Transitioning to Concept-Based Curriculum and Instruction : How to Bring Content and Process Together
takes a unique approach to the topic of curriculum development by bringing together Lynn Erikson's Structure of Knowledge and Lois Lanning's Structure of Process to help educators create Common Core-aligned, concept-based curriculum across subject areas and grade-levels.
- Paperback | 224 pages
- 177 x 254 x 15.24mm | 460g
- 18 Feb 2014
- SAGE Publications Inc
- Corwin Press Inc
- Thousand Oaks, United States
- black & white illustrations
Other books in this series
18 Feb 2014
16 Jan 2013
Table of contents
Foreword by Malcolm Nicolson
About the Authors
Purpose of the Book
Chapter 1. Curriculum Design: From an Objectives-Based to a Concept-Based Model
A Short Retrospective, From the Authors, on Educational Swings
The Value of Know, Understand, and Able to Do in Concept-Based Models
Problems With Traditional Content Objectives
Chapter 2. 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
Chapter 3. 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
Chapter 4. The Structure of Process
The Structure of Process
How the Structure of Process Guides Curriculum and Instruction
Chapter 5. 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?
Chapter 6. The Developing Concept-Based Student
What About Thinking?
The Relationship Between Critical Thinking and Concept-Based Teaching and Learning
Developing Critical Thinking
The Developing Concept-Based Student
Why These Categories?
Chapter 7. What Do Teachers Need to Understand About Concept-Based Pedagogy?
The What and Why of Concept-Based Curriculum and Instruction
The How of Concept-Based Curriculum and Instruction
Four Critical Aspects of Concept-Based Pedagogy
Chapter 8. What Do Principals and Instructional Coaches Need to Understand? Implementing and Sustaining Concept-Based Curricular and Instructional Models in Schools
Setting the Stage for Curriculum Implementation
Staff Support With Accountability: Building System-Wide Synergy
The Collection and Analysis of the "Right" Data
Chapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs?
District Leaders Discuss Concept-Based Curriculum and Instruction
Chapter 10. Summary and the Road Ahead
Curriculum and Instruction: The Warp
Concept-Based Learning: The Weft
The Path Forward
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
About H. Lynn Erickson
Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition (c)2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, (c)2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, (c) 2014, Corwin Press Publishers. This publication, co-authored with Lois Lanning and Rachel French is the 2nd edition of Lynn's popular book, Concept-based Curriculum and Instruction for the Thinking Classroom: Teaching Beyond the Facts. She also has a chapter in Robert Marzano's book, On Excellence in Teaching, (c)2010, Solution Tree Press.
Lynn is an internationally recognized presenter/consultant in the areas of concept-based curriculum design, and teaching for deep understanding. She has worked as a teacher, principal, curriculum director, adjunct professor, and educational consultant over a long career. In addition to her work in the United States, Lynn has presented and trained educators across the world in different regions and countries including Asia, Australia, South America, Canada, the United Kingdom, Finland, Germany, the Netherlands, the United Kingdom, Switzerland, Austria, China, Saudi Arabia, United Arab Emirates and Cyprus.
Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.
Lois A. Lanning, PhD, is an independent education consultant. She presents and works with districts at the international, national, and state levels in the areas of literacy and Concept- Based Curriculum design.
This book is a natural extension of her three previous best-selling books in the Corwin Press Publisher's Concept-Based collection, including Designing a Concept-Based Curriculum for English Language Arts (2013), by Lois A. Lanning; Concept-Based Curriculum and Instruction for the Thinking Classroom (2nd ed., 2017), by H. Lynn Erickson, Lois A. Lanning, and Rachel French; and Transitioning to Concept-Based Curriculum and Instruction (2014), by H. Lynn Erickson and Lois A. Lanning.
In addition, Lois is the author of the bestselling book, Four Powerful Strategies for Struggling Readers, Grades 3-8: Small Group Instruction That Improves Comprehension, a joint publication between Corwin Press and the International Reading Association (2009), and a chapter in The Best of Corwin: Differentiated Instruction in Literacy, Math, and Science (2011), Leslie Laud, Editor.
Lois was a classroom teacher, K-12 reading consultant, special education teacher, elementary school principal, district curriculum director, adjunct professor, and finally, an assistant superintendent of schools for the last 12 years of her career in public schools. Lois is the recipient of numerous educational awards and recognitions.
Her hobbies include reading, biking, hiking, and traveling. Lois currently lives in Massachusetts with her husband. She has two children and two grandsons, whom she absolutely adores.