SUMMARY
The games in class are very good for everyone especially in childhood because in this age both the mind and the body are developing,these help, self-confidence, autonomy and the formation of personality, thus becoming one of the primary recreational and educational activities. The game is an activity that is used for fun and enjoyment of the participants, in many cases, even as an educational tool. Play activities can be varied, such as: physical exercises, mental, dexterity, balance, among others.
When we play in class we must have goals or goals that we want to achieve with the group of students, today more than ever, students want to have fun and have a rewarding experience while learning new skills and knowledge. Given the development of new technologies, training processes are at a serious disadvantage when it comes to attracting students' attention and focusing them on a task. For this reason, it is necessary to offer resources and activities that are attractive and that integrate a variety of stimuli, greater dynamism and an active participation of the students.
A game is an effective alternative to model the behavior of students towards the practice of active dynamics in replacement of passive actions such as watching television or playing video games, which entails a series of advantages such as improving the physical, mental and social health of the player.
It is important to establish the objectives that we want to achieve with the students and this is very important in the development of them especially in the primary school groups because in elementary school age the foundations of the personality are formed, the premises of the physical, mental and normal development of the human being. ... The personality of the preschooler is expressed in that the child tries to understand the world that surrounds him and the social position that he occupies in the family.
The influence of the game in the psychological development.
Michael Harper
8-824-2071
ASSIGNMENT N° 2: GO TO THE FOLLOWING LINK AND READ THE RESEARCH STUDY THOROUGHLY. WRITE DOWN THE KEY IDEAS ON A TWO (2) PAGES WORD DOCUMENT, PASTE IT HERE AND LATER PRESENT IT IN THE CLASSROOM.
http://consilr.info.uaic.ro/uploads_lt4el/resources/pdfengReport%20on%20the%20educational%20use%20of%20games.pdf
Not only do educational computer games offer fun, relaxation and a good feeling of win but also a possibility to acquire new knowledge and computer skills. Games contribute to the development of the user’s algorithmic and logical thinking and they develop the user’s own winning strategy which is often the same as the optimal algorithm of solving the problem.
‘Computer games’ is a term that is widely used to describe many different activities on the computer
The games selected for trial in the classroom were primarily of the
simulation or quest-based genres. Some of these contained within them
some arcade style games, often appearing randomly or as a reward for
the successful completion of a task. Other game types (see page 8) were
not identified as potentially appropriate for classroom use, even though
they may have some broad educational benefits in an informal learning
context.
Complex games are generally more challenging and therefore offer
more potential in the classroom. They do, however, throw up more
management issues as well
Games vary as to the amount of content they contain which is of direct relevance to the school curriculum, but this is generally low. Even where the context seems to be relevant to curriculum content, the contribution this made to the child’s learning may be very peripheral.
Personal and Social Development I. Provide interest and motivation to learn. II. Maintain attention and concentration levels. III. Can work as part of a group and can learn to share resources.
Integrating games use into the classroom It needs confidence with the genre and imagination to integrate games into learning tasks eg data handling and reading within Championship Manager, creative writing from Freddi Fish. It also requires a knowledge of the game which the teachers in this evaluation had taken time to develop. In terms of practical lesson planning this takes too much time to develop as it can only be done through playing the game
Parents’ views of the subject knowledge that computer games might support provided the following results.
