Games for following directions

7 Fun Classroom Games For Teaching Following Directions To Kids

March 28, 2022March 26, 2022 by Manpreet Singh

Like all other vital educational topics, little ones also need to learn about shapes and directions. Be it to identify different corners of a shelf, or to travel to school themselves, knowledge on directions may be pivotal even as a child. Further to determine where they are or to locate their home, office, or even rooms in their house, the sense and gripping knowledge of directions is necessary. Kids are often a repository of dreams which often make them pounce upon those learning styles that are creative and engaging. Joining these dots, one can infer that games may provide a credible plan of action for instructing different directions that need to be followed in different tasks.

With that view, we made a list of a few games for kids. These options are simple and can be effortlessly employed in school or at home. Let’s have a precise view of each of these choices so that you may decide progressively about which is the apt take-in for you.

Pivotal attributes for little learners- How do following directions assist?

Learning a few life-serving attributes right at a tender age often assists them to deal with scenarios later painlessly, Sense of direction is one of them. To comprehend precisely, it is the ability of the children to search one’s way around swiftly when they are in a new place. Or, it may also be understood as the knowledge to decide to which direction something is facing or moving.

The classroom games can implicitly polish these abilities as these campaigns basically imply the students listening to some instructions regarding directions. Fascinatingly, learners may also improve a few attributes with these directional activities and games:

Children may develop better attention. In the following activities, the learner may need to focus on what the mentor orders. This creates a sense of priority keeping distractions away.

Brushed up hearing abilities with prolonged practice.
Frequently retaining the information and applying it may assist amplification of working memory.
Healthier Social behaviors as the learners listen to others before acting.

Easy following directions games- Concocted for tiny learners

Mastering a sense of direction may turn further effortless with the implementation of engaging educating recreations inside the classroom. Here is our list of must-look games that are innovatively crafted for following directions in kids:

1. Music or Stop

Ensuring multimedia in the game may excite young learners with a scope of multisensory learning. This recreation stipulates the students to follow the music to win.

To start with, the instructor needs to arrange a music source. A mobile phone or a music player will work well.
Students are made to stand in a row at one corner of the class, which can be marked as the start line.
There are instructions given on the board as to what directions students need to move in order to reach the endpoint.
Now, when the teacher starts the music, the little ones start moving forward. Suddenly the music may get paused; here the students need to halt and freeze till the music is replayed.
While the song is being played, the mentor has to keep a check that students are moving in the given directions only.
The control of the music is in the hands of the teacher, thereby controlling the direction.
The student who reaches the other side of the class first is declared the winner.

This game is simple and can be implemented easily with young learners in the classroom and at home.

2. Set the table

For students who are new to the school or classroom essence may need guidance to set their particulars. This can be gamified to create motivation in learners for the lecture later.

To start with, the teacher asks the students to take their places in the classroom.
Now teachers declare instructions one by one to ensure the students are ready for the class.
For instance, “Open your bag and keep it to your right side,” “take out your book and keep it in front of you,” “grab out a pencil from the pouch and keep it on the left side of your notebook,” and so on.
To make it yet more interesting, they may occasionally instruct random directives like raise/ fold your hands, sit up and stand up.
Keep a check on the children to make sure they follow all these commands along with directions.

This game may be a preferable icebreaker for students at the start of the day as it lets them make better bonds with the teacher’s pace.

3. Coloured Shapes

Measures like drawing are often intriguing for students. This game is woven around the coloring skills of the learners.

To start with, teachers need to arrange crayons, and a set of sheets with multiple shapes like circles, and squares are drawn on them.

They may consider providing copies of printouts to make the game easier.
Each student is provided with one paper and a set of crayons. Now, the teacher starts giving instructions to color these shapes.
Say, the mentor commands “identify the circle on the top right side, mark it as no.1 and color it with red”. The Young learner needs to point out the right-side circle on the top and color it accordingly.
Once all the shapes are colored, the mentor evaluates the responses if the student has followed the sequence and is able to identify different shapes given in different directions.

This game not only stipulates the student to identify various directions but also assists them in recognizing different colors and shapes simultaneously.

4. The directional race

Outdoor games may be preferable on a clear day. This game may be an admirable take-in as an alternative to the usual running race.

