Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.

Autor/in	Erickson, H. Lynn
Titel	Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.
Quelle	(1998), (191 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8039-6581-8
Schlagwörter	Leitfaden; Academic Standards; Concept Formation; Concept Teaching; Curriculum Design; Curriculum Development; Elementary Secondary Education; Higher Education; Integrated Curriculum; Interdisciplinary Approach; National Standards; Preservice Teacher Education; Relevance (Education); State Standards + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehramtsstudiengang; Lehrerausbildung; Relevance; Relevanz
Abstract	This book, which is for K-12 teachers, teacher educators, administrators, and staff developers, explores concept-based learning. Chapter 1, "Interpreting and Aligning National, State, and Local Standards," reviews the national content standards through a set of concept-based questions to highlight the differences between concept-based and topic-based design models. Chapter 2, "Ensuring Coherence in Curriculum," discusses critical components for a concept-process curriculum in the context of a systems design. This chapter also examines the need for a balance between process and content expectations and the requirements for each strand. Chapter 3, "Designing Integrated, Interdisciplinary Units: A General Academic Model," presents a detailed plan for designing concept-process integrated units. Examples from school districts illustrate the role of concepts in moving thinking beyond the facts and maintaining the integrity of different disciplines in the integration process. Unit planning pages show the integral relationship between critical content, essential understandings, essential questions, and student activities. Chapter 4, "Integrating Curricula in School-to-Work Designs," considers the value of a concept-process curriculum integration model in school-to-work programs, examining the concept at the elementary, secondary, and postsecondary levels. Chapter 5, "Tips from Teachers: Creating Concept-Process Integrated Units," presents ideas from teachers who break new ground in the design and implementation of idea-centered teaching and learning. (Contains tables and charts, additional resource information, a glossary, and 17 references.) (SM)
Anmerkungen	Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320; World Wide Web: http://www.corwinpress.com ($22.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01