{"product_id":"transitioning-to-conceptbased-curriculum-and-instruction-9781452290195","title":"Transitioning to ConceptBased Curriculum and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eA cutting-edge model for 21st century curriculum and instruction\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eHow can you spot a thinking child? Look at the eyes: they'll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that's more inquiry-driven and idea-centered. Now.\u003cbr\u003e  \u003cbr\u003e  H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights include:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eHow to design and implement concept-based curriculum and instruction across all subjects and grade levels. \u003c\/li\u003e      \u003cli\u003eWhy content and process are two different (but equally important) aspects of any effective concept-based c\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are \"ahead of the curve\" in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today.\"\u003c\/em\u003e -- Douglas Llewellyn, Educational Consultant  and Author of Inquire Within, Third Edition\u003cbr\u003e\u003cem\u003e\"Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deep level, use it, transfer it, and ultimately create with it.\"\u003c\/em\u003e -- Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy\u003cbr\u003e\u003cem\u003e\"As educators we all think we understand concept-based curriculum, but those who read this text will have a comprehensive understanding of the meaning and value of concept-based curriculum. This text clearly explains concept-based teaching for the educator to use and develop a change in their teaching to effectively reach and engage students in critical thinking that will enable them to be productive citizens and lifelong learners.\"\u003c\/em\u003e -- Mrs. Karen Creech, Loudoun County Teacher\u003cbr\u003e\u003cem\u003e\"High school department heads take notice! You will want to read this book with your curriculum supervisor and with your teachers before you re-design your courses to align with the aspirations of the CCSS and NGSS. The curriculum model and specific examples in this book provide you with a clear guide for designing complex, intellectually stimulating curriculum while integrating the new standards.\"\u003c\/em\u003e -- Dr. Carol Spencer, Director of Curriculum, K - 12\u003cbr\u003e\u003cem\u003e\"Providing today’s students with the skills to become critical, analytical, and life-long learners is an obligation each teacher must make. The authors present a clear path to transition from fact-based learning curriculum to concept-based curriculum. They have provided us with a clear, researched-based approach to help us advocate at our school and district level to make this critical change in curriculum.\"\u003c\/em\u003e -- Betty Rivinus, Learning Specialist \/ Autism Consultant\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures and Tables Foreword by Malcolm Nicolson Acknowledgments About the Authors Introduction    Purpose of the Book    Audiences    Chapter Overview Chapter 1. Curriculum Design: From an Objectives-Based to a Concept-Based Model    A Short Retrospective, From the Authors, on Educational Swings    The Value of Know, Understand, and Able to Do in Concept-Based Models    Problems With Traditional Content Objectives    Discussion Questions    Summary Chapter 2. Two-Dimensional Versus Three-Dimensional Curriculum Models    Contrasting the Two-Dimensional and Three-Dimensional Models    Introducing the Structures of Knowledge and Process    The Interplay of Process and Knowledge    Contrasting Instructional Descriptions    Discussion Questions    Summary Chapter 3. The Structure of Knowledge    Understanding the Relationships in the Structure of Knowledge    How the Structure of Knowledge Guides Curriculum Design    Designing Disciplinary Curriculum Frameworks at the National, State, or Local Levels    Mathematics as a Concept-Driven Discipline    Examples of Concepts and Subject-Specific Generalizations    Discussion Questions    Summary Chapter 4. The Structure of Process    The Structure of Process    How the Structure of Process Guides Curriculum and Instruction    Discussion Questions    Summary Chapter 5. The Developing Concept-Based Teacher    Bridging the Gaps Between Knowing, Doing, and Understanding    Collaborative Concept-Based Lesson Planning    Common Terminology Used to Describe Quality Instruction    The Developing Concept-Based Teacher    Do The Developing Concept-Based Teacher Rubrics Have a Place in Teacher Evaluation Plans?    Discussion Questions    Summary Chapter 6. The Developing Concept-Based Student    What About Thinking?    The Relationship Between Critical Thinking and Concept-Based Teaching and Learning    Developing Critical Thinking    The Developing Concept-Based Student    Why These Categories?    Discussion Questions    Summary Chapter 7. What Do Teachers Need to Understand About Concept-Based Pedagogy?    The What and Why of Concept-Based Curriculum and Instruction    The How of Concept-Based Curriculum and Instruction    Four Critical Aspects of Concept-Based Pedagogy    Quality Pedagogy    Concept-Based Classrooms    Discussion Questions    Summary Chapter 8. What Do Principals and Instructional Coaches Need to Understand? Implementing and Sustaining Concept-Based Curricular and Instructional Models in Schools    Setting the Stage for Curriculum Implementation    Staff Development    Staff Support With Accountability: Building System-Wide Synergy    The Collection and Analysis of the \"Right\" Data    Discussion Questions    Summary Chapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs?    District Leaders Discuss Concept-Based Curriculum and Instruction    Discussion Questions    Summary Chapter 10. Summary and the Road Ahead    Curriculum and Instruction: The Warp    Concept-Based Learning: The Weft    The Path Forward    Discussion Questions Resources    Resource A. Concept-Based Mathematics Unit    Resource B. Concept-Based Science Unit    Resource C. Concept-Based Art Unit    Resource D. Concept-Based World Language Unit    Resource E. Concept-Based Music Unit    Resource F. Adapted Learning Activities for Chapter 7 References Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739344548183,"sku":"9781452290195","price":29.44,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/transitioning-to-conceptbased-curriculum-and-instruction-9781452290195","provider":"Book Curl","version":"1.0","type":"link"}