To start with, the teacher divided the whole class into pairs and procure a few stools. A race track is prepared, and some stools are placed as obstacles on the track.
Now, each pair stands on the start point of the track. Once a player is blindfolded and is the runner, the other one is the guide. Once the timer starts, the runner moves forward on the track with the instructions of the guide.
It is the duty of the guide to move the runner away from obstacles and reach the end line. To ensure this, they may give out commands to change directions to the runner.
For instance, they may say “turn right” at an obstacle and then “turn left” to pass beside it.
The team which reaches the end line first is the winner.

Apart from directional knowledge, this game ensures a sense of trust in the team members along with the physical activity.

5. Grid and cups

The teacher draws a combination of 25 grids (5*5) on the floor for each student and arranges a set of paper cups.

Each student is provided with a couple of cups, which they need to hold with either hand.
Each student sits beside their grid with their cups in the center.
The game starts with the teacher giving instructions to move their cups. For example: move your right cup to one step on the right side.
The learners carefully listen to it and then follow the same.
As the game proceeds, the speed of instructions increases.
In between the game, Teacher may check students if they’ve placed the cup in the right position.

This game may improve attention in little ones as they may need to focus appropriately on what the instruction is to avoid wrong moves.

6. Place the plaything

The practice of directions may also be ensured with toys like animal and car miniatures.

Before the game starts, the teacher procures 10 toys: say, a car, truck, zebra, and a few other pieces of paper.
Now, they make a poem on the sheet that implicitly describes the directions. These will help the kid to understand the direction.
To start the game, the mentor arranges 10 toys in a row facing towards the kids and the sheet of poem is handed over to the child.
The student is called upon and given a minute to observe the toys and the directions that the poem points towards.
As the timer is started, the student needs to turn the toys in such a direction as depicted by the verse..
For instance, the poem reads – Arrow beside the zebra faces left and the zebra is facing right to the car on the left side, then the learner needs to turn the playthings as directed.
This game may be employed with multiple students simultaneously, and the one who turns all the ten toys frst may be declared the winner.

With this option, the students may sensibly comprehend the directions with a text cue, thereby ensuring innovative practice.

7. Direction Racecars

Educators can turn teaching interesting by employing toys as a part of their lesson. How about a car race?

Before starting the game, the teacher procures say, 5 remote-controlled car toys, and then divides the children into groups of 5. Each group starts playing lap races with cars with a set of directions.
To start with, the instructor takes the students to the open ground or garden and marks a start and end line for the race.
And, multiple paths are drawn connecting the start and end line.
As the timer starts the kids start controlling their cars with the remote towards the end line.
But, there is a twist. When there is split in the path, the little ones need to follow the instructions stated by the mentor.
For instance, they may call out ‘Turn your cars to the right path.
Listening to this, the students need to turn their path to the right one and not the left one.
The one who reaches the end line first following all the directions may be declared the winner.

This game may be an enticing outdoor sport that kids may like. They may learn and practise the sense of direction as the game proceeds.

Summing up,

Approaches like games may be the appreciable choice for implanting crucial skills in kids. These strategies often channel creative energies in the right direction. For that reason, exhilarating games in the classroom may create an opportunity to learn and apply directions rationally. Appreciating the same, the options that we stated are worth considering not only because they are facile but also due to their effectiveness. Take a detailed gaze on these games to aid your expedition and discern if any of these are befitting for your little one.

References:

Dunham, S., Lee, E., & Persky, A. M. (2020). The psychology of following instructions and its implications. American Journal of Pharmaceutical Education, 84(8).

7 Core Following Directions Activities for Kids That'll Improve Listening

Inside: Quick and easy following directions activities for kids that will help them practice self-control, emotional regulation and improve listening skills.

There was a joke traveling around years ago from Carrie On Y’all that said, “Maybe if I start yelling ‘Get your shoes on!’ the night before, we could get to school on time the next day.”

Honestly, the struggle is real.

Kids need A LOT of practice to learn basic life skills.

Following directions activities can support better listening skills in your child.

Teaching kids to follow directions isn’t as simple as doing a listening activity for kids, watching fairy dust shower from above, and seeing your kids transform into magical listeners.

Several years ago I was getting ready to take my son to school. He insisted—like life or death insisted—that he needed to wear his green shoes.

