Free Ebook Concept-Based Curriculum and Instruction for the Thinking Classroom (Corwin Teaching Essentials)

Free Ebook Concept-Based Curriculum and Instruction for the Thinking Classroom (Corwin Teaching Essentials)

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Concept-Based Curriculum and Instruction for the Thinking Classroom (Corwin Teaching Essentials)

Free Ebook Concept-Based Curriculum and Instruction for the Thinking Classroom (Corwin Teaching Essentials)

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Review

"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking―both too long absent in too many schools." Author: Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts." Author: Julie Stern, Independent Trainer and Curriculum Designer"This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!" Author: Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand "how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development." I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors." Author: Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. " Author: Ashish Trivedi, MYP School Services Manager, Asia Pacific"What should students know in an age of search engines? 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 should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have." Author: Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills""A must read for all teacher credentialing programs. A valuable teacher’s guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader’s thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners." Author: Guadalupe Arellano, Student Advocate and Instructional Coordinator"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson′s Structure of Knowledge and Lanning′s Structure of Process to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of Concept-Based Curriculum and Instruction!" Author: Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning." Author: Caroline Joslin-Callahan, Primary School Principal"Concept-Based Curriculum and Instruction for the Thinking Classroom starts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching." Author: MiddleWeb

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About the Author

H. Lynn Erickson, Ed.D., is an independent consultant assisting schools and districts with concept-based curriculum design and instruction. During the past 20 years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards and national requirements. She was a consultant to the International Baccalaureate Organization for the development of the Middle Years Programme―the Next Chapter.Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition ©2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, ©2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, © 2014, Corwin Press Publishers. This publication, co-authored with Lois Lanning and Rachel French is the 2nd edition of Lynn’s popular book, Concept-based Curriculum and Instruction for the Thinking Classroom: Teaching Beyond the Facts. She also has a chapter in Robert Marzano’s book, On Excellence in Teaching, ©2010, Solution Tree Press. Lynn is an internationally recognized presenter/consultant in the areas of concept-based curriculum design, and teaching for deep understanding. She has worked as a teacher, principal, curriculum director, adjunct professor, and educational consultant over a long career. In addition to her work in the United States, Lynn has presented and trained educators across the world in different regions and countries including Asia, Australia, South America, Canada, the United Kingdom, Finland, Germany, the Netherlands, the United Kingdom, Switzerland, Austria, China, Saudi Arabia, United Arab Emirates and Cyprus.Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.

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Product details

Series: Corwin Teaching Essentials

Paperback: 248 pages

Publisher: Corwin; Second Edition (Revised Edition) edition (March 1, 2017)

Language: English

ISBN-10: 1506355390

ISBN-13: 978-1506355399

Product Dimensions:

6 x 1 x 9 inches

Shipping Weight: 1.2 pounds (View shipping rates and policies)

Average Customer Review:

4.3 out of 5 stars

25 customer reviews

Amazon Best Sellers Rank:

#110,203 in Books (See Top 100 in Books)

This book turned unit design, lesson planning and academic standards inside-out for me. It is a bit arbitrary, technical, plodding and esoteric at times-not based on data or well researched-a bit fanciful in my view. It does, however, mention that it took the author 18 years to gain her understanding of concept-based curriculum design, so don't feel so bad if you are confused. Overall, this is a good book. I notice many state standards written with the big picture in mind. Now I will recognize those quicker and immediately understand their purpose. The simple explanation describing fact, topic, concept and generalization is effective. Teachers exposed to concept-based instruction need to practice this in their mind with ordinary household items. It is a fun exercise and it allows one to strengthen insight into seeing everything from the outside. I picture a funnel. The facts are the small end and the generalizations/principles are the large side. When one teaches using only facts, you are pressed in the small end. It is the same as being bogged down with the details while missing the big picture. The author seems to have some confusing and narrow descriptions for some aspects of CBI which is why I gave it a 4 star review. As a whole, I believe it has value. The theory is solid, but the book's explanations are somewhat technical for your average teacher, especially elementary teachers who deal mostly with children at the concrete operational stage. I do believe it has across-the-board value for all teachers. I recommend it.

As a Gifted and Talented Specialist and future school administrator, I loved this book. The book will provide you with a deeper understanding on the importance of depth and complexity in the classroom. I highly recommend it!

Erickson's best book so far! A must read for anyone interested in Concept-Based Curriculum. This edition is significantly different to the first edition with 2 new chapters.

This is a must read for those teachers concerned with helping their students become more of a critical thinker. Very good information for everyday use. Using this for a graduate class but also using the information in my classroom everyday. Cheaper price on Amazon.com than at the college bookstore.

What education should be. Memorizing lists vs critical thinking. The difference is a thinking society. Highly ecommended for teachers and those who provide the funding to make education happen.

Every teacher needs to understand these concepts AND put them into practice.

In the last decade I have tried to go deeply into my instructional strategies that indeed help the student of higher education to development their intelligence, critical thinking and potential creative without neglecting the contents. It has been an arduous but very interesting challenge. It is wonderful to find in this book a practical guide that take into account the conceptual structure from each discipline. The author has given me many answers product of her experience, that I hope help me to focus and to order better my teaching strategies. The examples in this book show how to extrapolate the factual knowledge to the conceptual understanding to connect it with student's experiences to give it a personal meaning, so that they can solve the manifold and complex problems that they will have to face at the real world

Excellent resource and information which teachers can readily systematically apply.

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