Concept-Based Curriculum and Instruction: Teaching Beyond the Facts

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Corwin Press, Apr 18, 2002 - Education - 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 is an independent consultant assisting schools and districts nationally and internationally with curriculum design. From 1987 to 1994, she was the director of curriculum for the Federal Way Public Schools in Federal Way, Washington. She is a recognized presenter at national conferences, and is featured in the video "Creating Concept-Based Curriculum for Deep Understanding" (produced by the Video Journal) as well as in videos from the Association for Supervision and Curriculum Development. Her Corwin Press books include Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning (3rd edition); Concept-Based Curriculum and Instruction for the Thinking Classroom; and Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.

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