So I helped him find his green shoes, laid them out on the floor, and then realized I made a horrible mistake.

He shook his head and said, “No green shoes, mom. Nooo!”

In exactly two minutes, the green shoes went from being my complaining child’s most prized possession to the most horrible and disgusting shoes one could don.

Related Posts:

2 year old not listening? Try this remarkable tip.
10 Totally Awesome Tricks for Independent Kids

Teaching kids to follow directions – let’s simplify.

1. Connection first. Attention follows.

A few brief moments using SAY WHAT YOU SEE®, where you describe what your child is thinking, doing, feeling or saying, makes a big difference. This is the building block of connection, and when kids feel connected to you, they are for more likely to cooperate.

It might sound something like, “You’re drawing a picture with big green squares and red lines.”

No brainer, right? And yet, I still find myself talking to my kids without taking a brief moment for connection.

Sharing a set of instructions before you briefly connect with your child is like speaking foreign language. It can fall flat.

I know I have my child’s full attention when I have two things:

Eye contact
Eyes level (get down to the child’s level).

2. Be short and specific.

Kids tend to hear a lot of conversational white noise when adults are speaking to them. Say exactly what needs to be said for your child to follow your directions. Trim everything else out.

Instead of… “Hurry up. We gotta get out the door for this appointment. Get your coat lets go.”

Try… “Coat please.” Or, “You’re missing a coat.”

3. Use “wait time.”

This is a great strategy that I learned from a teacher. After giving a set of instructions to your kids, pause for 3-7 seconds to allow their brain to process and apply the information. Research shows kids are more likely to follow directions if you give them “wait time” or a hearty pause.

As adults, we are used to processing information much quicker, but kids…they take time.

Think of it this way: Keeping realistic expectations and waiting is the difference between you giving up and throwing your tea in the air vs. you calmly taking a sip of your tea while you employ “wait time.”

4. Unless you are offering a choice, don’t ask.

If your directions aren’t up for negotiation, keep that door firmly closed. Offering choices is a fabulous way to help end power struggles and enjoy a happier home.

But…everything in life is not always a choice. If you can’t offer a choice within a parental boundary you feel good about, give instructions as a statement, rather than a question.

Instead of… “Can you pick up your toys?”

Try… “I see toys on the floor and it’s time to leave.”

Or if you’d like to offer a choice, you can say something like, “I see blocks and dolls. Show me which one you want to put away first.”

5. Practice using following directions activities.

In order to build great listening skills, kids need a lot of practice…A LOT.

Which makes sense! I think we all can relate to needing a lot of practice before we can get good at anything. I could tell you a few stories about burnt dinner rolls for the past five years, but that’s a story for another day 🙂

Related:

50+ Best Simple Games for 2 Year Olds and Up
The Ultimate List of Board Games for 2 Year Olds

7 core following directions activities for kids.

There are several good ‘ole fashioned standby games to play with kids to help them 1) Listen and hear what you are instructing and 2) Practice following the directions you shared.

1. Simon Says

One person is Simon or Elmo or Dora or Spiderman or Teacher or Whoever, and this person is the “leader.” Simon gives a set of instructions and everyone else follows. The person who doesn’t follow the instructions is “out.” And the person who follows the instructions throughout the game, wins Simon Says.

2. Red Light, Green Light.

One person is the leader who calls out “Red Light” or “Green Light. ” When the leader calls out “Red Light,” everyone stops. When the leader calls out “Green Light,” everyone goes. Anyone who doesn’t stop or freeze during “Red Light” is out.

3. Follow the Leader.

Take a walk around your house or outside and whatever you (or the leader) does, everyone else must follow. This is a great game to allow your child to be the leader and have you follow your child. It’s a perfect opportunity to model following directions for your child!

4. Map Game

Try this map game and help your kids work their way through the grid following the directions given. Practice counting and using the words left, right, forward, and backward.

5. Two-step direction games.

Do one of these 2-step direction games with your kids. This is perfect for preschoolers and above! Have your kids follow some of the 2-step directions throughout the day (e.g. Shake your head “yes” and then quack like a duck.) Brilliant!

6. Lego® Game

If you have kids who are old enough to play a board game, try this Lego Game to help your kids practice reading directions and following them.

