Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process TogetherA cutting-edge model for 21st century curriculum and instruction
Looking for that one transformative moment when a student’s eyes light up, signaling he or she has finally grasped that big idea behind critical academic content? Concept-based curriculum and instruction is a way to make those moments many. H. Lynn Erickson and Lois Lanning offer new insight on:
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Contents
INTRODUCTION | 1 |
CURRICULUM DESIGN FROM AN OBJECTIVESBASED TO A CONCEPTBASED MODEL | 6 |
TWODIMENSIONAL VERSUS THREEDIMENSIONAL CURRICULUM MODELS | 22 |
THE STRUCTURE OF KNOWLEDGE | 32 |
THE STRUCTURE OF PROCESS | 44 |
THE DEVELOPING CONCEPTBASED TEACHER | 52 |
THE DEVELOPING CONCEPTBASED STUDENT | 73 |
WHAT DO TEACHERS NEED TO UNDERSTAND ABOUT CONCEPTBASED PEDAGOGY? | 82 |
WHAT DO PRINCIPALS AND INSTRUCTIONAL COACHES NEED TO UNDERSTAND? IMPLEMENTING AND SUSTAINING CONCEPTBAS... | 109 |
WHAT DO DISTRICT LEADERS NEED TO UNDERSTAND ABOUT CONCEPTBASED CURRICULUM DESIGNS? | 118 |
SUMMARY AND THE ROAD AHEAD | 130 |
RESOURCES | 135 |
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Common terms and phrases
Audiation authentic performance Chapter classroom Common Core communicate concept-based curriculum concept-based instruction concept-based lesson concept-based model conceptual lens conceptual level Core State Standards create Critical Content critical thinking cultures curricula curriculum and instruction curriculum design curriculum units deeper conceptual understanding deeper understanding Developing Concept-Based Teacher disciplines discuss district Ecological Footprint ecological succession ecosystem engaging English language arts examples factual knowledge feedback focus Folk Music Grade Level graph graphic organizer Guiding Questions habitat Hot Cross Buns ideas identify Key Skills Know KUDs Lanning leaders learning targets lesson plan linear equations Lynn Erickson macro-concepts mathematics melodic Music organisms patterns performance task problem professional development relationship rhythmic Romare Bearden rubric solve strategies Structure of Knowledge Structure of Process student learning synergistic thinking system of equations teaching and learning three-dimensional tion topic traditional transfer transfer of learning two-dimensional Unit Title verbs vocabulary writing


