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 |
Ensuring Coherence in Curriculum | 44 |
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 apply assessment Chart color complex performances concept-based concept-process curriculum concept-process integrated conceptual ideas conceptual lens conceptual theme conceptual understanding conflict critical content culminating performance culture curricula curriculum and instruction curriculum design deep understanding deeper develop discipline economic engage students essential questions essential understandings examples excerpt Figure focus concept geography global Grade grade bands graph help students human migration identify integrated thinking integrated units interactions Juanita High School key concepts Lake Washington School language arts Lynn Erickson mathematics migration National Geography Standards national standards Native American objectives Palos Park patterns and connections perspectives problem processes and skills relationship requires Scoring Guide Social Studies society sophisticated specific topic structure Subject Area teachers tions topic of study U.S. Constitution unit of study Unit Planning Pages Unit Theme verbs writing