The Gaming Method

The teaching methods under this group are primarily designed to

involve the learners in all the classroom activities.
Simulations are abstractions of the real world , involving
objects, processes of situations. Games are activities with
goals, rules, and rewards. Simulated games involve
situations with goals, rules, and rewards.
Numerous simulations and games are commercially
produced, but teachers must judge whether they are
suitable for their pupils, whether they can be modified,
or whether the teachers need to develop their own
materials. Here are some guidelines to follow when
incorporating simulations and games.
1) Every simulation and game must have an educational
objective. Distinguish between amusement games
and educational games, between game objectives
and instructional games.
2) The purpose of using simulation is to enable the
pupils to understand the nature of the problem and
how to solve the problem.
3) Games should be used for teaching, thinking, and
socialization to children in the lower grades.
4)Simulations and games should be viewed as an
experience for learning content.
5) Only variables, instances, or problems that are
significant should be introduced as part of the
simulation. Insignificant elements confuse and obscure.
6) When hindsight is being used to solve a simulated
problem or to make a decision, the variables or
background existing in the real-life situation should be
introduced.
7)Simulations and game rules must be concise and clear.
8) The post-game or post- simulation discussion is
crucial for the older pupils to clarify skills, concepts and
values to be learned.
9) To determine whether your objectives have been
achieved by the simulations or games, use some forms of
evaluation, feedback or discussion.
Villamin cites a few hints given by David H. Russel and
Etta E. Karp on the use of games:
1. The reading games and devices are intended to
supplement.
2. The materials are valuable in contributing variety
and fun to a well-rounded reading program.
3. A particular activity should be chosen, not at random
but because it will help an individual or group.
4.Many activities may be adopted to the needs of a child or
group by changing the vocabulary or some rules of the game.
5.Adaptation, not adoption, of the devices should be the rule.
6.The equipment for some activities may be placed from time
to time on a shelf of reading games.
7.The new reading games should be introduced to the
children.
8.The reading activities should be used to provide self-
competition rather than competition between individuals of
varied activities.
9.Observation may be helpful.
10. More advanced activities may be developed to improve
study habits and skills
Word games may be played in class. The class may be
divided into two groups. For every game, the groups
designate contestants. The group contestant who gives
the first correct answer gets a point. The teacher may act
as the scorer on the board.
Game A: Give as many words as you can to describe
trees.
Game B: Read the following words. What are they
about?
nylon, cotton, silk (cloth)
pounds, rupee, dollars (foreign money)
automobile, jeep, train (land transportation)
Game C: listen carefully and tell how many syllables you
hear in each word.
accomplishment (four)
International (five)
Accommodation (five)
Educational (five)
Game D: What is the root word of the following?
Identification (identify)
Favorable (favor)
Lovely (love)
Game E: Make a word list for each of the following
categories:
Cooking tools occupations
Land forms boy’s clothing
Water forms girl’s clothing
Fruits furniture
Vegetables domestic animal
Game F: Word Race
Materials: game board
marker for players
spinner or number lots
word cards
Game G: Mountain Climbing with Root Words
Materials: game board
marker for players
spinners or number lots
word cards
Treasure Hunt With Words
Materials: game board
marker for players
spinner or number lots
word cards
Materials: word cards
Directions:
1. Divide the class into two-Team A and Team B.
2. Each team has a captain selected by the group
members.
3. All the team members help in looking for the word
that belong under each category from the word cards
on the table.
4. The first team to complete the word list for each of the
three categories of words wins the game.
5. The categories of words follow:
Philippine birds tame animals
Philippine fruits road signs
Philippine symbols parts of a book
Land forms parts of a newspaper
Water forms insects