Descripciones mejoradas de Syndetics:

"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 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 DevelopmentSouthern Methodist UniversityTeach higher-order thinking while you′re teaching concepts, skills, and content!This indispensable guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas. Synthesizing Lynn Erickson′s past 15 years of field work with teachers, curriculum developers, teacher educators, and instructional leaders, this resource offers a complete guide to designing curriculum and instruction 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 principals and district administrators

Tabla de contenidos provista por Syndetics

• List of Figures and Charts
• Foreword
• 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

Notas de autor provistas por Syndetics

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 ©2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts , ©2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together , co-authored with Dr. Lois Lanning, © 2014, Corwin Press Publishers. This publication, co-authored with Lois Lanning and Rachel French is the 2ndedition 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, ©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.