Researchers have noticed a shift in education, with science and social studies taking a backseat to mathematics and literacy (Marx & Harris, 2006; Rodriguez, 2006). Through content integration time is shared more equitably among content areas in the classroom. Venville, Wallace, Rennie, and Malone (2000) found that integrated teaching resulted in student learning that exceeded what would have occurred in the individual subjects. Through concepts applied in meaningful contexts, integrated projects can help students make connections, thus bridging the gap between subject disciplines that are perceived as independent (Venville et al., 2000). The goal of this presentation is to share cross-curricular games created by teacher candidates in the Childhood Inclusive Program. Such integrated games involve a wide range of good, meaningful problems that will challenge children to think about and apply content in a variety of situations. Through playing games children explore a range of strategies that can be applied to solve problems; and to share the strategies that they used.
|Presenters:||Lisa Haller (Undergraduate Student)
Allison Peak (Undergraduate Student)
Teresa Singh (Undergraduate Student)
|Topic:||Education and Human Development|
|Time:||9 am Session I|
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