Concept-Based Curriculum and Instruction: Teaching Beyond the Facts

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Corwin Press, 2002 - Business & Economics - 145 pages
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This book presents practical techniques and processes that teachers can use to adjust learning based on individual students' knowledge, skills, experience, preferences, and needs. Six chapters focus on: (1) "Creating a Climate for Learning" (strategies for creating a safe, nurturing environment with high challenge and low threat); (2) "Knowing the Learner" (e.g., learning style theories, multiple intelligences, and tools to help dentify students' learning styles); (3) "Assessing the Learner" (suggestions for and examples of effective pre- assessment tools and tools to use during and after the learning process); (4) "Adjusting, Compacting, and Grouping" (ideas for grouping students for a variety of reasons, and techniques to form groups and design interactions); (5) "Instructional Strategies for Student Success" (explores research on best practices and pedagogy that make a difference in student achievement, presenting brain-based strategies); and (6) "Curriculum Approaches for Differentiated Classrooms" (explains centers, projects, problem based learning, inquiry models, and contracts and provides examples for each approach). Included are more than 50 planning models, matrixes, rubrics, checklists, and questionnaires to help teachers make the right decisions about instruction and assessment on an individual basis. (Contains 95 bibliographic references.) (SM)
 

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User Review  - speedy74 - LibraryThing

A very basic overview of differentiated instruction. This book is not for teachers seeking to deepen their knowledge of differentiation or explore ways to manage the differentiated classroom. Read full review

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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
Questions and Answers
152
Summary
158
National Academic Standards Order Information
159
SCANS Competencies United States Department of Labor
161
Glossary
164
References
167
Index
169
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About the author (2002)

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program. Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin. She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles: • Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich) • Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman) • Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013) • Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman) • Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon) • Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich) • Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich) • Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman) • Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005) • The Activities for Differentiated Classroom series (2007, with Carolyn Chapman) She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).Gayle consults internationally with teachers, administrators, and staff developers. She and her family of two daughters and two granddaughters all reside in Burlington, Ontario. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.

Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn't Fit All.

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