List of Figures and Tables
Foreword by Malcolm Nicolson
Acknowledgments
About the Authors
Introduction
Purpose of the Book
Audiences
Chapter Overview
Chapter 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
Summary
Chapter 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
Summary
Chapter 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
Summary
Chapter 4. The Structure of Process
The Structure of Process
How the Structure of Process Guides Curriculum and Instruction
Discussion Questions
Summary
Chapter 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
Summary
Chapter 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
Summary
Chapter 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
Summary
Chapter 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
Summary
Chapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs?
District Leaders Discuss Concept-Based Curriculum and Instruction
Discussion Questions
Summary
Chapter 10. Summary and the Road Ahead
Curriculum and Instruction: The Warp
Concept-Based Learning: The Weft
The Path Forward
Discussion Questions
Resources
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 7
References
Index
OBNB doesn't sell books, but you may be able to find a copy at one of these websites:
Transitioning to Concept-Based Curriculum and Instruction : How to Bring Content and Process Together by H. Lynn Erickson. ISBN 9781483339917. Published by Corwin in 2014. Publication and catalogue information, links to buy online and reader comments.
