Concept-based curriculum and instruction teaching beyond the facts
H. Lynn Erickson.
- Thousand Oaks, Calif. Corwin Press c1998.
- xi, 176 p. ill. 24 cm.
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.
Curriculum planning--United States. Interdisciplinary approach in education--United States. Education--Curricula--Standards--United States. Curriculum planning--United States. Interdisciplinary approach in education--United States. Education--Curricula--Standards--United States.