Limitations

t they want to do~many materials may be involved causing the project to be quite
~requires
expensive
time for the class to work on their project

ed in a short situation. ~time-consuming~some students may crack up in embarrassment~students might not get the point across that is desired

for there are no wrong answers ~limited control of direction of answers~might be threatening to some students

t formation and confidence ~desirable responses may not be gained~child may be too shy~responses depend on creativity

Limitations
~susceptible
~availability
to scratches
of hardware
and damage
that is computers and compatibility~they are read-only medium thus, it cannot be altered

~may cause lowered self esteem to those students having a hard time mastering the skill and egotism for the teaching peers

omework ~may cause student anxiety~can be boring if topic is not interesting enough~tends to be embarrassment to unprepared students~can be time-consuming

~oversimplified ones may fail to communicate its intended point~incorporating too many details of a situation makes it complicated and time-consuming

Media?
What are Interactive
• media formats that allow or require some kind of
physical activity from the user, which in some ways
alter the sequence of presentation.
• Active participation of the user is visible and in
modern formats the user may have the full right to
manipulate the medium to learn new ideas.
• Require the user or viewer to make choices t
construct the amount, sequence and shape of
content.
Why use interactive
media?
• Learner-appropriate content.
Different paths can be taken through
interactive media, potentially
accommodating individual learner
needs and preferences. It can also
provide remedial assistance.
• Instructional design. Interactive media are subject
to greater scrutiny than traditional lessons thus
resulting to performance improvements.
• Increased overt activity.
• Organizational flexibility. When used to support
traditional instruction, it provides more support in a
more compact package. On the other hand, they
allow flexible scheduling and locations when used
for independent study.
• Motivating and provides low-threat environment.
• Can be designed to provide immediate and relevant
feedback to learners.
• Record keeping. Computers can automate the
process of record keeping within an instructional
program.
• Cost. Generally speaking, interactive media formats
are inexpensive to reproduce and distribute.
interactive media
Downsides
• Design expense. The higher the pro-
duct integrity, the higher the design cost.
• Hardware expense. Computers, video-
Media Formats
disc players are expensive.
• Compatibility and portability. Instruction
requiring specific equipment configurations
cannot be generalized easily
• Educators cannot fully rely on technology to Interactive CDs
conduct the instruction. Most often, • computer programs in CDs that include interactive
technologies are used to support traditional demonstrations, video and audio clips, evaluation
instruments, discussions and pointers to related or
teaching methods.
future work
Different Media Formats Simulation
Panel Discussion • abstract representation of real-life situations that
• discussion of a topic by a group of people called to require the learner or team to solve a complex problem
• situations close to reality are created and students
make up a panel which is done before a class or
must perform manipulations, make responses and take
•
audience
panel discusses values of the alternatives and attempts
actions to correct deficiencies or to maintain proper
status
to come to a consensus
Research Report
• assigning a topic for the class for study outside of the
class, prepare written reports and present verbal
reports to the class
Case Study
• examination of a life situation that has been told or
read
Guided Design
• solving open-ended problems and reflecting on
solutions made by others
Creative Design
• allowing the student to "do their" own design in art or
writing to illustrate a part of the lesson that is to be
covered
• design possibilities include pictures, collages, doodles,
banners, signs, sculpture etc.
Role Playing
• spontaneous dramatization by two or more persons of
a situation relating to a problem with little or no
preparation
• students act out a role as he or she feels it would be
played in real life
Brainstorming
• students respond to questions with short answers as
fast as they can with no thought of evaluation
Interview
• gathering of information by asking several individuals.
• students form their own questions and information
gathered is shared with the class from which they will
Things to consider
formulate conclusions
Classroom Discussion
• teacher and students exchange questions and
answers though normally, the teacher gives the
questions and the students give the answers
Peer teaching
• students who have mastered a certain skill are
assigned to coach others who need assistance
 Limitations
~emphasis might be given to the irrelevant aspects of the topic~if moderator is poor, the panel~program has to be structured to avoid confusion
will end up just having a
conversation

~topic and thrust may not be clear~availability of material is crucial~doesn’t work if students are not motivated

~students might miss the point of the study~there may not be as much control in this situation~time consuming

Strengths
d retention is good~ideas can be exchanged among the~differing view points can be quickly and efficiently presented when lecture is not desirable
panelist and class to give a good
overview of the subject

~increased retention for the one reporting as well as the listener. The idea of several people giving information helps to avoid boredom
dent study

~develops analyzing skillsprovides detailed information about a real-life situation~high interest activity

