Transitioning to concept-based curriculum and instruction : how to bring content and process together

Transitioning to concept-based curriculum and instruction how to bring content and process together

Detalles Bibliográficos
Otros Autores: Erickson, H. Lynn, autor (autor), Lanning, Lois A., autor (prologuista), Nicolson, Malcolm, prologuista
Formato: Libro
Idioma:Inglés
Publicado: Thousand Oaks, California : Corwin, a SAGE Company [2014]
©2014
Materias:
Proyecto curricular de centro > Estados Unidos.
Educación > Planificación > Estados Unidos.
Interdisciplinariedad en la enseñanza > Estados Unidos.
Ver en Universidad de Navarra:https://unika.unav.edu/discovery/fulldisplay?docid=alma991004836409708016&context=L&vid=34UNAV_INST:VU1&search_scope=34UNAV_TODO&tab=34UNAV_TODO&lang=es
Tabla de Contenidos:
  • Curriculum design : from an objectives-based to a concept-based model
  • A short retrospective on educational swings from the authors
  • The value of know, understand, and able to do in concept-based models
  • Problems with traditional content objectives
  • 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
  • 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
  • The structure of process
  • The structure of process
  • How the structure of process guides curriculum and instruction
  • 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?
  • The developing concept-based student
  • What about thinking?
  • The relationship of critical thinking and concept-based
  • Developing critical thinking
  • The developing concept-based student
  • Why these categories?
  • What do teachers need to understand about concept-based pedagogy?
  • The what and why of CB curriculum and instruction
  • The how of CB curriculum and instruction
  • Critical aspects of concept-based pedagogy
  • Quality pedagogy
  • Concept-based classrooms
  • What do principals and instructional coaches need to understand about
  • Implementing and sustaining concept-based curricular and instructional models in their schools?
  • Setting the stage for curriculum implementation
  • Staff development
  • Staff support with accountability : building systemwide synergy
  • The collection and analysis of the "right" data
  • What do district leaders need to understand about concept-based
  • Curriculum designs?
  • District leaders discuss concept-based curriculum and instruction
  • Summary and the road ahead
  • Curriculum and instruction : the warp
  • Concept-based learning : the weft
  • The path forward
  • 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

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