Literaturnachweis - Detailanzeige
| Autor/inn/en | Erickson, H. Lynn; Lanning, Lois A. |
|---|---|
| Titel | Transitioning to concept-based curriculum and instruction. How to bring content and process together. |
| Quelle | Thousand Oaks, Calif.: Corwin (2014), XVIII, 199 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781452290195 |
| Schlagwörter | USA; Curriculum planning; United States; Education; Curricula; Standards; Interdisciplinary approach in education; Bildungstheorie; Bildungspraxis |
| Abstract | Curriculum design : from an objectives-based to a concept-based model -- A short retrospective on educational swings from the authors -- The value of know, understand, and able to do in concept-based models -- Problems with traditional content objectives -- 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 -- 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 -- The structure of process -- The structure of process -- How the structure of process guides curriculum and instruction -- 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? -- The developing concept-based student -- What about thinking? -- The relationship of critical thinking and concept-based -- Developing critical thinking -- The developing concept-based student -- Why these categories? -- What do teachers need to understand about concept-based pedagogy? -- The what and why of CB curriculum and instruction -- The how of CB curriculum and instruction -- Critical aspects of concept-based pedagogy -- Quality pedagogy -- Concept-based classrooms -- What do principals and instructional coaches need to understand about -- Implementing and sustaining concept-based curricular and instructional models in their schools? -- Setting the stage for curriculum implementation -- Staff development -- Staff support with accountability : building systemwide synergy -- The collection and analysis of the "right" data -- What do district leaders need to understand about concept-based -- Curriculum designs? -- District leaders discuss concept-based curriculum and instruction -- Summary and the road ahead -- Curriculum and instruction : the warp -- Concept-based learning : the weft -- The path forward -- 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. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2015/1/01 |
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