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Transitioning to Concept-Based Curriculum and Instruction
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Transitioning to Concept-Based Curriculum and Instruction
How to Bring Content and Process Together

Foreword by Malcolm Nicolson



December 2013 | 224 pages | Corwin

A cutting-edge model for 21st century curriculum and instruction

How can you spot a thinking child? Look at the eyes: they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now.

H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights include:

  • How to design and implement concept-based curriculum and instruction across all subjects and grade levels.
  • Why content and process are two different (but equally important) aspects of any effective concept-based curriculum.
  • How to ensure students develop the all-important skill of synergistic thinking.

We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it.

"With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are 'ahead of the curve' in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today."
Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition

"Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it."
Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy
Curry School of Education, University of Virginia

 
List of Figures and Tables
 
Foreword by Malcolm Nicolson
 
Acknowledgments
 
About the Authors
 
Introduction
Purpose of the Book  
Audiences  
Chapter Overview  
 
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  
Discussion Questions  
Summary  
 
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  
Discussion Questions  
Summary  
 
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  
Discussion Questions  
Summary  
 
Chapter 4. The Structure of Process
The Structure of Process  
How the Structure of Process Guides Curriculum and Instruction  
Discussion Questions  
Summary  
 
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?  
Discussion Questions  
Summary  
 
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?  
Discussion Questions  
Summary  
 
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  
Quality Pedagogy  
Concept-Based Classrooms  
Discussion Questions  
Summary  
 
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 Development  
Staff Support With Accountability: Building System-Wide Synergy  
The Collection and Analysis of the "Right" Data  
Discussion Questions  
Summary  
 
Chapter 9. What Do District Leaders Need to Understand About Concept-Based Curriculum Designs?
District Leaders Discuss Concept-Based Curriculum and Instruction  
Discussion Questions  
Summary  
 
Chapter 10. Summary and the Road Ahead
Curriculum and Instruction: The Warp  
Concept-Based Learning: The Weft  
The Path Forward  
Discussion Questions  
 
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  
 
References
 
Index

"With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are “ahead of the curve” in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today."

Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition

"Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deep level, use it, transfer it, and ultimately create with it."

Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy
Curry School of Education, University of Virginia

"As educators we all think we understand concept-based curriculum, but those who read this text will have a comprehensive understanding of the meaning and value of concept-based curriculum. This text clearly explains concept-based teaching for the educator to use and develop a change in their teaching to effectively reach and engage students in critical thinking that will enable them to be productive citizens and lifelong learners."

Mrs. Karen Creech, Loudoun County Teacher
Catoctin Elementary School, Leesburg, VA

"High school department heads take notice! You will want to read this book with your curriculum supervisor and with your teachers before you re-design your courses to align with the aspirations of the CCSS and NGSS. The curriculum model and specific examples in this book provide you with a clear guide for designing complex, intellectually stimulating curriculum while integrating the new standards."

Dr. Carol Spencer, Director of Curriculum, K - 12
Addison Northwest Supervisory Union, Vergennes, Vermont

"Providing today’s students with the skills to become critical, analytical, and life-long learners is an obligation each teacher must make. The authors present a clear path to transition from fact-based learning curriculum to concept-based curriculum. They have provided us with a clear, researched-based approach to help us advocate at our school and district level to make this critical change in curriculum."

Betty Rivinus, Learning Specialist / Autism Consultant
Canby School District, Canby, OR

H. Lynn Erickson

H. Lynn Erickson, Ed.D., is an independent consultant assisting schools and districts with concept-based curriculum design and instruction. During the past 20 years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards and national requirements. She was a consultant to the International Baccalaureate Organization for the development of the Middle Years Programme—the Next Chapter.Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition ©2008; Concept-based Curriculum... More About Author

Lois A. Lanning

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... More About Author

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ISBN: 9781452290195
$32.95