EDUCATIONAL GAMES
Foreign Language
022680377 (pdf)
Macedonia, Manuela. August 2005. Games and Foreign Language Teaching. Support
for Learning. 20(3): 135-140.
Abstract: Active spoken mastery of a foreign language all too often remains
an illusive wish on the part of language learners. There is a tendency to seek
the causes of non-fluency and accurate speech outside the classroom, for example,
too little involvement, interest and time investment on the part of learners.
In this article Manuela Macedonia asserts that the problem is attributed primarily
to the type of exercises that are employed to process foreign language input.
Traditional transmission of morphology and syntax by way of rules, and practising
such rules via written exercises, does not lead to spoken language, for with
this type of practice the retrieval of learned material is too slow and often
incomplete to enable successful speech. While games in language and SEN instruction
are not new, in this article their targeted usage based on cognitive neurological
evidence is proposed in order to proceduralise declarative knowledge and thereby
to elevate accuracy and fluency to a level that enables real-time speech.
Mathematics
2001
(abstract only)
Lewis,
Tom. August 2005. Facts +
Fun = Fluency. Teaching Children Mathematics. 12(1): 8.
Abstract:
Students in the classroom should be provided with engaging activities
for improving their computational fluency, making effective use of
time, and as a medium of self-motivation. Games such as Contig, the
24 Game, and Number Jumbler are useful for practicing basic facts and
computational fluency of mathematics.
Activities
2002
(abstract only)
Brendzel,
Sharon. May 2004. Games that Teach. Science Scope. 27(8):
32-33.
Abstract:
Teachers spend a great deal of time trying to capture student
interest because motivation is the beginning of learning. One
effective way to do this is through the use of games in the
classroom. Games provide a natural motivation, are part of good
teaching strategies, and, fortunately, there are many that can be
used to help build concepts. Although games should not be used as a
substitute for hands-on investigations, especially inquiry lessons,
there are many situations where games can be useful in teaching. For
example, they can be used to introduce various presentation formats,
improve comprehension through simulations, or review the concepts in
a format that is interesting to students. This article presents some
general ideas teachers can use for incorporating various types of
games into your lesson plans.
|