7. Visual direction activities.

With kids, visual directions are so important! You can make life simpler and fun using visual directions for your kids, such as a printable daily schedule for kids.

Bedtime routine cards
Morning routine cards
Mealtime routine cards

Using routines is a great way to support cooperation and help your kids learn to follow directions.

They are also energy saving, AND a great way to avoid yelling “Green shoes!” ten times every morning or “Eat your dinner!” six times every evening.

Grab your FREE Following Directions Checklist Here!

Didactic games in mathematics lessons

Didactic games in mathematics lessons not only captivates, makes you think, but also develops independence, initiative and will of the child, teaches to reckon with the interests of comrades. I want to talk about some didactic math games that I use in my lessons.

MBOU "Tonkinskaya School", elementary teacher
Toropova Galina Nikolaevna

“A child is not a vessel to be filled,
but a torch to be lit. " (François Rabelais)

Mathematics becomes the most difficult and, for some children, the least favorite subject in the first years of schooling. This is due to the fact that some children have not yet developed such functions of mental activity as analysis, synthesis, generalization, the ability to compare, classify, and differentiate. For the successful education of children, it is necessary at the very first stages to arouse their interest in educational activities, to captivate, to intensify their activities. One of the most effective means of awakening a keen interest in a subject is a didactic game.

The implementation of game techniques and situations in the lesson takes place in the following main areas: the didactic goal is set for students in the form of a game task; educational activity is subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; successful completion of the didactic task is associated with the gaming result.

Didactic game in mathematics lessons not only captivates, makes you think, but also develops independence, initiative and will of the child, teaches to reckon with the interests of comrades. Enthusiastic children learn the program material more easily, acquire certain knowledge, skills and abilities. Therefore, the inclusion of games and game exercises in the lesson of mathematics makes the learning process interesting, creates a cheerful mood among the children, helps to overcome difficulties in mastering the material, relieves fatigue and maintains attention.

Significance of didactic games:

significantly increases the cognitive interest of younger students;
lesson becomes brighter, more emotionally saturated;
a positive motivation for learning is formed;
Arbitrary attention develops, working capacity increases;
the ability to work in a team is formed

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.

According to the nature of cognitive activity, didactic games can be classified into the following groups:

games that require executive activity from children. With the help of these games, children perform actions according to the model (come up with numerical expressions, lay out a pattern, draw a figure similar to this one)
games that require action replay. They are aimed at the formation of computational skills (“Mathematical fishing”, “Labyrinth”, “How to get to the top”, “Fill in the window”, “Determine the course of the ship”)
games that include exploration and creativity (Collect Circle Examples, Math Caterpillar)

According to the nature of the material used, didactic games are conditionally divided into games with objects, board games and word games.

According to the functions didactic games are divided into:

educational;
controlling;
generalizing.

Educational will be a game if the students who participate in it acquire new knowledge, skills and abilities or are forced to acquire them in the process of preparing for the game. Moreover, the result of mastering knowledge will be the better, the more clearly the motive of cognitive activity is expressed not only in the game, but also in the very content of the mathematical material.

Controlling will be a game, the didactic purpose of which is to repeat, consolidate, test previously acquired knowledge. To participate in it, each student needs a certain mathematical background.

Generalizing games require knowledge integration. They contribute to the establishment of interdisciplinary connections, are aimed at acquiring the skills to act in various educational situations.

According to the number of participants didactic games can be: collective, group and individual.

Didactic games can be used at separate stages of the lesson, acting as game moments.

I want to tell you about some didactic math games that I use in my lessons. I am currently working with 3rd grade students. The central theme of the mathematics course in grade 3 is the study of tabular multiplication and division. The technique requires that children not only know the table, but also understand the principles of its compilation, which make it possible to find any work. Computing skills, as you know, are acquired as a result of repeated repetitions of the same operations. To avoid monotony in working out tabular cases of multiplication and division, I conduct exercises in a playful, entertaining way.

I define the value of a didactic game not by what kind of reaction it evokes from children, but by how effectively it helps to solve a learning problem in relation to each student.

Choosing some didactic game for the lesson, I think over the following questions :

Purpose of the game. What skills and abilities will be formed in the process of its implementation? What educational goals are pursued during the game?
Is it feasible for students in my class?
Will all children participate equally in the game?
Summing up the game.

