Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content

Description: Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together by H. Lynn Erickson, Lois A. Lanning A must-have for teachers, curriculum designers, and school leader, providing them with everything they need to know about developing curriculum and instruction for the K-12 classroom, tying in with the Common Core State Standards. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description This accessible guide is a must-have for teachers, curriculum designers, and school leaders, providing them with everything they need to know about developing curriculum and instruction for the K-12 classroom. takes a unique approach to the topic of curriculum development by bringing together Lynn Eriksons Structure of Knowledge and Lois Lannings Structure of Process to help educators create Common Core-aligned, concept-based curriculum across subject areas and grade-levels. Author Biography H. Lynn Erickson is an independent consultant assisting schools and districts nationally and internationally with curriculum design. From 1987 to 1994, she was the director of curriculum for the Federal Way Public Schools in Federal Way, Washington. She is a recognized presenter at national conferences, and is featured in the video "Creating Concept-Based Curriculum for Deep Understanding" (produced by the Video Journal) as well as in videos from the Association for Supervision and Curriculum Development. Her Corwin Press books include Stirring the Head, Heart, and Soul: Redefining Curriculum, Table of Contents List of Figures and TablesForeword by Malcolm NicolsonAcknowledgmentsAbout the AuthorsIntroduction Purpose of the Book Audiences Chapter OverviewChapter 1. Curriculum Design: From an Objectives-Based to a Concept-Based Model A Short Retrospective, From the Authors, on Educational Swings The Value of Know, Understand, and Able to Do in Concept-Based Models Problems With Traditional Content Objectives Discussion Questions SummaryChapter 2. Two-Dimensional Versus Three-Dimensional Curriculum Models Contrasting the Two-Dimensional and Three-Dimensional Models Introducing the Structures of Knowledge and Process The Interplay of Process and Knowledge Contrasting Instructional Descriptions Discussion Questions SummaryChapter 3. The Structure of Knowledge Understanding the Relationships in the Structure of Knowledge How the Structure of Knowledge Guides Curriculum Design Designing Disciplinary Curriculum Frameworks at the National, State, or Local Levels Mathematics as a Concept-Driven Discipline Examples of Concepts and Subject-Specific Generalizations Discussion Questions SummaryChapter 4. The Structure of Process The Structure of Process How the Structure of Process Guides Curriculum and Instruction Discussion Questions SummaryChapter 5. The Developing Concept-Based Teacher Bridging the Gaps Between Knowing, Doing, and Understanding Collaborative Concept-Based Lesson Planning Common Terminology Used to Describe Quality Instruction The Developing Concept-Based Teacher Do The Developing Concept-Based Teacher Rubrics Have a Place in Teacher Evaluation Plans? Discussion Questions SummaryChapter 6. The Developing Concept-Based Student What About Thinking? The Relationship Between Critical Thinking and Concept-Based Teaching and Learning Developing Critical Thinking The Developing Concept-Based Student Why These Categories? Discussion Questions SummaryChapter 7. What Do Teachers Need to Understand About Concept-Based Pedagogy? The What and Why of Concept-Based Curriculum and Instruction The How of Concept-Based Curriculum and Instruction Four Critical Aspects of Concept-Based Pedagogy Quality Pedagogy Concept-Based Classrooms Discussion Questions SummaryChapter 8. What Do Principals and Instructional Coaches Need to Understand? Implementing and Sustaining Concept-Based Curricular and Instructional Models in Schools Setting the Stage for Curriculum Implementation Staff Development Staff Support With Accountability: Building System-Wide Synergy The Collection and Analysis of the "Right" Data Discussion Questions SummaryChapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs? District Leaders Discuss Concept-Based Curriculum and Instruction Discussion Questions SummaryChapter 10. Summary and the Road Ahead Curriculum and Instruction: The Warp Concept-Based Learning: The Weft The Path Forward Discussion QuestionsResources Resource A. Concept-Based Mathematics Unit Resource B. Concept-Based Science Unit Resource C. Concept-Based Art Unit Resource D. Concept-Based World Language Unit Resource E. Concept-Based Music Unit Resource F. Adapted Learning Activities for Chapter 7ReferencesIndex Review "Providing todays students with the skills to become critical, analytical, and life-long learners is an obligation each teacher must make. The authors present a clear path to transition from fact-based learning curriculum to concept-based curriculum. They have provided us with a clear, researched-based approach to help us advocate at our school and district level to make this critical change in curriculum." -- Betty Rivinus, Learning Specialist / Autism Consultant "High school department heads take notice! You will want to read this book with your curriculum supervisor and with your teachers before you re-design your courses to align with the aspirations of the CCSS and NGSS. The curriculum model and specific examples in this book provide you with a clear guide for designing complex, intellectually stimulating curriculum while integrating the new standards." -- Dr. Carol Spencer, Director of Curriculum, K - 12 "As educators we all think we understand concept-based curriculum, but those who read this text will have a comprehensive understanding of the meaning and value of concept-based curriculum. This text clearly explains concept-based teaching for the educator to use and develop a change in their teaching to effectively reach and engage students in critical thinking that will enable them to be productive citizens and lifelong learners." -- Mrs. Karen Creech, Loudoun County Teacher "Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning-understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deep level, use it, transfer it, and ultimately create with it." -- Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy "With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are "ahead of the curve" in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrows curricula today." -- Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition Review Quote "With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are "ahead of the curve" in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrows curricula today." Details ISBN1452290199 Author Lois A. Lanning Short Title TRANSITIONING TO CONCEPT-BASED Publisher Corwin Publishers Language English ISBN-10 1452290199 ISBN-13 9781452290195 Media Book Format Paperback Residence WA, US Affiliation Educational Consultant, Everett, WA Subtitle How to Bring Content and Process Together Place of Publication Thousand Oaks Country of Publication United States Pages 224 DEWEY 375.001 Illustrations black & white illustrations Series Concept-Based Curriculum and Instruction Series Imprint Corwin Press Inc Year 2014 Publication Date 2014-02-18 Audience Professional and Scholarly UK Release Date 2014-02-18 NZ Release Date 2014-02-18 US Release Date 2014-02-18 AU Release Date 2014-02-17 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:136502978;

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