Tools

LEADER 03051cam 2200397 a 4500

001 ocm37994384;

003 OCoLC;

005 20141212130506.0;

008 971117s1998 cau b 001 0 eng ;

010 a| 97045372;

020 a| 080396580X (cloth : acid-free paper);

020 a| 0803965818 (pbk. : acid-free paper);

035 a| (Sirsi) o37994384;

035 a| (OCoLC)37994384;

040 a| DLCc| DLCd| EREd| UtOrBLW;

043 a| n-us---;

049 a| EREE;

050 00 a| LB2806.15b| .E75 1998;

082 00 a| 375/.0012| 21;

092 a| 375.001b| Er4c;

100 1 a| Erickson, H. Lynn.=| ^A357412;

245 10 a| Concept-based curriculum and instruction :b| teaching beyond the facts /c| H. Lynn Erickson.;

300 a| xi, 176 pages ;c| 24 cm;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

504 a| Includes bibliographical references (p. 169-170) and index.;

505 0 a| National, state and local standards : interpreting and aligning. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a concept/process lens. Reviewing national standards - what have we here? Science standards. History standards. Economics standards. Geography standards. Civics and government standards. Mathematics standards. The design of state standards. Designing local curricula aligned to standards. Filling the standards gap in local curriculum design. Summary -- Coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Summary -- Designing integrated, interdisciplinary units : a general academic model. Why a conceptually driven model for unit design? Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary -- Integrated school to work curricula. Conventional models of curriculum design. The integrated concept/process model for secondary schools. School-to-work integration in the elementary school. Summary -- Concept/process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.;

650 0 a| Curriculum planningz| United States.=| ^A1018546;

650 0 a| Interdisciplinary approach in educationz| United States.=| ^A168889;

590 a| Little-321469--305131022540Q;

596 a| 1 2;

998 a| 640061;

999 a| LB2806.15 .E75 1998w| LCc| 1i| 30372010091020d| 10/18/2010e| 3/27/2006l| JGESm| JOYNERn| 4p| $36.51q| 1r| Ys| Yt| JGESBKu| 5/22/1998x| BOOKz| JSTACKSo| .STAFF. 0;

Concept-based curriculum and instruction : teaching beyond the facts / H. Lynn Erickson.

Author/creator	Erickson, H. Lynn
Format	Book
Publication Info	Thousand Oaks, Calif. : Corwin Press, ©1998.
Description	xi, 176 pages ; 24 cm
Subjects	Curriculum planning--United States. Education--Curricula. --Standards. --United States. Interdisciplinary approach in education--United States.

Contents	National, state and local standards : interpreting and aligning. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a concept/process lens. Reviewing national standards - what have we here? Science standards. History standards. Economics standards. Geography standards. Civics and government standards. Mathematics standards. The design of state standards. Designing local curricula aligned to standards. Filling the standards gap in local curriculum design. Summary -- Coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Summary -- Designing integrated, interdisciplinary units : a general academic model. Why a conceptually driven model for unit design? Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary -- Integrated school to work curricula. Conventional models of curriculum design. The integrated concept/process model for secondary schools. School-to-work integration in the elementary school. Summary -- Concept/process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.
Local note	Little-321469--305131022540Q
Bibliography note	Includes bibliographical references (p. 169-170) and index.
LCCN	97045372
ISBN	080396580X (cloth : acid-free paper)
ISBN	0803965818 (pbk. : acid-free paper)

Availability

Library	Location	Call Number	Status	Item Actions
Joyner	General Stacks	LB2806.15 .E75 1998	✔ Available	Place Hold

Concept-based curriculum and instruction : teaching beyond the facts / H. Lynn Erickson.

Click here for more information about this title

Availability