Concept-Based Curriculum and Instruction for the Thinking Classroom
1st Edition
Published on 6. September 2006
Book
Paperback/Softback
208 pages
978-1-4129-1700-1 (ISBN)
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
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
Reviews / Votes
"The book provides the foundation for understanding the structure of knowledge, Bloom's taxonomy (original and revised), and the terminology associated with contemporary instructional practice. It has a style that enables the reader to assimilate complex ideas easily." -- Lois Lanning, Assistant Superintendent of Schools "The author makes a strong appeal for raising the level of curriculum development. Reader friendly with lots of illustrations and examples, personal in tone, and down to earth. I especially like the practical approaches and step-by-step guidance." -- Kathy Hargrove, Associate Dean "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 and helps us understand that only as we risk growth will we be able to guide our students in that way as well." -- Carol Ann Tomlinson, Professor of Educational Leadership "Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such as dealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field." -- Jay McTighe, Educational Consultant and Author "Contains many charts that show how content, methodology, and assessment are integrated. The blank documents that teachers can photocopy are great. The tables really help me understand what the text says." -- William Fitzhugh, Second-Grade TeacherMore details
Series
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
425 gr
ISBN-13
978-1-4129-1700-1 (9781412917001)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
H. Lynn Erickson | Lois A. Lanning | Rachel French
Concept-Based Curriculum and Instruction for the Thinking Classroom
Book
04/2017
2nd Edition
Corwin Press Inc
€38.40
Available immediately
Person
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 (c)2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, (c)2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, (c) 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, (c)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.
Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition (c)2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, (c)2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, (c) 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, (c)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.
Content
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
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