New Foreword by Carol Ann Tomlinson The author defines a concept-based learning program and provides strategies to help create a seamless agenda to teach students the skills they need most to think conceptually and solve problems in todays complex world. New Foreword by Carol Ann Tomlinson The author defines a concept-based learning program and includes strategies to help create a seamless agenda to teach students the skills they need most to think conceptually and solve problems in todays complex world.
Recenzijas
"It is the clearest approach I have seen for helping teachers distinguish the difference between concepts and facts. I will recommend it everywhere." -- Heidi Hayes Jacob, Curriculum Designers, Inc "A lucid and helpful volume, very much what people need to move beyond simplistic teaching." -- Grant P. Wiggins * Learning by Design, Inc. * "For me, the book is a desirable blend of theory, practice, and illustration. Its explanations are clear, and the translation of those explanations into classroom examples helps me move from vision to implementation. The book has clarified for me what it means to think about a discipline like an expert wouldwhat it means to help students construct frameworks of meaning in a disciplinewhat it means to develop both curriculum and assessments that are catalysts for relevance, coherence, connectivity, and power." -- Carol Ann Tomlinson, author
| Foreword |
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vii | |
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| Preface |
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xi | |
| About the Author |
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xv | |
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Interpreting and Aligning National, State, and Local Standards |
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1 | (43) |
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1 | (2) |
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Performance-Based Standards |
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3 | (1) |
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The Missing Link in Performance-Based Theory |
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4 | (1) |
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The Structure of Knowledge and the Traditional Design of a Curriculum |
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4 | (4) |
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National Standards Through a Concept-Process Lens |
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8 | (1) |
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Reviewing National Standards-What Have We Here? |
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9 | (21) |
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The Design of State Standards |
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30 | (1) |
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Designing Local Curricula Aligned to Standards |
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31 | (3) |
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Filling the Standards Gap in Local Curriculum Design |
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34 | (7) |
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41 | (3) |
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Ensuring Coherence in Curriculum |
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44 | (19) |
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What Is a Coherent Curriculum? |
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44 | (1) |
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A Systems Design for Coherence |
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45 | (2) |
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Deep and Essential Understandings |
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47 | (3) |
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Concepts and Process in Curriculum Design |
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50 | (11) |
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61 | (2) |
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Designing Integrated, Interdisciplinary Units: A General Academic Model |
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63 | (45) |
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A Conceptually Driven Model |
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63 | (1) |
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Coordinated, Multidisciplinary Units Versus Integrated, Interdisciplinary Units |
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64 | (2) |
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The Power of the Conceptual Lens in Integration |
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66 | (3) |
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69 | (1) |
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Designing Integrated Units: Questions and Responses |
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69 | (37) |
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106 | (2) |
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Integrating Curricula in School-to-Work Designs |
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108 | (17) |
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Conventional Models of Curriculum Design |
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108 | (2) |
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The Integrated Concept-Process Model for Secondary and Postsecondary Schools |
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110 | (10) |
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School-to-Work Integration in the Elementary School |
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120 | (3) |
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123 | (2) |
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Tips From Teachers: Creating Concept-Process Integrated Units |
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125 | (34) |
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Teachers Speak Out-The Concept-Process Curriculum and Instruction |
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125 | (10) |
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135 | (17) |
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Teaching Conceptually: Questions and Answers |
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152 | (6) |
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158 | (1) |
| Resource A: National Academic Standards Order Information |
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159 | (2) |
| Resource B: SCANS Competencies (United States Department of Labor) |
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161 | (3) |
| Resource C: Glossary |
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164 | (3) |
| References |
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167 | (2) |
| Index |
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169 | |
H. Lynn Erickson, Ed.D., is an independent consultant assisting schools and districts with concept-based curriculum design and instruction. During the past 20 years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards and national requirements. She was a consultant to the International Baccalaureate Organization for the development of the Middle Years Programmethe Next Chapter.
Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition ©2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, ©2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, © 2014, Corwin Press Publishers. This publication, co-authored with Lois Lanning and Rachel French is the 2nd edition of Lynns popular book, Concept-based Curriculum and Instruction for the Thinking Classroom: Teaching Beyond the Facts. She also has a chapter in Robert Marzanos book, On Excellence in Teaching, ©2010, Solution Tree Press.
Lynn is an internationally recognized presenter/consultant in the areas of concept-based curriculum design, and teaching for deep understanding. She has worked as a teacher, principal, curriculum director, adjunct professor, and educational consultant over a long career. In addition to her work in the United States, Lynn has presented and trained educators across the world in different regions and countries including Asia, Australia, South America, Canada, the United Kingdom, Finland, Germany, the Netherlands, the United Kingdom, Switzerland, Austria, China, Saudi Arabia, United Arab Emirates and Cyprus.
Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.
