Concept-based curriculum and instruction for the thinking classroom

Author(s)

Bibliographic Information

Concept-based curriculum and instruction for the thinking classroom

H. Lynn Erickson ; foreword by Carol Ann Tomlinson

Corwin Press, c2007

  • : cloth
  • : pbk

Available at  / 5 libraries

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Note

Includes bibliographical references (p. 181-183) and index

Description and Table of Contents

Description

'I love the author's 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 Erickson's 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 student's 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

Table of Contents

List of Figures and Charts Foreword by Carol Ann Tomlinson Acknowledgments About the Author Introduction 1. The Thinking Classroom Classroom Snapshots The Brain at Work Synergistic Thinking Developing the Intellect Disciplinary Ways of Thinking and Doing Thinking Teachers and Students Summary Extending Thought 2. The Structure of Knowledge The Inherent Structure of Knowledge A Concept-Based Journey The Paradigm Shift for Educators The Texas Depth and Complexity Model Shaping Conceptual Understanding Grade by Grade Summary Extending Thought 3. Meeting Academic Standards With Integrity What Academic Standards Are What Academic Standards Are Not Ideas Through the Grades Contextualizing Standards Into Classroom Curricula Bringing District-Level Coherence to Standards Summary Extending Thought 4. Designing Concept-Based Units and Lessons Interdisciplinary and Interdisciplinary Unit Design: A Short Primer Creating Lesson Plans Performances Versus Activities Questions and Answers on Unit and Lesson Design Summary Extending Thought 5. Concept-Based Instruction Thinking Teachers Introducing "Brain Power" and Concepts to Students Sample Concept-Based Lessons Adapting Instructional Materials Supportive Best Practices Summary Extending Thought 6. Leadership Roles District Leadership Building-Based Leadership Teacher Leaders Teacher Training Institutions Summary Extending Thought Resource A. Concept-Based Curriculum Glossary of Terms Resource B. Curriculum Document Preface Resource C. Teacher Observations--Sample Forms Resource D. Concept-Based Graphic Organizers Resource E1. Sample Unit and Lesson Planner Resource E2. Completed Unit and Lesson Planner Resource F. The Knowledge Domain and Cognitive Processes Resource G. Sample School Districts Using a Concept-Based Model for Curriculum and Instruction References Index Illustrator

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