To conduct a didactic game in the lesson, if necessary, I make groups in advance so that each group includes students with both strong and weak learning abilities. In each group, I appoint a responsible person. As a rule, this is a student with good learning opportunities or the most organized one who can organize the work of the group.

I assign an important role in the lessons to oral exercises. In order to involve all students in this, I use signal cards. They help to discipline students and at the same time receive information about the assimilation of the material. With their help, you can do a lot of oral exercises in the form of a game.

In my lessons I use the following games.

Game “Yes. No.”

Examples are given on the board: 4x6, 8x3, 4x5, 7x3, 9x4, 5x6. I show cards with numbers. If the number is the answer, the students say “Yes” in chorus, then say the example 4x6=24. if the number is not the answer, say "No".

Live Math

All students have a card with numbers from 0 to 9. Reading an example (3×2). The student who has a card with the number 6 stands up or raises his hand. It is best to give examples for division, since single-digit numbers are obtained in the answers.

The game requires physical activity, so it can be done instead of a physical minute in the middle of the lesson.

“I won’t tell”

The game is built like this: children count, for example, from 20 to 50 one by one. Instead of numbers that are divisible by, for example, 6, they say: “I won’t tell!” !«. I write these numbers on the board. A record appears: 24, 30, 36, 42, 48. Then, with each of the numbers written down, students name examples: 24:6=4, 30:6=5, etc.

This game contributes to the purposeful formation of attention switching mechanisms.

“Check Yourself”

I prepare cards with the results of multiplying some numbers, for example 18. I show the card, and the students write down an example for multiplication with such an answer.

“Who is faster, who is more correct?!”

I distribute one set of numbers from 0 to 9 for each row of desks, so that one student in the row gets the number 0, another 1, etc. I read examples (4×4; 9×2 or 40:4, etc.), and the children must quickly figure out how much it will turn out, and those who have the numbers 1 and 6, go to the board and make the number 16. For each example, a point is scored for the row in which the faster and answered correctly. The row with the most points wins.

The game not only helps to consolidate a certain computational skill, in particular tabular multiplication and division, but in the course of it the understanding of the local meaning of numbers is clarified - students need to stand up so that one number stands for units, the other for tens. Mixing places is seen as a loss.

"Don't let your friend down!"

Two (four) students go to the blackboard at the same time. I read an example, for example: 6 × 7. I propose to make four examples of multiplication and division with the same numbers. The first student writes examples for multiplication, and the other - for division. If the examples are compiled and solved correctly, I applaud the guys for their coherence in their work. The entry on the board looks like this:

6×7=42 7×6=42

42:7=6 42:6=7

Example 7×6 =42 implies 42:7=6, 42:6=7.

“Divisible - not divisible”

I say different numbers, and the students clap their hands if the number is divisible, for example, by (4, 5) without a remainder.

“Collect the word”

The same number of examples are written on the board on the right and on the left. Two teams come to the board. On a signal, each of those called solves one of the examples and chooses among the prepared cards a card with a number corresponding to the answer of the example (a letter is written on the back of the card). The first team to make up the words wins.

In this game, interdisciplinary communication is also carried out, since dictionary words or words for any rule can be composed.

"Silence"

Examples for multiplication and division are written on the board. I show an example, the children on the cards are the answers. (Each student has a number set.)

"The best counter"

A circle with numbers is attached to the board. I give the task: to increase (or decrease) these numbers several times. Children write down answers in notebooks. This is followed by a check (the student who completed the task first reads the answers and everyone checks their notes.).

"In order"

Examples given:

8x3
3×2
3×6
7×3
5×3
3×9

Name the values of expressions in ascending (or descending) order.

"Circular examples"

I prepare cards with examples in advance, selecting them so that the answer of the previous example is the beginning of the next one. Each student in the same row receives such a card. It is very important not to make a mistake here! In the next lesson, these circular examples are given to the children of another row.

“Which row is better?”

Students in the first row ask questions to the students in the second row on the multiplication table (including cases of division). Then the students of the second row prepare examples for the children of the third row. On the board, I count the number of correct answers in each row.

"Which row will fly to the moon faster?"