Guide Lines
summary of information and positions at the end of discussion~teacher should be knowledgeable of the topic to prevent straying from the subject

se of the study~suggest things to look for~motivate students before giving assignments

~divide the class into buzz groups to involve all students~set guidelines for choosing the topic

Case Study
Discussion
Research
Format
Report
Panel
Educational
Games
• activity in which the participants follow prescribed
rules that differ from those of reality as they strive to
attain a challenging goal
• employs fantasy, action, uncertainty and similar
features to make the activity interesting for players
Benefits
• activity is very motivating oftentimes due to the
competition entailed to attain goals
• the pleasant and relaxed atmosphere fostered by
games are especially productive for those (such
as low achievers) who avoid other types of
structured learning activities
• successful for getting and holding students’
attention because everyone tends to react
positively to the invitation of a game
• great at teaching hard-to-teach facts
• it can teach empathy and build social skills
• games are a good way to bring up complex
issues
• they are multimedia in nature and are great in
teaching students with special needs
• players are active on continuous basis and during
the process, important learning experiences such
as reading, listening, thinking and deciding are
used and enhanced
Limitations
• effectiveness depends on the
receptivity of the learners
• demands special group arrangements
• materials can be expensive and time-consuming
• some games are deficient in providing sufficient
examples across a range of variables and debriefing
is necessary for full instructional effect
• discovery learning through games is time-
consuming
• competition can either make or break the student.
In cultures where achievement is rarely valued, it
might not provide the needed motivation. Some
individuals might also find competition
uncomfortable and unfair
• can turn the class into chaos if not carefully planned
and executed
Basic Types
1. Competition games
2. Collaborative or cooperative games – the more
favored type because it fosters creative,
collaborative decision making and avoids
provoking competition between players
Educational
Games
• activity in which the participants follow prescribed
rules that differ from those of reality as they strive to
attain a challenging goal
• employs fantasy, action, uncertainty and similar
features to make the activity interesting for players
Benefits
• activity is very motivating oftentimes due to the
competition entailed to attain goals
•
the pleasant and relaxed atmosphere fostered by
games are especially productive for those (such
as low achievers) who avoid other types of
structured learning activities
• successful for getting and holding students’
attention because everyone tends to react
positively to the invitation of a game
• great at teaching hard-to-teach facts
• it can teach empathy and build social skills
• games are a good way to bring up complex
issues
• they are multimedia in nature and are great in
teaching students with special needs
• players are active on continuous basis and during
the process, important learning experiences such
as reading, listening, thinking and deciding are
used and enhanced
Limitations
• effectiveness depends on the
receptivity of the learners
•
•
demands special group arrangements
materials can be expensive and time-consuming
• some games are deficient in providing sufficient
examples across a range of variables and debriefing
is necessary for full instructional effect
• discovery learning through games is time-
consuming
• competition can either make or break the student.
In cultures where achievement is rarely valued, it
might not provide the needed motivation. Some
individuals might also find competition
uncomfortable and unfair
• can turn the class into chaos if not carefully planned
and executed
Basic Types
1. Competition games
2. Collaborative or cooperative games – the more
favored type because it fosters creative,
collaborative decision making and avoids
provoking competition between players
Educational
Games
• activity in which the participants follow prescribed
rules that differ from those of reality as they strive to
attain a challenging goal
• employs fantasy, action, uncertainty and similar
features to make the activity interesting for players
Benefits
• activity is very motivating oftentimes due to the
competition entailed to attain goals
•
the pleasant and relaxed atmosphere fostered by
games are especially productive for those (such
as low achievers) who avoid other types of
structured learning activities
• successful for getting and holding students’
attention because everyone tends to react
positively to the invitation of a game
• great at teaching hard-to-teach facts
• it can teach empathy and build social skills
• games are a good way to bring up complex
issues
• they are multimedia in nature and are great in
teaching students with special needs
• players are active on continuous basis and
during the process, important learning
experiences such as reading, listening, thinking
and deciding are used and enhanced
Limitations
• effectiveness depends on the
receptivity of the learners
• demands special group arrangements
• materials can be expensive and time-consuming
• some games are deficient in providing sufficient
examples across a range of variables and
debriefing is necessary for full instructional effect
• discovery learning through games is time-
consuming
• competition can either make or break the student.
In cultures where achievement is rarely valued, it
might not provide the needed motivation. Some
individuals might also find competition
uncomfortable and unfair
• can turn the class into chaos if not carefully
planned and executed
Basic Types
1. Competition games
2. Collaborative or cooperative games – the more
favored type because it fosters creative,
collaborative decision making and avoids
provoking competition between players
