Disciplinary Literacy and Gamified Learning in Elementary Classrooms

Questing Through Time and Space
1. Auflage 2021
ISBN: 978-3-030-80348-3
Verlag: Springer International Publishing

Buch, Englisch, 173 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 300 g

Reihe: Springer Texts in Education

This textbook provides real world examples of how disciplinary literacy can incorporate gamified learning opportunities in elementary classrooms (grades K-5 or ages 5-11). It also presents concrete examples of how to seamlessly integrate literacy within other subjects in engaging and unique ways. Furthermore, this text offers practical information related to pedagogy, content, and differentiation for each lesson. Preservice teachers, practicing teachers, instructional coaches, and administrators can benefit from this user-friendly text and its companion digital components, allowing for replication of lessons based on national standards, backed by best-practices, and supported by differentiated pedagogy.
This unique volume begins with engineering marvels that span across centuries and locations. The eight chapters focus on the following marvels in chronological order: Great Pyramid of Giza, Stonehenge, Leaning Tower of Pisa, Great Wall of China, Machu Picchu, Panama Canal, Golden Gate Bridge, and International Space Station. By focusing on these specific examples of human ingenuity, opportunities are created to delve into the historical and social aspects of each chapter’s focus. There are also occasions to explore the artistic merit and the art created about and around each focus. Additional teaching opportunities lie in understanding the science, engineering, technology, and math embedded in all featured marvels.
Each chapter features an adventure roadmap in the form of a narrative quest set against the chapter’s marvel that guides teachers and student players through embedded activities. Activities are designed for lower elementary school (grades K-2 or ages 5-8) and upper elementary school (grades 3-5 or ages 8-11). Instructional support for both novice and career teachers is provided through differentiation strategies, resource materials, and teaching tips.

Zielgruppe

Graduate

Autoren/Hrsg.

Haas, Leslie

Tussey, Jill T.

Metzger, Michelle

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Getting Started.- The Great Pyramid of Giza.- Stonehenge.- The Leaning Tower of Pisa.- The Great Wall of China.- Machu Picchu.- The Panama Canal.- The Golden Gate Bridge.- The International Space Station.

Über Autor(innen)

Dr. Haas’ experience in literacy education includes teaching at the K-12, undergraduate, and graduate levels. Additional experiences include instructional coaching, professional development, curriculum design, and department administration. Opportunities in highly diverse settings have acted as both a catalyst and foundation for her focus on integrating and connecting literacy across disciplines through culturally and linguistically responsive instructional practices. She is particularly interested in technology-based literacy opportunities for underrepresented populations through engagement with popular culture, specifically online gaming and fanfiction.
Dr. Michelle Metzger’s experiences include working as a classroom teacher, adjunct professor, professional development facilitator, research coordinator, and department chair. Her research interests include spatial thinking, problem solving, critical thinking, and STEM learning. As a National Ongoing Assessment Project Facilitator, Dr. Metzger believes in teaching math for understanding through modeling, which takes her to various places across the United States engaging teachers in deep mathematical thinking within a professional development setting. She believes students must hold math in their hands before they can hold it in their heads, hence the need for visualization and conceptual understanding.
Dr. Jill Tussey’s career in literacy education has provided a variety of experiences in curriculum and instruction across K-12, undergraduate, and graduate courses. Her areas of interest include student engagement and motivation with targeted focus on digital literacy, poverty impacts, and social-emotional learning. Service leadership is important to Dr. Tussey and can be clearly seen in her current work as the Division Chair for Literacy, TESL, and Early Childhood at Buena Vista University. She has authored and edited books, chapters, and journal articles. Additionally, she has presented at local, state, national, and international settings over a variety of literacy topics.