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Concept-Based Curriculum and Instruction for the Thinking Classroom - VERY GOOD
US $4.49
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Located in: Montgomery, Illinois, United States
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eBay item number:266773199015
Item specifics
- Condition
- Brand
- Unbranded
- Book Title
- Concept-Based Curriculum and Instruction for the Thinking Classr
- MPN
- Does not apply
- ISBN
- 9781412917001
- Subject Area
- Education
- Publication Name
- Concept-Based Curriculum and Instruction for the Thinking Classroom
- Publisher
- Corwin Press
- Item Length
- 10 in
- Subject
- Leadership, Administration / General, Curricula, Teaching Methods & Materials / General
- Publication Year
- 2006
- Series
- Concept-Based Curriculum and Instruction Ser.
- Type
- Textbook
- Format
- Perfect
- Language
- English
- Item Height
- 0.5 in
- Item Weight
- 15 Oz
- Item Width
- 7 in
- Number of Pages
- 208 Pages
About this product
Product Information
This indispensable guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas.
Product Identifiers
Publisher
Corwin Press
ISBN-10
141291700x
ISBN-13
9781412917001
eBay Product ID (ePID)
24038848890
Product Key Features
Number of Pages
208 Pages
Language
English
Publication Name
Concept-Based Curriculum and Instruction for the Thinking Classroom
Publication Year
2006
Subject
Leadership, Administration / General, Curricula, Teaching Methods & Materials / General
Type
Textbook
Subject Area
Education
Series
Concept-Based Curriculum and Instruction Ser.
Format
Perfect
Dimensions
Item Height
0.5 in
Item Weight
15 Oz
Item Length
10 in
Item Width
7 in
Additional Product Features
LCCN
2006-006257
Dewey Edition
22
Reviews
Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such asdealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field., "I love the authorbs delineation of her own understanding of concept-based teaching over an 18 year period. Somehow that humanizes the work of teachingb"helps us understand that only as we risk growth will we be able to guide our students in that way as well." -- Carol Tomlinson, Professor of Educational Leadership (10/15/2005), Contains many examples of charts which show how content, methodology, and assessment are integrated. The blank documents which teachers can photocopy are great to have. The tables really help me to understand what the text says., Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such as'dealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field., I love the author?'s delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well., The author makes a strong appeal for raising the level of curriculum development. Reader friendly with lots of illustrations and examples, personal in tone, and down to earth. I especially like the practical approaches and step-by-step guidance., I love the author'e(tm)s delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well., "I love the author "s delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well.", The author makes a strong appeal for raising the level of curriculum development. Reader friendly, lots of illustrations and examples, personal in tone, and down to earth. I especially like the practical approaches and step-by-step guidance., The author makes a strong appeal for raising the level of curriculum development. Reader friendly with lots of illustrations and examples, personal in tone, and down to earth. I especially like the practical approaches and step-by-step guidance., The author makes a strong appeal for raising the level of curriculum development. Reader friendlywithlots of illustrations and examples, personal in tone,and down to earth. I especially like thepractical approaches and step-by-step guidance., Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such as dealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field., Well written with a practical orientation. Its numerous examples help bring the abstract ideas to life. It addresses the needs of present-day educators, such as dealing with voluminous content standards and accountability tests. This book makes a worthwhile and important contribution to the field., For me, the book is a desirable blend of theory, practice, and illustration. Its explanations are clear, and the translation of those explanations into classroom examples helps me move from vision to implementation. The book has clarified for me what it means to think about a discipline like an expert would -- what it means to help students construct frameworks of meaning in a discipline -- what it means to develop both curriculum and assessments that are catalysts for relevance, coherence, connectivity, and power., "I love the authors delineation of her own understanding of concept-based teaching over an 18 year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well." -- Carol Tomlinson, Professor of Educational Leadership (10/15/2005), I love the author's delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well., The author makes a strong appeal for raising the level of curriculum development. Reader friendly'with'lots of illustrations and examples, personal in tone, ?and down to earth. I especially like the'practical approaches and step-by-step guidance., The book provides the foundation for understanding the structure of knowledge, Bloom's taxonomy (original and revised), and the terminology associated with contemporary instructional practice. It has a style that enables the reader to assimilate complex ideas easily., Contains many charts that show how content, methodology, and assessment are integrated. The blank documents that teachers can photocopy are great. The tables really help me understand what the text says., I love the authore(tm)s delineation of her own understanding of concept-based teaching over an 18-year period. Somehow that humanizes the work of teaching and helps us understand that only as we risk growth will we be able to guide our students in that way as well., Well written with a practical orientation. Its numerous examples help to bring the abstract ideas to life. It addresses needs of present-day educators (i.e., dealing with voluminous content standards and accountability tests). This book makes a worthwhile and important contribution to the field.
Target Audience
Scholarly & Professional
Illustrated
Yes
Dewey Decimal
375.001
Lc Classification Number
Lb2806.15.E752 2007
Table of Content
List of Figures and ChartsForeword by Carol Ann TomlinsonAcknowledgmentsAbout the AuthorIntroduction1. The Thinking Classroom Classroom Snapshots The Brain at Work Synergistic Thinking Developing the Intellect Disciplinary Ways of Thinking and Doing Thinking Teachers and Students Summary Extending Thought2. The Structure of Knowledge The Inherent Structure of Knowledge A Concept-Based Journey The Paradigm Shift for Educators The Texas Depth and Complexity Model Shaping Conceptual Understanding Grade by Grade Summary Extending Thought3. Meeting Academic Standards With Integrity What Academic Standards Are What Academic Standards Are Not Ideas Through the Grades Contextualizing Standards Into Classroom Curricula Bringing District-Level Coherence to Standards Summary Extending Thought4. Designing Concept-Based Units and Lessons Interdisciplinary and Interdisciplinary Unit Design: A Short Primer Creating Lesson Plans Performances Versus Activities Questions and Answers on Unit and Lesson Design Summary Extending Thought5. Concept-Based Instruction Thinking Teachers Introducing "Brain Power" and Concepts to Students Sample Concept-Based Lessons Adapting Instructional Materials Supportive Best Practices Summary Extending Thought6. Leadership Roles District Leadership Building-Based Leadership Teacher Leaders Teacher Training Institutions SummaryExtending ThoughtResource A. Concept-Based Curriculum Glossary of TermsResource B. Curriculum Document PrefaceResource C. Teacher Observations--Sample FormsResource D. Concept-Based Graphic OrganizersResource E1. Sample Unit and Lesson PlannerResource E2. Completed Unit and Lesson PlannerResource F. The Knowledge Domain and Cognitive ProcessesResource G. Sample School Districts Using a Concept-Based Model for Curriculum and InstructionReferencesIndexIllustrator
Copyright Date
2007
Item description from the seller
Seller assumes all responsibility for this listing.
eBay item number:266773199015
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Montgomery, Illinois, United States
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