I have 3 rockets cut from heavy paper folded in half. Each rocket has windows for the number of students in a row. In the middle of the rocket, I insert a sheet cut out along the contour of the rocket, and in the windows I write examples for multiplication and division. Students in each row quickly solve one example by passing the rocket to each other. We check the examples collectively. The rocket, in which all the tasks are completed correctly, “flies into space” first! I throw away the used sheets with examples and insert new ones. Tomorrow the rocket is ready to fly again!

Similarly, the games “Who will be on the mysterious island faster?”, “Which row of clever men and clever women?”

"Chain"

Write on a board or poster.

I give the task:

find the last number if the first number is 18, 24;
find the first number if the last is 16, 72.

"Mathematical Dominoes"

Each student receives a card. It is divided into 2 parts: in the first part, an example for multiplication or division is written, in the second part, the answer to another task. The first student reads his example. The one who has a card with the answer to the sounded task calls this answer and says a new example. The next student answers and names his task, etc.

Math Lotto

All students take one card. I have 24 of them. The results of the multiplication table are written on them (4 answers each). I show the class a card with an expression, for example 5x3, and the guys on their cards cover the answers with circles. The winner is the one who closes all the numbers on his card first. Students make chips at a labor training lesson.

"Find a Pair"

3 students from each row come to the board in turn. Task: write down the numbers in the boxes to get the correct equalities.

9×4 = ? +?

42 : 6 = ? —?

76 - 44 = ? X ?

27 + 27 = ? X ?

These are just some of the types of work in mathematics lessons that activate students' activity. When performing the tasks described above, the guys think, compare, analyze. And this contributes to a more solid and conscious assimilation of knowledge.

The children really like the game "I am a photographer", in which I show the children a strip with numbers, signs, and the students have to memorize them in 5 seconds and "take a picture" in a notebook.

Author: Galina Toropova

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The use of pedagogical games as a factor in improving the effectiveness of learning

Organization of effective learning is only possible with knowledge and skillful use of various forms of organization pedagogical process.

Among the new methods, tools and techniques that contribute to the effective mastering the skills of professional activity of future specialists, can be justifiably attributed to all the widely used in higher educational institutions active learning methods, in particular games lessons. Experience shows that they significantly influence the formation qualities that are very necessary for modern specialists. successfully participate in the same classes, especially in business games, can only be a student, well mastered special disciplines, and in the process of games he significantly replenishes his practical skills, he develops independent thinking, organizational capabilities.

Game lessons are essentially a set of methods, including business games, simulation exercises, case studies, role-playing and gaming design. All these active learning methods, equally necessary for the improvement of the educational process, and they today find their place in the various disciplines taught in engineering and pedagogical institutes [2: 4].

Active learning methods are understood as a set of ways organization and management of educational and cognitive activities, which, compared with traditional methods, have the following main features.

All methods of active learning are divided into non-imitation, implemented in traditional activities, and simulation, gaming, application which, as a rule, is associated with the use in the educational process new forms of work.

By conducting game classes, very important pedagogical goals:

Expansion, deepening and consolidation of knowledge gained in lectures, as well as in the process of performing practical and laboratory work, course projects, at seminars, during the period of industrial practice.
Acquisition of skills and abilities to develop rational production and design solutions through independent determining a strategy, attracting the necessary information, quickly reactions to various kinds of failures, evaluation of the effectiveness of undertaken action through feedback.
Development of practical skills of working in a team, understanding the conditions and principles of collective action related to the separation labor, hierarchical construction of the management structure, effective interaction with subcontractors [2: 23].

Almost every game is designed to implement any one, but several pedagogical goals.

The use of pedagogical games in the educational process is both such components acting as a means improving the effectiveness of training. In order to use pedagogical games in the educational process, we must first determine its essence, which is.

Scientists dealing with this problem give the following definitions: game is an educational activity that is entertaining for the subject in conditional situations. Since learning is “a process of purposeful transfer of socio-historical experience, organization of the formation knowledge, skills, skills”, we can say that the game is conditional entertaining activity for the subject, which is aimed at formation of knowledge, skills and abilities.

Understanding the essence of the pedagogical game allows us to identify the most its significant components (components):

activity understood as the most important form manifestations of human life, its active attitude to the environment reality;
mental processes are developing, mental, emotional and volitional qualities of the personality, its abilities and character;
convention, which is understood as a sign of reflection reality, indicating the non-identity of the image and its object.

