Concept-based curriculum and instruction : teaching beyond the facts
Author(s)
Bibliographic Information
Concept-based curriculum and instruction : teaching beyond the facts
Corwin Press, c1998
- : cloth
- : pbk
Available at / 9 libraries
-
Ibaraki Prefectural University of Health Sciences Library
pbk. : acid-free paper375/E 67000628379
-
Hiroshima University Central Library, Interlibrary Loan
: cloth375:E-67/HL2020002000428502,
: pbk375:E-67/HL2033002030406126 -
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Note
Includes bibliographical references and index
Contents of Works
- National, state and local standards : interpreting and aligning. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a c
- Coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Su
- Designing integrated, interdisciplinary units : a general academic model. Why a conceptually driven model for unit design? Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit plan
- Integrated school to work curricula. Conventional models of curriculum design. The integrated concept/process model for secondary schools. School-to-work integration in the elementary school. Summary
- Concept/process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary
Description and Table of Contents
Description
As more and more schools are developing concept/process curriculums, teachers find they need very specific strategies for curriculum design, instruction and evaluation. The author details how to develop curriculums in a single discipline, in interdisciplinary units, and across grade levels. She also discusses alignment with state and national standards, generating the `big ideas' topics, and performance assessments.
Table of Contents
Interpreting and Aligning National, State and Local Standards
Interpreting and Aligning National, State, and Local Standards
Ensuring Coherence in Curriculum
Designing Integrated, Interdisciplinary Units
A General Academic Model
Integrating Curricula in School-to-Work Designs
Tips from Teachers
Creating Concept-Process Integrated Units
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