Concept-Based Curriculum and Instruction: Teaching Beyond the FactsThis book explores concept-based learning across disciplines and grade levels. Teachers can use the specific strategies to create a seamless learning program that teaches students the skills they need to think conceptually and to solve problems in today's complex, changing world. Chapter 1 reviews national, state, and local standards through a set of concept-based questions to illustrate the differences between concept-based and topic-based design models. Chapter 2 discusses the critical components for a concept-process curriculum in the context of a systems design. Chapter 3 presents a detailed plan for designing concept-process integrated units. Examples from school districts illustrate the role of concepts in taking thinking beyond the facts and maintaining the integrity of different disciplines in the integration process. Unit planning pages show the integral relationship between critical content, essential enduring understandings, essential questions, and student activities. Chapter 4 considers the value of a concept-process curriculum integration model in school-to-work programs. Chapter 5 presents tips from teachers on creating content-process integrated units. Appended are National Academic Standards order information, SCANS Competencies (United States Department of Labor), and a glossary. (Contains 17 references.) (SM) |
Contents
Interpreting and Aligning National State and Local Standards | 1 |
PerformanceBased Standards | 3 |
The Missing Link in PerformanceBased Theory | 4 |
National Standards Through a ConceptProcess Lens | 8 |
Reviewing National StandardWhat Have We Here? | 9 |
The Design of State Standards | 30 |
Designing Local Curricula Aligned to Standards | 31 |
Filling the Standards Gap in Local Curriculum Design | 34 |
Unit Planning Pages | 69 |
Summary | 106 |
Integrating Curricula in SchooltoWork Designs | 108 |
The Integrated ConceptProcess Model for Secondary and Postsecondary Schools | 110 |
SchooltoWork Integration in the Elementary School | 120 |
Summary | 123 |
Tips From Teachers Creating ConceptProcess Integrated Units | 125 |
TeacherDesigned Units | 135 |
Summary | 41 |
Ensuring Coherence in Curriculum | 44 |
A Systems Design for Coherence | 45 |
Deep and Essential Understandings | 47 |
Concepts and Process in Curriculum Design | 50 |
Summary | 61 |
Designing Integrated Interdisciplinary Units A General Academic Model | 63 |
Coordinated Multidisciplinary Units Versus Integrated Interdisciplinary Units | 64 |
The Power of the Conceptual Lens in Integration | 66 |
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Common terms and phrases
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