Concept-Based Curriculum and Instruction: Teaching Beyond the FactsAs more and more schools are developing concept//process curriculums, teachers find they need very specific strategies for curriculum design, instruction and evaluation. The author details how to develop curriculums in a single discipline, in interdisciplinary units, and across grade levels. She also discusses alignment with state and national standards, generating the `big ideas' topics, and performance assessments. |
Contents
Interpreting and Aligning National State | 1 |
Deep and Essential Understandings | 47 |
Integrating Curricula in SchooltoWork Designs | 108 |
Copyright | |
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Concept-Based Curriculum and Instruction: Teaching Beyond the Facts H. Lynn Erickson Limited preview - 2002 |
Common terms and phrases
abilities academic and occupational American Civil War American Revolution assessment Chart coherent color complex performances concept-based concept-process curriculum conceptual ideas conceptual lens conceptual theme conceptual understanding critical content culminating performance culture curricula curriculum and instruction curriculum design deep understanding deeper demonstrate develop discipline discipline-based discrete skills economic Education engage students essential questions essential understandings examples Excerpt Figure focus concept geography standards global grade bands help students historical thinking human migration identify impact integrated thinking integrated units interactions key concepts Lake Washington School language arts learning lifeskills Lynn Erickson mathematics migration National Geography Standards national standards Native American objectives Palos Park patterns and connections perspectives Plainville political principles problem processes and skills relationships requires Scoring Guide Social Studies society sophisticated specific topic structure subject areas teachers teaching tion topic of study traditional U.S. Constitution Unit Theme verbs Web Mathematics writing