This third edition of Erickson's bestseller provides updated information about designing curriculum aligned with state and national content standards, using brain-based teaching methods, and developing higher-order thinking skills.
This third edition of Erickson's bestseller provides updated information about designing curriculum aligned with state and national content standards, using brain-based teaching methods, and developing higher-order thinking skills.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
Preface Acknowledgments About the Author 1. Making Change in a Changing World The State of Educational Change Pressure Groups Sharing the Job of Quality Education A National Model for Concept-Based Curricula Making Change the Systems Way Overcoming Obstacles: Over, Under, Through, and Around Summary Extending Thought 2. Concept-Based Curriculum Traditional Curriculum Concept-Based Curriculum Historical Perspective: Hilda Taba Conceptual Organizers Generalizations Summary Extending Thought 3. State Academic Standards and Local Curriculum Frameworks State Standards The Tripartite Model of Curriculum Design Scope and Sequence Charts for Processes and Skills Summary Extending Thought 4. Designing Interdisciplinary, Integrated Curricula Defining Interdisciplinary, Integrated Curricula The Integrated, Intradisciplinary Curriculum Model Designing Concept-Based Teaching Units Unit Design Steps: Questions and Answers Lesson-Planning Pages Summary Extending Thought 5. Concept-Based Units: Samples and Questions From Coordinated to Integrated Units Multiage Classrooms and Concept-Based Curriculum Questions and Answers: Elementary Schools Questions and Answers: Secondary Schools The International Baccalaureate Programme Career and Technical Education Programs Summary Extending Thought 6. Assessing and Reporting Student Progress A Brief Review: Form and Function The Implications of Process Assessment Reporting Process Development Assessing Critical Thinking Developmentally Standards for Thinking Scoring Guides for Performance Tasks Questions and Answers Summary Extending Thought 7. Concept-Based Instruction Instructional Strategies Learning Experiences Adapting Activities Teacher Reflections on Concept-Based Instruction Summary Extending Thought 8. Stirring the Head, Heart, and Soul: Creating a Love of Learning Stirring the Head Stirring the Heart and Soul Loving to Learn Summary Resource A: Alternative Unit Formats Resource B: Key Concepts in Different Disciplines Resource C: What Work Requires of Schools Resource D: Sample Unit Planner Glossary References Index
Preface Acknowledgments About the Author 1. Making Change in a Changing World The State of Educational Change Pressure Groups Sharing the Job of Quality Education A National Model for Concept-Based Curricula Making Change the Systems Way Overcoming Obstacles: Over, Under, Through, and Around Summary Extending Thought 2. Concept-Based Curriculum Traditional Curriculum Concept-Based Curriculum Historical Perspective: Hilda Taba Conceptual Organizers Generalizations Summary Extending Thought 3. State Academic Standards and Local Curriculum Frameworks State Standards The Tripartite Model of Curriculum Design Scope and Sequence Charts for Processes and Skills Summary Extending Thought 4. Designing Interdisciplinary, Integrated Curricula Defining Interdisciplinary, Integrated Curricula The Integrated, Intradisciplinary Curriculum Model Designing Concept-Based Teaching Units Unit Design Steps: Questions and Answers Lesson-Planning Pages Summary Extending Thought 5. Concept-Based Units: Samples and Questions From Coordinated to Integrated Units Multiage Classrooms and Concept-Based Curriculum Questions and Answers: Elementary Schools Questions and Answers: Secondary Schools The International Baccalaureate Programme Career and Technical Education Programs Summary Extending Thought 6. Assessing and Reporting Student Progress A Brief Review: Form and Function The Implications of Process Assessment Reporting Process Development Assessing Critical Thinking Developmentally Standards for Thinking Scoring Guides for Performance Tasks Questions and Answers Summary Extending Thought 7. Concept-Based Instruction Instructional Strategies Learning Experiences Adapting Activities Teacher Reflections on Concept-Based Instruction Summary Extending Thought 8. Stirring the Head, Heart, and Soul: Creating a Love of Learning Stirring the Head Stirring the Heart and Soul Loving to Learn Summary Resource A: Alternative Unit Formats Resource B: Key Concepts in Different Disciplines Resource C: What Work Requires of Schools Resource D: Sample Unit Planner Glossary References Index
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