Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
Cotabato City
FACILITATION GUIDE Instruction process to the
Facilitator/ Time
Teaching Strategy
Title
Game-Based
Grade Level K-Tahderiyyah-6
Applicability
Learning
Areas/Subject Applicable for all including ISAL subject areas
Applicability
Islamic Focus The facilitator read the verse
Allah SWT said in the Holy Qur’ān: and explains its wisdom and
Abu Huraira reported: The Messenger of Allah, peace and blessings be connects it to the topic title’’
Game-Based”.
upon him, said:
‫َوَمْن َس َلَك َطِريًقا َيْلَتِمُس ِفيِه ِع ْلًما َس َّهَل الَّلُه َلُه ِبِه َطِريًقا ِإَلى اْلَجَّنِة َوَما اْجَتَمَع َقْوٌم‬ (2 minutes)
‫ِفي َبْيٍت ِمْن ُبُيوِت الَّلِه َيْتُلوَن ِكَتاَب الَّلِه َوَيَتَداَر ُس وَنُه َبْيَنُهْم ِإَّال َنَز َلْت َعَلْيِهُم الَّس ِكيَنُة‬
‫َوَغِشَيْتُهُم الَّر ْح َمُة َوَح َّفْتُهُم اْلَمَالِئَكُة َوَذَكَر ُهُم الَّلُه ِفيَمْن ِع ْنَدُه‬

Whoever travels a path in search of knowledge, Allah will ‫˚ت‬

make easy for him a path to Paradise. People do not gather in the
houses of Allah, reciting the book of Allah and studying it together,
but that tranquility will descend upon them, mercy will cover them,
angels will surround them, and Allah will mention them to those
.near him
Source: S ̣ a h ̣ i ̄ḥ Muslim 2699, Grade: Sahih
Proponent of this James Paul Gee is often considered the godfather of Game Base Learning (GBL). This is for the facilitator only
strategy (No need to discuss or to tell
Safe practice, experiential learning and interaction are the pillars upon which the to the participants

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 theory of game-based learning stands. Learning through games allows students to
experiment in non-threatening scenario and acquire knowledge through practice and
social interaction both with the environment and their peers.
Description The description of this Look and Say method is a method that be used for
teaching reading to children about how to spell words in Arabic and English
Language.”
Look and Say technique is basically teaching children to recognize words in isolation
from stories. Children are taught to read words as a whole rather than as a part. More
than three decades of research with both normal and brain damaged children have
resulted in this method. The look and say teaching method, also known as the whole
word method, was invented in the 1886s and soon became a popular method for
teaching reading. (Stephanie, 2009 : 1).
Purpose Game-based learning brings the strategies, rules and social experiences of
playing a game into the classroom. The game-based learning strategy allows
teacher to target certain activities that will benefit the real-world application of
concepts. This can lead to more immersive and collaborative learning opportunities.

By the end of this session, participants will be able to:

Learning Objectives 1. Define game-based teaching and its benefits in the classroom.
2. Identify different types of game-based strategies for various subjects and age groups. Facilitator read the following
3. Design and implement a game-based activity to enhance student learning. objectives one by one and
explain it slightly
(3 minutes)
Time 90 minutes
Additional Materials • Example game materials (e.g., flashcards, board games, online educational games). Facilitator read the material
• meta cards, Arabic song, card board, different shapes needed and explain it slightly
• Handouts with game-based strategy examples.
- Provision of Materials for PWD (2 minutes)
Activity Details A. Activity (Engagement)
• Let’s Play a Game: CABBAGE RELAY
Mechanics of the Game:
 Take a piece of paper and write a question on it.

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  Crumple the paper into a small ball.
 Take another piece of paper and write a different question.
The Facilitator gives Possible
 Wrap this second paper around the first crumpled one, forming another layer.
Question About Game-Based
 Repeat this process, adding more layers with new questions.
base on the game.
 You can write up to a maximum of five questions.
 Once all layers are added, you now have your "cabbage." (10 minutes)
 Have the students sit in a circle or stay comfortably in their seats.
 Play some music or encourage the students to sing.
 While the music plays or students sing, pass the cabbage around.
 When the music stops, the student holding the cabbage must peel off the first layer and
answer the question written on the paper.
 If the student does not know the answer, the process continues until all the questions are
answered.

B. Analysis (Exploration) The facilitator give follow up

Based on the activity, here are the some questions to process the activity done. questions to process the
1. What did you feel when doing the activity? activity done.
2. What specific things or actions did you do to be on that moment? (5 minutes)
3. How did you overcome your nervousness?

