Concept-based curriculum and instruction teaching beyond the facts H. Lynn Erickson.
Idioma: Español Detalles de publicación: Thousand Oaks, Calif. Corwin Press c1998.Descripción: xi, 176 p. ill. 24 cmISBN:- 080396580X (cloth : acid-free paper)
- 0803965818 (pbk. : acid-free paper)
- 375.001 E682c 21
- LB2806.15 .E75 1998
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
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| Libro | Biblioteca Encarnación Valdés Colección General bev | 375.001 E682c (Navegar estantería(Abre debajo)) | Disponible | 80000002132713 |
Descripciones mejoradas de Syndetics:
Design a seamless learning program that teaches students how to grasp broad concepts and integrate the information they learn. Erickson offers specific strategies for curriculum design, instruction, and evaluation to help you create such a program.You′ll find details on developing concept/process curriculum in a single discipline, in interdisciplinary units, and across grade levels. You′ll also learn how to align your curriculum with state and national standards, generate "big idea" topics, and establish appropriate performance assessments. The author responds to the most frequently asked questions by teachers in the field about developing programs that integrate concept/process with curriculum, and addresses the barriers to implementing them.You′ll learn how to+ Take learning beyond the facts+ Facilitate deep understanding and knowledge+ Develop conceptual systems in the brain to process new information+ Meet higher academic standards related to content knowledge, process abilities, and quality performanceThis book the companion to Erickson′s earlier book titled Stirring the Head, Heart, and Soul. Here, the author explores concept-based learning on a more in-depth level. Use it to teach students the skills they really need to think conceptually and solve problems in today′s complex, changing world.An excellent resource for K-12 teachers, curriculum and staff developers, and university faculty in methods and curriculum development courses. Contains numerous charts and figures that illustrate the main points of the book.
Includes bibliographical references and index.
Interpreting and aligning national, state, and local standards. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a concept/process lens. Reviewing national standards - what have we here? The design of state standards. Designing local curricula aligned to standards. Filling the standards gap in local curriculum design. Summary -- Ensuring coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Summary -- Designing integrated, interdisciplinary units : a general academic model. A conceptually driven model. Coordinated, multidisciplinary units versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary -- Integrating curricula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary and post-secondary schools. School-to-work integration in the elementary school. Summary -- Tips from teachers: creating concept-process integrated units. Teachers speak out : the concept/process curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.
Tabla de contenidos provista por Syndetics
- Interpreting and Aligning National, State, and Local Standards
- Ensuring Coherence in Curriculum
- Designing Integrated, Interdisciplinary Units
- A General Academic Model
- Integrating Curricula in School-to-Work Designs
- Tips from Teachers
- Creating Concept-Process Integrated Units