I love the authors delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching-helps us understand that only as we risk growth will we be able to guide our students in that way as well - Carol Tomlinson, Professor of Educational Leadership, Curry School of Education, University of Virginia
A worthwhile and important contribution to the field - Jay McTighe, Educational Author and Consultant, McTighe and Associates
Reader friendly, lots of illustrations and examples, personal in tone, and down to earth - Kathy Hargrove, Associate Dean,
School of Education and Human Development, Southern Methodist University
Drawing on Lynn Ericksons 15 years experience of working with teachers, curriculum developers, teacher educators, and instructional leaders, this resource offers a complete guide to designing curricula that foster the continuous growth and development of a students critical, abstract, and creative learning skills.
Educators will learn how to:
Bring coherence and clarity to high-quality curriculum design and instructional planning
Teach the way that students minds learn best
Encourage students creative and abstract thinking, regardless of level or subject area
Gain the support of headteachers and district administrators
Recenzijas
"The book provides the foundation for understanding the structure of knowledge, Blooms taxonomy (original and revised), and the terminology associated with contemporary instructional practice. It has a style that enables the reader to assimilate complex ideas easily." -- Lois Lanning, Assistant Superintendent of Schools "The author makes a strong appeal for raising the level of curriculum development. Reader friendly with lots of illustrations and examples, personal in tone, and down to earth. I especially like the practical approaches and step-by-step guidance." -- Kathy Hargrove, Associate Dean "I love the authors delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well." -- Carol Ann Tomlinson, Professor of Educational Leadership "Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such as dealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field." -- Jay McTighe, Educational Consultant and Author "Contains many charts that show how content, methodology, and assessment are integrated. The blank documents that teachers can photocopy are great. The tables really help me understand what the text says." -- William Fitzhugh, Second-Grade Teacher
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List of Figures and Charts |
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vii | |
| Foreword |
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ix | |
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| Acknowledgments |
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xiii | |
| About the Author |
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xv | |
| Introduction |
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1 | (4) |
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5 | (20) |
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5 | (3) |
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8 | (1) |
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9 | (5) |
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14 | (7) |
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Disciplinary Ways of Thinking and Doing |
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21 | (1) |
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Thinking Teachers and Students |
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21 | (1) |
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22 | (1) |
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23 | (2) |
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The Structure of Knowledge |
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25 | (22) |
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The Inherent Structure of Knowledge |
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25 | (7) |
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32 | (2) |
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The Paradigm Shift for Educators |
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34 | (1) |
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The Texas Depth and Complexity Model |
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35 | (4) |
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Shaping Conceptual Understanding Grade by Grade |
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39 | (6) |
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45 | (1) |
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46 | (1) |
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Meeting Academic Standards With Integrity |
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47 | (24) |
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What Academic Standards Are |
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47 | (1) |
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What Academic Standards Are Not |
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48 | (4) |
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52 | (7) |
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Contextualizing Standards Into Classroom Curricula |
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59 | (3) |
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Bringing District-Level Coherence to Standards |
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62 | (3) |
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65 | (4) |
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69 | (2) |
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Designing Concept-Based Units and Lessons |
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71 | (26) |
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Interdisciplinary and Intradisciplinary Unit Design: A Short Primer |
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71 | (15) |
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86 | (3) |
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Performances Versus Activities |
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89 | (2) |
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Questions and Answers on Unit and Lesson Design |
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91 | (4) |
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95 | (1) |
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95 | (2) |
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Concept-Based Instruction |
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97 | (18) |
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97 | (1) |
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Introducing ``Brain Power'' and Concepts to Students |
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98 | (5) |
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Sample Concept-Based Lessons |
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103 | (5) |
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Adapting Instructional Materials |
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108 | (3) |
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Supportive Best Practices |
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111 | (2) |
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113 | (1) |
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113 | (2) |
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115 | (14) |
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115 | (4) |
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Building-Based Leadership |
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119 | (7) |
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126 | (1) |
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Teacher Training Institutions |
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126 | (1) |
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127 | (1) |
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128 | (1) |
| Resource A. Concept-Based Curriculum Glossary of Terms |
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129 | (2) |
| Resource B. Curriculum Document Preface |
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131 | (4) |
| Resource C. Teacher Observations---Sample Forms |
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135 | (4) |
| Resource D. Concept-Based Graphic Organizers |
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139 | (8) |
| Resource E1. Sample Unit and Lesson Planner |
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147 | (14) |
| Resource E2. Completed Unit and Lesson Planner |
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161 | (12) |
| Resource F. The Knowledge Domain and Cognitive Processes |
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173 | (6) |
| Resource G. Sample School Districts Using a Concept-Based Model for Curriculum and Instruction |
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179 | (2) |
| References |
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181 | (4) |
| Index |
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185 | |
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.