Activity in play is not an end but a means. BUT fun is the goal. In educational activity, convention aimed at learning, at the possibility of exercise, training various skills and abilities.

Based on the above approach, we can define the following tasks of the game:

the game can become didactic if the learning material, or some part of it may form the basis of the content of the game;
educational material becomes the content of the conditional component, and the developing one - the content activity component.

In the game model of the educational process, the creation problematic situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of the activity is game modeling, part the activity of students takes place in a conditionally game plan.

Participants, acting according to the game rules (for example, in the case of role-playing games - according to the logic of the role being played, in simulation games, along with with a role position, the “rules” of the simulated reality) will be directly involved in the learning process itself.

The results of the game act in a dual way - as a game and as educational and cognitive result. Didactic function of the game is realized through discussion of the game action, analysis of the ratio the game situation as a modeling one, its relationship with reality. The most important role in this model belongs to the final retrospective discussion in which the participants jointly analyze the course and results of the game, the ratio of the game (imitation) models and reality, as well as the course of educational-game interaction.

The effectiveness of educational games depends on firstly, from their systematic use, and secondly, from purposefulness of the program of games in combination with the usual didactic exercises.

In this regard, we characterize the educational business game used in the professional training of specialists in engineering and pedagogical institutes.

Educational business games (the purpose of which is to form certain skills and abilities of students and their active creative process) level of complexity can be divided into the following varieties [3].

Simulation exercises - they are different from a business game smaller volume and limited tasks to be solved (for example: who can it be better to use uniform norms - prices?). Target simulation exercises - to provide students with the opportunity to creative environment to consolidate certain skills, to emphasize attention to some important concept, category.
"Analysis of specific production and professional situations" - trainees get acquainted with the situation, with a set of interrelated facts and phenomena that characterize a particular event that occurs before a specialist in his professional practice and requiring his respective decision; students present their solutions or other situation that is collectively discussed.
"Role-playing" - students receive initial data on the situation, and then take over the execution of certain roles. The performance of roles takes place in the presence of other students. who then evaluate the actions of the participants in the situation, taken their independent decisions depending on the conditions of the scenario, actions of other performers and depending on previously adopted own decisions, i.e. when playing roles, it is impossible to completely predict situations in which one or another finds himself executor; this learning method is used to develop practical professional and social skills.

Business game as a form of contextual learning, should be chosen primarily to address the following pedagogical tasks:

- the formation of a holistic view of the trainees about professional activity and its dynamics;

- acquisition of problem-professional experience and acceptance individual and collective decisions;

- development of theoretical and practical thinking in professional sphere;

- formation of cognitive motivation, provision of conditions emergence of professional motivation [3:146].

Game teaching methods serving the discovery and awareness of the future teachers of special disciplines of their own meanings professional activity, provide a dialogic character pedagogical interaction (student and teacher, student and student, student and other text). To organize a dialogue in the content of the games, the teacher of the institute must include material, suggesting a morally semantic search that concerns questions determine their position on conceptual issues pedagogical activity (what? how? why? I am able and will realize, embarking on the path of professional activity?). Game teaching methods when studying the course "Methodology vocational training” are effective if the means achievement of the pedagogical goal are organized into a system, and the complex methods includes a set of gaming activities aimed at implementation, personal development training.

Positive in the application of educational business games:

- as a rule, students experience pleasure, there is a high motivation, emotional saturation of the learning process;

- there is a preparation for professional activity, formed knowledge skill, i. e. students learn to apply their knowledge;

- after the game discussion contributes to the consolidation of knowledge;

- complex pedagogical goals are achieved: cognitive, educational, developmental. Cognitive Efficiency: In Progress educational business game, students get acquainted with dialectical methods study of the issue (problem), deepen knowledge, master professional functions by personal example.

Thus, the use of the method of business games in the preparation engineering and teaching staff can serve as a gradual, consistent formation of professional qualities in future teachers of a special discipline.


Literature:

Babansky Yu.K. Teaching methods in modern general education school. - M.: Enlightenment, 2000. - 208 p.
Game classes in a construction university: methods of active learning / Under. ed. prof. E.A. Litvinenko, V.I. Rybalsky. – K.: Higher. school, 1985. - 303 p.
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