C. Abstraction (Explanation)
What is Game-Based Learning Strategy?
❑ Game-based learning is a teaching method that uses games and other interactive,
playful activities to engage students and help them learn. This approach is based
on the idea that students are more likely to be motivated and engaged in their
learning when it is presented in the form of a game or other interactive activity.
❑ Game-based learning incorporates games, both digital and non-digital, into the
learning process engage students, enhance their understanding, and motivate
them to continue learning. This teaching strategy is all about making learning fun,
interactive, and immersive.
❑ Game-based learning (GBL) is an active learning strategy that is an intersection
between game elements and the learning environment, using strategies typically
reserved for games to encourage and enhance learning, practice, and
assessment. .
❑ Game-based learning is more widely known and used by many teachers who have
their students play games at least weekly (Takeuchi & Vaala, 2014).

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 ⮚ Encourages Critical Thinking & Problem-Solving The facilitator explain how to
GBL also equips students with valuable skills that extend far beyond the implement a Game-Based
classroom. Many game-based learning games require strategic approaches and Learning teaching strategy
creative solutions to overcome obstacles, fostering the development of critical (35 minutes)
thinking and problem-solving skills. As students navigate challenges within the
game, they learn to analyze situations, develop solutions, and adapt their
strategies. These valuable skills prepare them to tackle real-world problems with
confidence.
⮚ Enhanced Collaboration & Communication
Finally, game-based learning can promote collaboration and
communication. Some GBL experiences are designed to encourage teamwork.
Students work together, communicate effectively, and strategize as a team to
achieve success. This collaborative approach fosters valuable social and
communication skills that are essential for success in both academic and
professional settings. Game-based learning games encourage students to work
together, fostering a sense of teamwork and communication.

How to apply Game-based Learning Strategy to teaching

✔ Determine the purpose of game
✔ Know the mechanics of the game. Make sure it is aligned with learning goals.
✔ Ensure it meets expectations.
✔ Dedicate time to consistent in-class play.
✔ Assess progress throughout play.

Examples of Game-Based Strategies:

1. Flashcard Races: Students compete to answer questions the fastest.
2. Escape Rooms: Solve puzzles to “escape” a situation.
3. Classroom Scavenger Hunts: Find answers to questions hidden around the room.
4. Digital Apps: Use platforms like Kahoot, Quizizz, or Minecraft for Education.
5. Story-Based Games: Create scenarios where students make decisions that impact
outcomes.
6. Trivia or Quiz Games: Reinforces facts and concepts.
7. Puzzle Games: Develops problem-solving skills.

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D. Application (Extension)
1. Memory Match
Mechanics:
Players take turns flipping over two cards to find matching pairs.
Rules:
If a player finds a matching pair, they get to keep the cards. The player with the most
pairs at the end wins. Let the Participants perform
the activities
2. Shape Sorting (30 minutes)
Mechanics:
Players sort objects into different shape categories.
Rules:
The player who correctly sorts the most objects into the correct shape categories
wins the game.

3. Dice Me Up

Mechanics:
Player tosses the dice. Whatever the letter appears on the top, the player
gets the letter from the letter box and raise.
Rules:
When I say go, toss the dice.

Assessment:
• Observe participation during the trivia game and group discussions.
• Evaluate the creativity and feasibility of the group-designed games.
• Assess participants’ understanding of how game-based strategies enhance learning.

Reflection:
• Close the session with the following prompts:
1. How does game-based teaching increase student engagement?
2. What types of games work best for your subject and age group?
3. How can you address challenges like time constraints or shy participants?

Examples of Game-Based Strategies:

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 1. Flashcard Races: Students compete to answer questions the fastest.
2. Escape Rooms: Solve puzzles to “escape” a situation.
3. Classroom Scavenger Hunts: Find answers to questions hidden around the room.
4. Digital Apps: Use platforms like Kahoot, Quizizz, or Minecraft for Education.
5. Story-Based Games: Create scenarios where students make decisions that impact
outcomes.

This session guide introduces the concept of game-based teaching while offering
hands-on design opportunities and reflections to ensure understanding and
application.
Learning style Problem- solving, active learning, demonstration, and modeling discussion
CLOSURE Abu Hurairah reported the Prophet (SAW) said:

“If anyone pursues a path in search of knowledge, Allah will then by make easy Facilitator read the closure
for him a path to paradise; and he who is made slow by his actions will not be 2 minutes
speeded by his genealogy.”

— Sunan Abi Dawud 3643

References [Link]
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Prepared Zuraida A. Taha, PhD – SDO COTABATO CITY
09560526798
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