Concept-based curriculum and instruction
Subtitle: teaching beyond the facts
By: H. Lynn Erickson ; foreword by Carol Ann Tomlinson.
Publisher: Corwin Press
Published: 2002
Place of publication: Thousand Oaks, Calif
Language: eng
Number of pages: 174
Subjects: Curriculum planning -- United States.; Education -- Curricula -- Standards -- United States.; Interdisciplinary approach in education -- United States.
Notes: Includes bibliographical references (p. 167-168) and index.
Table of contents: title: Interpreting and aligning national, state, and local standards; title: Why standards?; title: Performance-based standards; title: The missing link in performance-based theory; title: The structure of knowledge and the traditional design of a curriculum; title: National standards through a concept-process lens; title: Reviewing national standards, what have we here?; title: The design of state standards; title: Designing local curricula aligned to standards; title: Filling the standards gap in local curriculum design; title: Ensuring coherence in curriculum; title: What is a coherent curriculum?; title: A systems design for coherence; title: Deep and essential understandings; title: Concepts and process in curriculum design; title: Designing integrated, interdisciplinary units: a general; title: Academic model; title: A conceptually driven model; title: Coordinated, multidisciplinary units versus integrated,; title: Interdisciplinary units; title: The power of the conceptual lens in integration; title: Unit planning pages; title: Designing integrated units: questions and responses; title: Integrating curricula in school-to-work designs; title: Conventional models of curriculum design; title: The integrated concept-process model for secondary and; title: Postsecondary schools; title: School-to-work integration in the elementary school; title: Tips from teachers: creating concept-process integrated units; title: Teachers speak out.