Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together Concept-Based Curriculum and Instruction Series | 1 Edition

Details about Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together Concept-Based Curriculum and Instruction Series:

A cutting-edge model for 21st century curriculum and instruction How can you spot a thinking child? Look at the eyes: they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now. H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights include: How to design and implement concept-based curriculum and instruction across all subjects and grade levels. Why content and process are two different (but equally important) aspects of any effective concept-based curriculum. How to ensure students develop the all-important skill of synergistic thinking. We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it. "With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are ′ahead of the curve′ in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today." Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition "Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it." Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy Curry School of Education, University of Virginia