Suggests some of the advantages gained from the use of educational games, particularly the materials available from the Detroit Archdiocesan Multi-Media Center. (LS)

The use of pom-pom balls made of yarn in a classroom physical education program is described. (DB)

Describes a variety of methods for enlivening biology teaching, including games, simulations, puzzles, debates, and unusual assignments. (EB)

These authentic games were prepared for "Instructor by students at the State University College of Arts and Science at Buffalo, New York.

Describes French language game called Metropolice which provides excitement of a chase over a board map of the Paris Metro. Game provides an opportunity in which degrees of skill in asking, answering, and responding have a proving ground and creates a blend of chance and linguistic challenge. (Author/BK)

Intended for college level geography courses, this game simulates the division and trade of world resources. These resources include all essential tangible and intangible elements--e.g., food, energy, technology, and political concessions--that are negotiated or exchanged on world commercial and political markets. Instructions for designing game…

Presented are several word and sentence puzzles, both simple and complex, for student use. All involve various-shaped grids made up of squares for letter or word fill-ins. (Author/SJL)

Discusses the value of games with foreign language students for reinforcing previously learned materials. Gives examples of using seek and find, five point pyramid, crossword puzzles, unscramble the letters, and bingo. (BK)

Presents 37 easy-to-prepare math games, each designed to take five-15 minutes. Topics covered are: relationships and patterns; place value; odd/even numbers; graphs; charts and tables; time; and money. (SJL)

Teachers are encouraged to use games to reinforce newly acquired language items, to review, to help students relax, and to reward them for finishing difficult tasks. Several games are suggested. (PMJ)

Recommends that group dynamics factors in simulation and gaming be given more consideration, and suggests some possible applications of knowledge in group dynamics when designing and using games. (CMV)

Several teachers contribute games and teaching strategies for improving students' critical thinking skills through the use of higher-order questions. A short quiz for teachers on questioning is included. (SJL)