MARC details
| 000 -LEADER |
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| fixed length control field |
03061nam a2200241Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
NULRC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250520102718.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
250520s9999 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781452290195 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
NULRC |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB 2806.15 .E75 2014 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Erickson, H. Lynn |
| Relator term |
author |
| 245 #0 - TITLE STATEMENT |
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| Title |
Transitioning to concept-based curriculum and instruction : |
| Remainder of title |
how to bring content and process together / |
| Statement of responsibility, etc. |
Erickson, H. Lynn and Lois A. Lanning |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
California : |
| Name of publisher, distributor, etc. |
Corwin Press, |
| Date of publication, distribution, etc. |
c2014 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xviii, 199 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
25 cm. |
| 365 ## - TRADE PRICE |
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| Price amount |
USD141.92 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Curriculum design : from an objectives-based to a concept-based model -- 2. Two-dimensional versus three-dimensional curriculum models -- 3. The structure of knowledge -- 4. The structure of process -- 5. The developing concept-based student -- 6. The developing concept-based student -- 7. What do teachers need to understand about concept-based pedagogy? -- 8. What do principals and instructional coaches need to understand about Implementing and sustaining concept-based curricular and instructional models in their schools? -- 9 What do district leaders need to understand about concept-based Curriculum designs? -- 10. Summary and the road ahead. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
What keeps us going as teachers? What makes teaching the best job in the world? When asked this question, many teachers will talk about that light coming on in students' eyes, or the 'ah-ha' moment when students 'get it'. Lynn Erickson and Lois Lanning have provided me with some of my personal 'ah-ha' moments over the last few years. They have helped me to see how we can help students to 'get it', to be engaged in their learning and to understand how to transfer and apply their knowl-edge, understanding and skills in meeting complex global challenges. As a schoolboy in the 1980s I learned about isotopes as my teachers had learned it by rote. Despite doing well in all of my science/chemistry exams I never really understood what an isotope is, or why I needed to know. By the age of 23 I had become a science teacher and began to teach about isotopes. After the first attempt to transfer my old school notes from my pen to the students' brains, I realized that they simply didn't get it. I looked at the patterns around the periodic table, at the way in which scientists use models to better describe phenomena and noted that isotopes were pretty useful in everyday life, for food preservation, health treatments and so on. My teaching of isotopes was transformed, but so too was my own understanding_ so much that I now understand isotopes and I no longer rely on those notes my teacher made me repeat in the 1980s! This is the transformative effect of concept-based teaching and learning- the level of understanding, application and engagement lead to a far more satisfying experience for students and teachers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
CURRICULUM PLANNING |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Lanning, Lois A. |
| Relator term |
co-author |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Books |
