Copyright Goodheart-Willcox Co., Inc. Chapter 14 Instructional Methods 325 Students typically play board games in small groups. Sometimes, teachers adapt well-known board games to meet their learning objectives. Commercial board games designed to teach vari- ous topics are available, and teachers often share ideas for making their own. Games that use dice or play money can be effective ways to practice simple math skills (Figure 14.18). Active games offer opportunities for students to be physically involved in learning. Active games appeal to young children who learn through play and movement and to kinesthetic learners. Such games also offer a change of pace in learning. Many educational games are available for the computer and other forms of digital media. They can be used with individual students and can help meet specific learning needs. With some games, the student competes against the clock, trying to complete a game within a given time period. Computer games often have more than one level, allowing students to progress to more difficult knowledge or skills. When used appropriately, games can generate enthusiasm and increase learning. In choosing or constructing games, it is important to evaluate the type of learning involved, student appeal, initial cost or effort, and whether the time involved produces sufficient learning. Cooperative Learning Cooperative learning is a form of small-group learning in which stu- dents work together to achieve a common goal. The group is responsible for making sure all members participate, contribute, and learn. With effective use, cooperative learning is a highly effective learning technique. sturti/E+/Getty Images Figure 14.18 Games can help meet and reinforce learning objectives. PROFESSIONAL TIP Collaboration In the classroom, effective teachers execute a plan keeping in mind the specific subject-matter learning and their students’ longer-term success in their specific subject or learning area. In doing so, most teachers rely a lot on others for ideas. Professional teachers are collaborative. They cooperate with other teachers who work with similar students and with teachers in grades before and after. It may not always be evident on the surface, but they are team players. They work as a team with other teachers, aides, specialists, and administrators. Dig Deeper Take notice of the number of professionals that contribute to your own education. Inquire about how they find time to collaborate with one another. How do they facilitate communication? Discuss your findings with the class.