Concept-Based Curriculum and Instruction: Teaching Beyond the Facts

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Corwin Press, Apr 18, 2002 - Business & Economics - 174 pages
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This book explores concept-based learning across disciplines and grade levels. Teachers can use the specific strategies to create a seamless learning program that teaches students the skills they need to think conceptually and to solve problems in today's complex, changing world. Chapter 1 reviews national, state, and local standards through a set of concept-based questions to illustrate the differences between concept-based and topic-based design models. Chapter 2 discusses the critical components for a concept-process curriculum in the context of a systems design. Chapter 3 presents a detailed plan for designing concept-process integrated units. Examples from school districts illustrate the role of concepts in taking thinking beyond the facts and maintaining the integrity of different disciplines in the integration process. Unit planning pages show the integral relationship between critical content, essential enduring understandings, essential questions, and student activities. Chapter 4 considers the value of a concept-process curriculum integration model in school-to-work programs. Chapter 5 presents tips from teachers on creating content-process integrated units. Appended are National Academic Standards order information, SCANS Competencies (United States Department of Labor), and a glossary. (Contains 17 references.) (SM)
 

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Contents

Interpreting and Aligning National State and Local Standards
1
PerformanceBased Standards
3
The Missing Link in PerformanceBased Theory
4
National Standards Through a ConceptProcess Lens
8
Reviewing National StandardWhat Have We Here?
9
The Design of State Standards
30
Designing Local Curricula Aligned to Standards
31
Filling the Standards Gap in Local Curriculum Design
34
Unit Planning Pages
69
Summary
106
Integrating Curricula in SchooltoWork Designs
108
The Integrated ConceptProcess Model for Secondary and Postsecondary Schools
110
SchooltoWork Integration in the Elementary School
120
Summary
123
Tips From Teachers Creating ConceptProcess Integrated Units
125
TeacherDesigned Units
135

Summary
41
Ensuring Coherence in Curriculum
44
A Systems Design for Coherence
45
Deep and Essential Understandings
47
Concepts and Process in Curriculum Design
50
Summary
61
Designing Integrated Interdisciplinary Units A General Academic Model
63
Coordinated Multidisciplinary Units Versus Integrated Interdisciplinary Units
64
The Power of the Conceptual Lens in Integration
66
Questions and Answers
152
Summary
158
National Academic Standards Order Information
159
SCANS Competencies United States Department of Labor
161
Glossary
164
References
167
Index
169
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About the author (2002)

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 Programme—the 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 Lynn’s popular book, Concept-based Curriculum and Instruction for the Thinking Classroom: Teaching Beyond the Facts. She also has a chapter in Robert Marzano’s 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.

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