Parents views of subjects computer games develop Subjects parents suggested REPORT ON THE EDUCATIONAL USE OF GAMES 20 REPORT ON THE EDUCATIONAL USE OF GAMES 21 Integrating games use into family life Whilst 60% of the parents reported that their children played alone with the game at some time during the evaluation, only two children had had no one playing the game with them at any time. In 95% of the evaluating families other family members had got involved; siblings were the most common other family member, but parents were significantly represented, with 40% fathers and 22% mothers getting involved. About 40% reported that the children always played with friends, usually their own peer group, but occasionally a mixture of ages playing along. These trends were also reflected in the larger sample of questionnaires from children (see p16). There is clear evidence that parents are actively involved in the choice of games, especially for the youngest players, and in 40% of families with Key Stage 3 children they reported that decisions on software purchase were made by the family, or in discussion with the children. The picture that emerges of computer use, is one in which the computer is often shared among family members and is located centrally in the house – the kitchen, or living room was specifically mentioned in 10% of the questionnaires. In part this might arise out of the Internet access that the computer often offers. 80% of the parents in this survey reported that Internet access is monitored by them. 60% of the families had games consoles in addition to the computer (which was necessary in order to take part in this evaluation). No conclusions can be drawn about usage of these machines within the home from the information we have available, though it is clear from a significant number of the responses that different games, often joystick driven, have been bought for the different platforms. This is borne out by evidence from pupil questionnaires in the following section. % of sample questioned 50403020100 SpellingReading MathsComputer literacy Logical Training General knowledgeScienceHistory Geography Creative arts Hand-eye co-ordination
It is clear from this list that whilst these parents have a traditional view of the materials learnt in school, they also recognise that there are additional areas of knowledge that children need to acquire, and that some of these are directly related to the computer, and others are not. In this context, they too value higher order skills that are often not formally taught within the curriculum.
This research paper demonstrates how students accept such indirect way of teaching and what is their relationship to computer (didactic) games.
ASSIGNMENT N°3:READ THE FOLLOWING RESEARCH AND ANSWER THE FOLLOWING QUESTIONS BASED ON THE RESEARCH.
https://eric.ed.gov/?id=ED529467
The Effect of Using Educational Games on the Students' Achievement in English Language for the Primary Stage
This study aims to know the effect of using educational games on learning a foreign language. The study will answer the following questions:
Is it useful to use games in teaching English Language?
- The didactic games are very useful in the classes because you can learn content in a fun way
Do games create an interactive environment in the classroom?
- Yes, of course, when students concentrate or entertain to achieve an objective, this creates an adequate environment for teaching
Do games facilitate learning a foreign language?
- Didactic games facilitate teaching because through these you can stimulate and acquire more development in different areas such as psychomotor, cognitive and affective-social.
Is there a relation between learning theories (Behaviorism learning theory,
Cognitivism learning theory and Constructivism learning theory - and
Games)?
Each of the different theories helped the development of education at some point in history, but the world of education constantly lives innovations and improvements.
We present 4 of the most effective techniques to teach, according to Edutopia.
Clarity and the presence of debates are the first two points that the expert Hattie proposes.
In the field of education, new innovations and improvements are constantly being discovered to facilitate learning and educational games are good and increasingly accepted in schools
Do games belong to a specific learning theory?
The games approach the constructivist theory for Piaget, in which the game consists of a predominance of assimilation over accommodation. This helps the development of intelligence
Do games encourage students to solve unstructured problems, communicate, navigate, and evaluate and use the second language effectively?
Increase your self-esteem and self-confidence.
Develop your capacity for cooperation in games that can be developed as a group; respect the rules, shifts ...
Strengthen your memory.
Do games encourage students to learn independently as well as work
collaboratively?
Yes, the didactic games encourage children's social skills.
Does the use of educational games enhance creativity; improve design skills and the ability to present information using the second language?
Through the educational games the students will learn not to be shy and if we add didactic objectives they will learn in an integral way.
What effect does educational games use have on students' motivation?
Presently work is approached the necessity to stimulate the motivation for the Apretiation and History of Music in the students of the Art’s instructor school, by means of the introduction of the didactic games in a teaching-learning process that is characterized to be more dynamic and more attractive, where the student acquires a protagonist position in this process.
Do games influence students' achievement?
In the educational field, many authors argue that games are important resources that favor the development of man's growing capacity to adapt to a progressively more complex and difficult to predict environment.
ASSIGNMENT N° 4
WATCH THE FOLLOWING VIDEOS AND LEAVE YOUR COMMENTS REGARDING EACH.
These videos talk about the acceptance of games, games are not against teaching, parents usually place games separated from the classes and little by little this thought is changing, we can get the positive things out of the games and use them to teaching.