What makes a good game?
• What makes a good game?
If the game entails competition, teams and individuals
should be properly matched.
• The game activity must provide actual practice of the
intended academic skill
• Avoid games that requires players to spend a large
portion of their time waiting for their turn, throwing dice,
moving markers around the board and similar trivial
actions
• Hard work and goal-attainment should be rewarded
ASSURE MoDel
Analyze the needs and interest of your students
~the activity should match the level of comprehension of
the students to be efficient
Specify objectives
~objectives should be in accordance with the topic
Select appropriate materials
~does the game provide relevant practice of meaningful
skills and practice should take place within a valid
representation of reality
Utilize materials
Preview
~familiarize yourself with the materials
~go through a dry run
~acquaint yourself with the rules & phases of the game
~take note of when instructional points are made
~set up a time schedule for material use
Prepare the environment
~check materials and make sure that they are sufficient
~recount materials before participants come
~do last minute check up on audio visuals
Prepare the audience
~inform students of the learning objectives
~relate game to previous study
~announce time schedule
~explain procedure and have a trial if necessary
~resist the urge to lecture about content or give hints
~get into the activity as quickly as possible
Present Simulation or game
~keep the mood and tempo upbeat
~stay close in touch with the action
~interfere only when called for
~watch for teams or individuals who have fallen behind
~watch out for personality clashes, it may call for switching
of partners
~keep track of elapsed time
~do not interrupt activity unless important announcements
need to be made
~record participant reactions during debriefing period
Require learner participation
~perform debriefing immediately after every game to
clarify instructional points
Evaluate and revise
/jcp
• If the game entails competition, teams and individuals
should be properly matched.
• The game activity must provide actual practice of the
intended academic skill
• Avoid games that requires players to spend a large
portion of their time waiting for their turn, throwing dice,
moving markers around the board and similar trivial
actions
• Hard work and goal-attainment should be rewarded
ASSURE MoDel
Analyze the needs and interest of your students
~the activity should match the level of comprehension of
the students to be efficient
Specify objectives
~objectives should be in accordance with the topic
Select appropriate materials
~does the game provide relevant practice of meaningful
skills and practice should take place within a valid
representation of reality
Utilize materials
Preview
~familiarize yourself with the materials
~go through a dry run
~acquaint yourself with the rules & phases of the game
~take note of when instructional points are made
~set up a time schedule for material use
Prepare the environment
~check materials and make sure that they are sufficient
~recount materials before participants come
~do last minute check up on audio visuals
Prepare the audience
~inform students of the learning objectives
~relate game to previous study
~announce time schedule
~explain procedure and have a trial if necessary
~resist the urge to lecture about content or give hints
~get into the activity as quickly as possible
Present Simulation or game
~keep the mood and tempo upbeat
~stay close in touch with the action
~interfere only when called for
~watch for teams or individuals who have fallen behind
~watch out for personality clashes, it may call for switching
of partners
~keep track of elapsed time
~do not interrupt activity unless important announcements
need to be made
~record participant reactions during debriefing period
Require learner participation
~perform debriefing immediately after every game to
clarify instructional points
Evaluate and revise
/jcp
What makes a good game?
• If the game entails competition, teams and individuals
should be properly matched.
• The game activity must provide actual practice of the
intended academic skill
• Avoid games that requires players to spend a large
portion of their time waiting for their turn, throwing dice,
moving markers around the board and similar trivial
actions
• Hard work and goal-attainment should be rewarded
ASSURE MoDel
Analyze the needs and interest of your students
~the activity should match the level of comprehension of
the students to be efficient
Specify objectives
~objectives should be in accordance with the topic
Select appropriate materials
~does the game provide relevant practice of meaningful
skills and practice should take place within a valid
representation of reality
Utilize materials
Preview
~familiarize yourself with the materials
~go through a dry run
~acquaint yourself with the rules & phases of the game
~take note of when instructional points are made
~set up a time schedule for material use
Prepare the environment
 ~check materials and make sure that they are sufficient
~recount materials before participants come
~do last minute check up on audio visuals
Prepare the audience
~inform students of the learning objectives
~relate game to previous study
~announce time schedule
~explain procedure and have a trial if necessary
~resist the urge to lecture about content or give hints
~get into the activity as quickly as possible
Present Simulation or game
~keep the mood and tempo upbeat
~stay close in touch with the action
~interfere only when called for
~watch for teams or individuals who have fallen behind
~watch out for personality clashes, it may call for switching
of partners
~keep track of elapsed time
~do not interrupt activity unless important announcements
need to be made
~record participant reactions during debriefing period
Require learner participation
~perform debriefing immediately after every game to
clarify instructional points
Evaluate and revise
/jcp