has greater difficulty.
In this type of games visual
method is combined, the word of the masters and the actions of the students with the toys, materials,
pieces, etc. Thus,
the educator or the
educator directs their attention, guides them, and gets them to specify their
ideas and expand their experiences. (Garcia, 2006).
In each didactic game three elements stand out:
THE DIDACTIC OBJECTIVE: It is the one that requires the game and its content. For example, if the game «Search for the couple» is
proposed, what is wanted that the infants develop
the ability to correlate diverse objects such as oranges, apples, etc. The educational objective arises in correspondence
with the knowledge and modes of conduct that must
be established.
THE LUDIC ACTIONS: They are essential elements of the didactic game. These actions must
be clearly stated and, if they are not present, there is
not a game, but only a didactic exercise. They stimulate activity,
make the teaching process more enjoyable and increase the voluntary
attention of the students. A characteristic feature of the ludic action is the manifestation of the activity with
playful purposes; for
example, when they put together a puzzle
they will recognize what changes have produced.
Teachers should bear in mind that, at this age, didactic game is a part of directed or pedagogical
activity, but does not necessarily occupy all the time.
The rules of the game: They constitute an organizational element of it. These rules are what will determine what and
how to do things, and in addition, they
give the guidelines of how to complete the proposed activities.
In your
own words, summarize the given information from passage N°5
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Bibliographic references
Yvern, A. (1998) What do we play? Buenos Aires: Bonum.
Sanuy, C. (1998) Teach to play . Spain: Marsiega.
Sierra, D. and Guédez, C.
(2006) Collection of educational materials. I play and I learn
calculate.
Caracas: Fe y Alegría.
García, A. (2007) The game. The classification of the games. Other types of
games
common in early childhood. Available in:
Andrés,
M. and García M. (s / f) Playful activities in the teaching of LFE: the game
didactic.
Tirapegui, C. (s / f) The game in math class. Available in:
López, N.
and Bautista, J. (2002) The didactic game as a strategy of attention to the
diversity.
Note: The article is located in the magazine Nueva
Aula Abierta nº 16, Year 5
July- December 2008.
ASSIGNMENT NO. 2: SURF ON THE INTERNET AND FILL-IN THE FOLLOWING CHART
ASSIGNMENT NO. 2: SURF ON THE INTERNET AND FILL-IN THE FOLLOWING CHART
FOCUS: READING SKILL
TYPES OF GAMES
|
CLICK WHAT KIND OF GAME IS THIS?
|
NAME OF THE GAME
|
ONLINE/
IN-CLASS
|
PROCEDURE
|
CARD GAMES (2)
|
||||
BOARD GAMES (2)
|
||||
VIDEO GAMES (2)
|
BENEFITS OF THE GAME:
AGE LEVEL:
SURF ON THE INTERNET AND FILL-IN THE
FOLLOWING CHART
FOCUS: WRITING SKILL
TYPES OF GAMES
|
CLICK WHAT KIND OF GAME IS THIS?
|
NAME OF THE GAME
|
ONLINE/
IN-CLASS
|
PROCEDURE
|
CARD GAMES (2)
|
||||
BOARD GAMES (2)
|
||||
VIDEO GAMES (2)
|
BENEFITS OF THE GAME:
AGE LEVEL:
SURF ON THE INTERNET AND FILL-IN THE
FOLLOWING CHART
FOCUS: LISTENING/SPEAKING SKILL
TYPES OF GAMES
|
CLICK WHAT KIND OF GAME IS THIS?
|
NAME OF THE GAME
|
ONLINE/
IN-CLASS
|
PROCEDURE
|
CARD GAMES (2)
|
||||
BOARD GAMES (2)
|
||||
VIDEO GAMES (2)
|
BENEFITS OF THE GAME:
AGE LEVEL:
SURF ON THE INTERNET AND FILL-IN THE
FOLLOWING CHART
FOCUS: VOCABULARY DEVELOPMENT
TYPES OF GAMES
|
CLICK WHAT KIND OF GAME IS THIS?
|
NAME OF THE GAME
|
ONLINE/
IN-CLASS
|
PROCEDURE
|
CARD GAMES (2)
|
||||
BOARD GAMES (2)
|
||||
VIDEO GAMES (2)
|
BENEFITS OF THE GAME:
AGE LEVEL:
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