Concept-based curriculum and instruction teaching beyond the facts
| Otros Autores: | , |
|---|---|
| Formato: | Libro |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, California :
Corwin Press, Inc
[2002]
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| Materias: | |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b46396172*spi |
Tabla de Contenidos:
- Interpreting 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.