Passage N° 1
Every child is different, and the Games help students to make and sustain the effort of learning. Games provide language practice in the various skills- speaking, writing, listening and reading. They encourage students to interact and communicate. They create a meaningful context for language use.
Games designed specifically for the purpose of educating children can motivate self-learning and problem-solving skills to a great extent
Games are also great for children who are shy or worried about making mistakes. It can give them an opportunity to communicate in English in a safe and fun way.
Passage N° 2
Playing games are a great way to get your group active, loosened up, or just break up an afternoon class.
For Example: 123 Look Up A simple elimination game. At the signal of the leader, group members all look at another member of the group. If two members are looking at each other, they are eliminated from the round. 4+ people.This type of game can help students physically and mentally
Passage N° 3
English learning games help students to learn and they improve overall comprehension. Research studies have concluded that video games enhance traditional learning methods and make mastering a new language like English fun and exciting. Without the firm foundation in grammar and vocabulary provided by conventional learning programs, however, you will not be able to learn English with games alone. But when you combine the solid educational foundation like you’ll get at EnglishClass101 with the benefits of English learning games, you learn faster and retain more than with traditional learning alone.
Passage N° 4
Help students improve their linguistic skills and cognitive development? The key is practice, practice, and more practice!
Learning games naturally require the integration of several linguistic skills including reading, listening, speaking, and even writing in some games. And by removing the fear of making mistakes so common in students in traditional classroom settings, students are free to practice the language and further develop their linguistic and cognitive abilities in the process.
physical-biological areas, socio-emotional area, cognitive-verbal.
When students are having fun and they feel they are learning they will have better self-esteem and confidence.
Passage N° 5
Every time we plan to have games in classes we should think about the goals or objectives we want to reach because who gets on a train without knowing the destination? the objectives are very important, for example: This week I want my students to learn the names in English of wild animals. based on this objective I can choose a game so that they can learn in a fun way
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
Whiteboard
Game
Didactic
Pictionary
In-Class 1. Split the class into 2 teams
2. Taking turns, students from each team come up and choose a vocabulary word
3. Set the timer to 30 seconds
4. The student draws something on the board while only their team tries to guess the word
5. If they guess before time runs out, they get a point and a new student from the same team draws
6. If the same team guesses correctly 3 times in a row, let both teams guess
7. The winning team gets a prize, a bonus point on the test, a privilege, etc.
Didactic /Physical Charades In-Class Divide your class into two teams then select a student to stand at the front of the class and think of a word related to the lesson (or you could give them a suitable word). The student must then draw spaces on the whiteboard to represent each letter in their word. The rest of the class then guesses the word, one letter at a time (allow one student from each team to guess alternately). Incorrect guesses result in a hangman being drawn (one line at a time). The first team to guess the word wins, unless the hangman is completed. The game then repeats with another student thinking of a relevant word.
Out-doors
Game Didactic /Physical Letters on the Trampoline Out-doors Using some large, chunky chalks I wrote the letters of the alphabet in lower case, all around the outside edge of the trampoline mat, spiraling in to the middle. The chalk takes to the mat well and rubs off really easily, with all the residue removed completely by wiping over a damp cloth (or waiting for it to rain!)
Then they set about jumping on each letter in the right order, singing the alphabet song and whizzing around from one spot to the next in a heap of giggles. Next, I called out a variety of sounds and they had to land on the corresponding letter name, and vice versa. This was great practice for Pop who is just learning most of her sounds now.
SUMMARY
In children's games, the intervention of adults should consist in facilitating the conditions that allow it, in being available to the child, not in directing or imposing the game. The game is serious and is useful for the development of the child to the extent that he is his own protagonist, remains differentiated from the demands and limitations of external reality, allows him to explore the world of the elderly without them being present. it becomes the privileged ground for interaction with peers and a source of autonomous functioning.
didactic games are a participatory technique of teaching aimed at developing in children methods of directing and correct behavior, thus stimulating discipline with an appropriate level of decision and self-determination. This type of games involve the acquisition and reinforcement of some learning
Michael Harper
English Teaching
8-824-2071
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