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Concept-Based Curriculum and Instruction: Teaching Beyond the Facts

H. Lynn Erickson
Format
Book
Published
Thousand Oaks, Calif. : Corwin Press, c1998.
Language
English
ISBN
080396580X (cloth : acid-free paper), 0803965818 (pbk. : acid-free paper)
Contents
  • National, state and local standards : interpreting and aligning. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a concept/process lens. Reviewing national standards - what have we here? Science standards. History standards. Economics standards. Geography standards. Civics and government standards. Mathematics standards. The design of state standards. Designing local curricula aligned to standards. Filling the standards gap in local curriculum design. Summary
  • Coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Summary
  • Designing integrated, interdisciplinary units : a general academic model. Why a conceptually driven model for unit design? Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary
  • Integrated school to work curricula. Conventional models of curriculum design. The integrated concept/process model for secondary schools. School-to-work integration in the elementary school. Summary
  • Concept/process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.
Description
xi, 176 p. ; 24 cm.
Notes
Includes bibliographical references and index.
Technical Details
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