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The Resource Concept-based curriculum and instruction : teaching beyond the facts, H. Lynn Erickson

Concept-based curriculum and instruction : teaching beyond the facts, H. Lynn Erickson

Work
Publication
Extent
1 online resource (xi, 176 pages
Contents
  • Interpreting and aligning national, state, and local standards. 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. Social studies 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
  • Ensuring 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. A conceptually driven model. Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units -- questions and responses. Summary
  • Integrating curicula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary schools and post-secondary schools. School-to-work integration in the elementary school. Summary
  • Tips from teachers: creating concept-process integrated units -- tips from teachers. Teachers speak out -- concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually -- questions and answers. Summary
Link
Instance
Label
Concept-based curriculum and instruction : teaching beyond the facts
Title
Concept-based curriculum and instruction
Title remainder
teaching beyond the facts
Statement of responsibility
H. Lynn Erickson
Creator
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Erickson, H. Lynn
Dewey number
375/.001
Illustrations
illustrations
Index
index present
LC call number
LB2806.15
LC item number
.E75 1998
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/subjectName
  • Curriculum planning
  • Education
  • Interdisciplinary approach in education
  • Programmes d'études
  • Programmes d'études
  • Interdisciplinarité en éducation
  • Curriculum planning
  • Education
  • Interdisciplinary approach in education
  • United States
  • Curriculumplanung
  • USA
  • Curriculum planning
  • Education
  • Interdisciplinary approach in education
Label
Concept-based curriculum and instruction : teaching beyond the facts, H. Lynn Erickson
Link
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Interpreting and aligning national, state, and local standards. 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. Social studies 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
  • Ensuring 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. A conceptually driven model. Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units -- questions and responses. Summary
  • Integrating curicula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary schools and post-secondary schools. School-to-work integration in the elementary school. Summary
  • Tips from teachers: creating concept-process integrated units -- tips from teachers. Teachers speak out -- concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually -- questions and answers. Summary
Extent
1 online resource (xi, 176 pages
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations)
Specific material designation
remote
System control number
(OCoLC)1042372818
Label
Concept-based curriculum and instruction : teaching beyond the facts, H. Lynn Erickson
Link
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Interpreting and aligning national, state, and local standards. 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. Social studies 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
  • Ensuring 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. A conceptually driven model. Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units -- questions and responses. Summary
  • Integrating curicula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary schools and post-secondary schools. School-to-work integration in the elementary school. Summary
  • Tips from teachers: creating concept-process integrated units -- tips from teachers. Teachers speak out -- concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually -- questions and answers. Summary
Extent
1 online resource (xi, 176 pages
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations)
Specific material designation
remote
System control number
(OCoLC)1042372818

Subject

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