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CONTENTS
INTRODUCTION
CONCLUSION
DEFINITION
TARGET GROUP
REFERENCES
PURPOSE
INTRODUCTION
INTRODUCTION
TEACHING SCIENCE
USING
ENTERTAINMENT AIDS
DEFINITION
DEFINITION
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ENTERTAINMENT
AID
EDUTAINMENT
ENTE
RTAI
NME
NT
Entertainment is a form of activity that holds the attention and interest of an
audience, or gives pleasure and delight.
The action of providing or being provided with amusement or enjoyment.
the act of entertaining
amusement or diversion provided especially by performers
something diverting or engaging as
(i) a public performance
(ii) a usually light comic or adventure novel.
AID
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help or support or assistance.
person or thing that helps or assists
you in doing something. (helper)
EDUT
AINM
ENT
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It is the combination of education and entertainment.
EDUCATION + ENTERTAINMENT =
EDUTAINMENT
PURPOSE
PURPOSE
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To promote student learning through exploration,
interactivity, trial and error, and repetition in such
a way that students get so lost in the fun, that
they do not realize they are learning at the same
time. ( Harnani Mat Zain & Nor Zuhaidah Mohd
Zain)
To promote learning by merging educational
contents and entertainment activities that
increase engagement, emotion, and motivation.
(Keyur Sorathiaa and Rocco Servidiob, 2012)
as a motivational facilitator to
process educational information
(motivation paradigm)
To promote student learning.
TARGET GROUP
TARGET GROUP
STUDENTS
AUDITORY
VISUAL
KINESTHETIC
AUDITORY LEARNERS
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Auditory learners would rather listen to
things being explained than read about
them. Reciting information out loud and
having music in the background may be a
common study method. Other noises may
become a distraction resulting in a need for
a relatively quiet place.
GeneralClick
Factsicon to add picture
The auditory learner MUST HEAR
things for them to have the best
chance of learning.
Only 30% of the general schoolage population is auditory.
Generally, the auditory learner will
remember 75% of what they hear
in a lecture.
Using the auditory modality is the
most difficult way to learn new
material.
Strengths
Remembers what they hear and say.
Enjoys classroom and small-group
discussion.
Can remember oral instructions well.
Understands information best when they
HEAR it.
CHARACTERISTICS
Major Traits of the Auditory Learner
Remembers what they say and what others say
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very well.
Remembers best through verbal repetition and
by saying things aloud.
Prefers to discuss ideas they do not immediately
understand.
Remembers verbal instructions well.
Enjoys the opportunities to present dramatically,
including the use of music.
Finds it difficult to work quietly for long periods of
time.
Easily distracted by noise, but also easily
distracted by silence.
Verbally expresses interest and enthusiasm.
Enjoys class and group discussions.
Like listening
Enjoy music
Like to talk
Talk to himself or herself
Prefer lecture and discussion
Prefer spoken directions over written
directions
Cannot concentrate when noisy
TEACHING STRATEGIES
SUITABLE ACTIVITIES
Activity Suggestions for the Auditory Learner
Musical performance
Songs
Peer tutoring
Puppet show
Raps
Panel discussion
Oral presentations
TV/radio show
Poems
Debate
Demonstrations
Verbal games
Oral recitation
Tape recordings
Songs or music
Poems
Poetry
Forum
debate
ACTIVITY 1
~Singing A Song
VISUAL LEARNERS
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General Facts
The visual learner remembers 75% of what they
read or see.
Demonstrations from the blackboard, diagrams,
graphs and charts are all valuable tools for the
visual learner.
Generally, analytic visual learners will process the
printed word before iconic (pictorial) information.
Generally, global visual learners will process iconic
(pictorial) information before reading the printed
text.
CHARACTERISTICS
Major Traits of the Visual Learner
TEACHING STRATEGIES
SUITABLE ACTIVITIES
Activity Suggestions for the Visual Learner
Diagrams
Written reports
Illustrations
Games
Graphs
Flash cards
Displays
Writing
Photographs
Cartoons
Newspapers
Coloring books
Letters
Recipes
Posters
Bulletin boards
Movies
Magazines
Collages
Workbooks
OHP transparencies
Reading
TV shows
Comic
Video
Theatre
Power Point slide
Tv shows
ACTIVITY 2
~Comics Review
EXERCISES
Based on the following Figure 1 and Figure 2, give your comments and opinions correlate
with the environment awareness.
KINESTHETIC LEARNERS
Click
icon toare
add
picture strategy for use in
The concept
cartoons
a practical
the science classroom. They need little introduction, they
keep children on task, they can stimulate high level
discussion, they help to minimize classroom
management problems and they can stimulate children
to collect evidence by designing experiments (Naylor &
Kaeogh, 2012)
Kinesthetic learners learn best when they are moving. If
they are using their hands and bodies in learning, their
attention will be focused right on the learning they are
doing(Major, 2014).
CHARACTERISTICS
Major Traits of the Kinesthetic Learner
Remembers what
DO
Clickthey
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tovery
addwell.
picture
Remembers best through getting physically involved in
whatever is being learned.
Enjoys acting out a situation relevant to the study topic.
Enjoys making and creating.
Enjoys the opportunities to build and physically handle
learning materials.
Will take notes to keep busy but will not often use them.
Enjoys using computers.
Physically expresses interest and enthusiasm by getting
active and excited.
Has trouble staying still or in one place for a long time.
Enjoys hands-on activities.
Tends to want to fiddle with small objects while listening or
working.
Tends to want to eat snacks while studying.
TEACHING STRATEGIES
SUITABLE ACTIVITIES
Kinesthetic Activities
Surveys
Demonstrations
Dance
Products
Body games
Field trips
Dress as characters
Role-play/interviews
Charades
Pantomimes
Plays
Projects
Puppet shows
Musical performances
Role playing
Building models
Explorace
experiments
ACTIVITY 3
~Role Playing In Dialogue Session
ACTIVITY 4
~Crossword Puzzle
RESEARCH
FINDINGS
Research Findings
CONCLUSION
CONCLUSION
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Games should be fun. When gamers are
enjoying themselves, they are more relaxed,
energetic, alert, responsive, and are less
fearful and more open to learning (Baranich &
Currie, 2004; Klaila, 2001)
REFERENCES
REFERENCES
Sosnowski, J., & Media, D. (n.d.). Advantages & Disadvantages of
Schools Using Multimedia. Retrieved
September 26, 2015, from
Seattle, PI: http://education.seattlepi.com/advantagesdisadvantages-schools-using-multimedia 3099.html
Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S.,
Young
C.,Handbook on Digital Video and Audio in Education,
Creating and using audio and video material for educational
purposes, The Videoaktiv Project.
Johnson, Laurence F., et al.The 2010 Horizon Report: The K12
Edition.Austin, TX: The New Media Consortium, 2010.
<http://wp.nmc.org/horizon-k12- 2010/chapters/game-basedlearning/#0>
Galbraith, J., ( 2004), 'Active viewing: and oxymoron in video- based
instruction?', Society for Applied Learning
Technologies
Conference, designer.50g.com/docs/Salt_2004.pdf