Concept-based curriculum and instruction : teaching beyond the facts / H. Lynn Erickson.
Material type: TextPublication details: Thousand Oaks, Calif. : Corwin Press, c1998.Description: xi, 176 p. : illISBN:- 080396580X (cloth : acidfree paper)
- 0803965818 (pbk. : acidfree paper)
- 375.001 ERI.C
Item type | Current library | Home library | Call number | Status | Date due | Barcode | |
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Book | Dept. of Education General Stacks | Dept. of Education | 375.001 ERI.C (Browse shelf(Opens below)) | Available | EDU16606 |
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375.001 CUF.C Crisis in the curriculum / | 375.001 EDI.C Curriculum and school teacher / | 375.001 EIS.E Educational imagination : on the design and evaluation of school programs / | 375.001 ERI.C Concept-based curriculum and instruction : teaching beyond the facts / | 375.001 GLA.C Curriculum mapping : a step-by-step guide for creating curriculum year overviews / | 375.001 GOO.S School subjects and curriculum : case studies in curriculum history | 375.001 GUP.C Competency based curriculum : |
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? Science standards. History standards. Social studies standards. Economics standards. Geography standards. Civics and government standards. Mathematics standards. 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 versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary -- Integrating curicula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary schools and post-secondary schools. School-to-work integration in the elementary school. Summary -- Tips from teachers: creating concept-process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.
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