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Concept-based curriculum and instruction : teaching beyond the facts
- Author / Creator
- Available as
- Physical
Details
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- Creator
- H. Lynn Erickson ; foreword by Carol Ann Tomlinson
- Format
- Books
- Language
- English
- Publication
-
- Thousand Oaks, Calif. : Corwin Press, [2002]
- ©2002
- Physical Details
-
- xvi, 174 pages : illustrations ; 24 cm
- ISBNs
- 9780761946397, 076194639X, 9780761946403, 0761946403
- OCLC
- ocm49225342
- Includes bibliographical references (pages 167-168) and index.
- Interpreting and aligning national, state, and local standards -- Why standards? -- Performance-based standards -- The missing link in performance-based theory -- The structure of knowledge and the traditional design of a curriculum -- National standards through a concept-process lens -- Reviewing national standards, what have we here? -- The design of state standards -- Designing local curricula aligned to standards -- Filling the standards gap in local curriculum design -- Ensuring coherence in curriculum -- What is a coherent curriculum? -- A systems design for coherence -- Deep and essential understandings -- Concepts and process in curriculum design -- Designing integrated, interdisciplinary units: a general academic model -- A conceptually driven model -- Coordinated, multidisciplinary units versus integrated, interdisciplinary units -- The power of the conceptual lens in integration -- Unit planning pages -- Designing integrated units: questions and responses -- Integrating curricula in school-to-work designs -- Conventional models of curriculum design -- The integrated concept-process model for secondary and postsecondary schools -- School-to-work integration in the elementary school -- Tips from teachers: creating concept-process integrated units -- Teachers speak out, the concept-process curriculum and instruction -- Teacher-designed units -- Teaching conceptually: questions and answers
- Interpreting and aligning national, state, and local standards -- Why standards? -- Performance-based standards -- The missing link in performance-based theory -- The structure of knowledge and the traditional design of a curriculum -- National standards through a concept-process lens -- Reviewing national standards, what have we here? -- The design of state standards -- Designing local curricula aligned to standards -- Filling the standards gap in local curriculum design -- Ensuring coherence in curriculum -- What is a coherent curriculum? -- A systems design for coherence -- Deep and essential understandings -- Concepts and process in curriculum design -- Designing integrated, interdisciplinary units: a general -- Academic model -- A conceptually driven model -- Coordinated, multidisciplinary units versus integrated, -- Interdisciplinary units -- The power of the conceptual lens in integration -- Unit planning pages -- Designing integrated units: questions and responses -- Integrating curricula in school-to-work designs -- Conventional models of curriculum design -- The integrated concept-process model for secondary and -- Postsecondary schools -- School-to-work integration in the elementary school -- Tips from teachers: creating concept-process integrated units -- Teachers speak out