000			03958cam a22003258i 4500
001			17967017
005			20140926160424.0
008			131209s2014 cau b 001 0 eng
010			_a 2013037999
020			_a9781452290195 (pbk.)
040			_aDLC _beng _cDLC _erda
042			_apcc
043			_an-us---
050	0	0	_aLB 2806.15 _b.Er755 2014
082	0	0	_a375/.001
100	1		_aErickson, H. Lynn, _eauthor.
245	1	0	_aTransitioning to concept-based curriculum and instruction : _bhow to bring content and process together / _cH. Lynn Erickson, Lois A. Lanning.
260			_aThousand Oaks, Calif. : _bCorwin, _c2014.
263			_a1111
300			_a199 pages : _billustrations ; _c25 cm.
504			_aIncludes bibliographical references and index.
505	0		_aCurriculum design : from an objectives-based to a concept-based model -- A short retrospective on educational swings from the authors -- The value of know, understand, and able to do in concept-based models -- Problems with traditional content objectives -- Two-dimensional versus three-dimensional curriculum models -- Contrasting the two-dimensional and three-dimensional models -- Introducing the structures of knowledge and process -- The interplay of process and knowledge -- Contrasting instructional descriptions -- The structure of knowledge -- Understanding the relationships in the structure of knowledge -- How the structure of knowledge guides curriculum design -- Designing disciplinary curriculum frameworks at the national, state, or local levels -- Mathematics as a concept-driven discipline -- Examples of concepts and subject specific generalizations -- The structure of process -- The structure of process -- How the structure of process guides curriculum and instruction -- The developing concept-based teacher -- Bridging the gaps between knowing, doing, and understanding -- Collaborative concept-based lesson planning -- Common terminology used to describe quality instruction -- The developing concept-based teacher -- Do the developing concept-based teacher rubrics have a place in teacher evaluation plans? -- The developing concept-based student -- What about thinking? -- The relationship of critical thinking and concept-based -- Developing critical thinking -- The developing concept-based student -- Why these categories? -- What do teachers need to understand about concept-based pedagogy? -- The what and why of CB curriculum and instruction -- The how of CB curriculum and instruction -- Critical aspects of concept-based pedagogy -- Quality pedagogy -- Concept-based classrooms -- What do principals and instructional coaches need to understand about -- Implementing and sustaining concept-based curricular and instructional models in their schools? -- Setting the stage for curriculum implementation -- Staff development -- Staff support with accountability : building systemwide synergy -- The collection and analysis of the "right" data -- What do district leaders need to understand about concept-based -- Curriculum designs? -- District leaders discuss concept-based curriculum and instruction -- Summary and the road ahead -- Curriculum and instruction : the warp -- Concept-based learning : the weft -- The path forward -- Resources -- Resource A. concept-based mathematics unit -- Resource B. concept-based science unit -- Resource C. concept-based art unit -- Resource D. concept-based world language unit -- Resource E. concept-based music unit -- Resource F. adapted learning activities for chapter 7.
650		0	_aCurriculum planning _zUnited States.
650		0	_aEducation _xCurricula _xStandards _zUnited States.
650		0	_aInterdisciplinary approach in education _zUnited States.
700	1		_aLanning, Lois A, _eauthor.
906			_a0 _bvip _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK _kFOR
999			_c275908 _d275908