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Concept Based Curriculum and Instruction for the Thinking Classroom 2nd Edition by Lynn Erickson, Lois Lanning, Rachel French 9781506355405 1506355404

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• ISBN 10:1506355404

• ISBN 13:978150635540

• Author: Lynn Erickson, Lois Lanning, Rachel French 

 Concept-Based Curriculum and Instruction for the Thinking Classroom

Think Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind.  This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. “This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit.” Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education “As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices.” Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills” Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of Education

Concept Based Curriculum and Instruction for the Thinking Classroom 2nd  Table of contents:

1. The Thinking Classroom
Classroom Snapshots
The Brain at Work
Synergistic Thinking
The Power of a Conceptual Lens
The Integration of Thinking
The Transfer of Learning
Developing the Intellect
Intellectual Character and Dispositions
1. Creative Thinking
2. Critical Thinking
3. Reflective (Metacognitive) Thinking
4. Conceptual Thinking
Disciplinary Ways of Thinking and Doing
Thinking Teachers and Students
Summary
Extending Thought
2. The Structures of Knowledge and Process
The Structure of Knowledge
Note on Topics and Concepts in Mathematics
Structure of Knowledge Components
The Structure of Process
Structure of Process Components
The Relationship Between Knowledge and Process
The Paradigm Shift for Educators
Shaping Conceptual Understanding Grade by Grade
Summary
Extending Thought
3. Designing Concept-Based Instructional Units
Interdisciplinary and Intradisciplinary Unit Design
Concept-Based Unit Design Steps
Comparing Topic-Based and Concept-Based Units
Understanding Unit Webs
Conceptual Understandings Through the Grades
Activities Versus Assessments of Understanding
Questions and Answers on Unit Design
Summary
Extending Thought
4. Inquiry Learning in Concept-Based Lessons
Deductive and Inductive Teaching
Inquiry Learning
Difficulties and Solutions in Designing Concept-Based Lessons
Interdisciplinary Lesson Plan for Social Studies and English Language Arts
Concept-Based English Language Arts Lesson Plan
Concept-Based Social Studies Lesson Plan
How Can I Begin Making My Lessons More Concept-Based?
Summary
Extending Thought
Possible Solution: Revising a Two-Dimensional Spelling Lesson
5. The Developing Concept-Based Teacher and Self-Assessments
A Concept-Based Journey
Teachers’ Attitudes and Beliefs
Rubrics for the Developing Concept-Based Teacher
Understanding Concept-Based Curriculum and Instruction
Concept-Based Unit Planning
Concept-Based Lesson Planning
Concept-Based Instruction
Differentiation in Concept-Based Lessons
Myths and Myth Busters
Summary
Extending Thought
RESOURCES
Resource A Concept-Based Curriculum Glossary of Terms
Resource B Sample Verbs for Level 2 and 3 Generalizations
Resource C Concept-Based Graphic Organizers
Resource D–1 Concept-Based Curriculum: Unit Design Steps
Resource D–2 Concept-Based Curriculum: Unit Templates
Resource D–3 Concept-Based Curriculum: Unit Examples and Culminating Unit Assessments
Resource D–3.1 Unit Example: Circle Geometry
Resource D–3.2 Unit Example: Are We Really Surrounded by Waves?
Resource D–3.3 Unit Example: Building Language Through Play
Resource D–3.4 Unit Example: English Language Arts
Resource D–4.1 Concept-Based Lesson Planner Template
Resource D–4.2 Concept-Based Lesson Plan Example
Resource E Checklist for Evaluating Concept-Based Curriculum Units
Resource F Mathematics Generalizations for Secondary Grade Levels
Resource G Early American Colonization: History Unit Web
Frequently Asked Questions
References
Index
 

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