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Concept-based curriculum and instruction for the thinking classroom / H. Lynn Erickson ; foreword by Carol Ann Tomlinson.

By: Material type: TextTextPublication details: Thousand Oaks: Corwin Press, 2007.Description: xv,189 p.: ill.; 27 cmISBN:
  • 9781412917701
Subject(s): LOC classification:
  • DUCE LB2806.15 .E752 2007
Summary: Develop students’ critical thinking, abstract reasoning, and creative learning skills with concept-based teaching! Take learning beyond the facts with a teaching approach that develops conceptual thinking and problem-solving skills. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of using one’s mind well. Concept-Based teachers will learn how to meet the demands of rigorous academic standards, use the Structure of Knowledge and Process when designing disciplinary units, engage students in inquiry through inductive teaching, Identify conceptual lenses and craft quality generalizations
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Item type Current library Collection Call number Copy number Status Barcode
Books DUCE LIBRARY Education Collection DUCE LB2805.15.E752 (Browse shelf(Opens below)) 2 Available 000000009228
Books DUCE LIBRARY Education Collection DUCE LB2805.15.E752 (Browse shelf(Opens below)) 1 Available 000000009218
Books DUCE LIBRARY Education Collection DUCE LB2805.15.E752 (Browse shelf(Opens below)) 3 Available 000000009220
Books DUCE LIBRARY Education: Shelf LB1139.23 – LB2844.1.A8.M648 Special Reserve DUCE LB2805.15.E752 (Browse shelf(Opens below)) 4 Not For Loan 000000175936

Includes bibliographical references and index.

Develop students’ critical thinking, abstract reasoning, and creative learning skills with concept-based teaching! Take learning beyond the facts with a teaching approach that develops conceptual thinking and problem-solving skills. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of using one’s mind well. Concept-Based teachers will learn how to meet the demands of rigorous academic standards, use the Structure of Knowledge and Process when designing disciplinary units, engage students in inquiry through inductive teaching,
Identify conceptual lenses and craft quality generalizations

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