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020221s2002 xxua b 001 0 eng d |
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|a2002002771
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|a076194639X
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|a0761946403 ((pbk.))
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|aTMUE|beng|cTMUE|dTMUE
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|an-us
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14
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|aLB2806.15|bE75 2002
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04
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|a374/.001|221
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1
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|aEricksonH. Lynn
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245 |
10
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|aConcept-based curriculum and instruction : |bteaching beyond the facts / |cH. Lynn Erickson ; foreword by Carol Ann Tomlinson
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260 |
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|aThousand Oaks, Calif : |bCorwin Press, |cc2002
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300 |
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|axvi, 174 p : |bill ; |c23 cm
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|aIncludes bibliographical references (p. 167-168) and index
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505 |
1
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|aInterpreting 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 a curriculum--National standards through a concept-process lens--Reviewing national standards, what have we here?--The design of state standards--Designing local curricula aligned to standards--Filling the standards gap in local curriculum design--Ensuring coherence in curriculum--What is a coherent curriculum?--A systems design for coherence--Deep and essential understandings--Concepts and process in curriculum design--Designing integrated, interdisciplinary units: a general--Academic model--A conceptually driven model--Coordinated, multidisciplinary units versus integrated--Interdisciplinary units--The power of the conceptual lens in integration--Unit planning pages--Designing integrated units: questions and responses--Integrating curricula in school-to-work designs--Conventional models of curriculum design--The integrated concept-process model for secondary and--Postsecondary schools--School-to-work integration in the elementary school--Tips from teachers: creating concept-process integrated units--Teachers speak out
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650 |
0
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|aCurriculum planning|zUnited States
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650 |
0
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|aEducation|xCurricula|xStandards|zUnited States
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650 |
0
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|aInterdisciplinary approach in education|zUnited States
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