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LANNING, LOIS A. (3) answer(s).
 
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1
ID:   026192


Concept-based Literacy lessons: Designing learning to ignite understanding and transfer Grade 4-10 / Lanning, Lois A.; Brown, Tiffanee 2019  Book
Lanning, Lois A. Book
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Publication Thousand Oaks, Corwin, 2019.
Description 157pPurple Spine
Summary/Abstract Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.
Standard Number 9781544318578 Pb.
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Accession#Call#Current LocationStatusPolicyLocationIssuedToDueOn
023960375.001/LANMainIssuedTeacher ResourcesTeacher ResourceEMP0039126-Jun-2024
2
ID:   025965


Designing a concept-based curriculum for English language arts: Meeting the Common Core with intellectual integrity, K-12 / Lanning, Lois A. 2013  Book
Lanning, Lois A. Book
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Publication Thousand Oaks, Corwin, 2013.
Description 158pBrown spine
Summary/Abstract This book provides a step-by-step approach to developing English Language Arts curriculum units.
Contents Part I Preparing for Curriculum Design 1 -- 1 Curriculum Matters in Teaching and Learning 3 -- Curriculum as the Master Plan 5 -- What is Concept-Based Curriculum? 6 -- 2 The Components of a Concept-Based English Language Arts Curriculum 9 -- Traditional Curriculum, Traditional Teaching 11 -- From Traditionally Designed Curriculum to Concept-Based Curriculum Design 12 -- The Relationship Between Knowledge and Process 14 -- Understanding the Two Structures 17 -- The Structure of Knowledge 17 -- The Structure of Process 19 -- Support for These Structures 21 -- Providing a Road Map for Instruction 22 -- 3 Getting Started: Doing the Preliminary Work 23 -- Leading Curriculum Change 23 -- Assembling the Curriculum Leadership Team 24 -- Articulating a Vision 25 -- Determining the Curriculum Template 27 -- Developing Strong Unit Titles 27 -- Mapping Out Units of Study for the New Curriculum 29 -- Review of Concept-Based Curriculum 36 -- Summary 37 -- Part II An Introduction to the Design Process 39 -- Assembling the Curriculum Writing Team 39 -- The Role of the Leadership Team 41 -- Unit Planning Pages 41 -- 4 Designing the Curriculum: Steps 1 and 2 49 -- Step 1: Creating a Unit Title 49 -- Step 2: Identifying a Conceptual Lens 49 -- Summary 52 -- 5 Designing the Curriculum: Step 3 53 -- Step 3: Creating the Unit Web 54 -- The Structure of the Unit Web 54 -- How is Each Strand Defined? 54 -- Why These Strands? 57 -- Subtopics and Concepts 58 -- Summary 65 -- 6 Designing the Curriculum: Steps 4 and 5 67 -- Thinking and Understanding 67 -- Step 4: Writing Generalizations 68 -- Assessing Your Prior Knowledge 69 -- Kick-Starting Generalization Writing 69 -- Aligning Generalizations to the Unit Web 70 -- Scaffolding Generalizations 72 -- Teaching With Generalizations 73 -- Summary of Step 4 74 -- Step 5: Writing Guiding Questions 75 -- Summary of Step 5 78 -- 7 Designing the Curriculum: Steps 6 and 7 81 -- Step 6: Determining Critical Content 81 -- Step 7: Determing Key Skills 83 -- Summary of Steps 6 and 7 89 -- 8 Designing the Curriculum: Steps 8, 9, and 10 91 -- Step 8: Designing the Culminating Assessment 91 -- What We Can Learn From Culminating Assessments 95 -- Step 9: Suggesting Learning Experiences 95 -- Summary of Steps 8 and 9 98 -- Step 10: Writing the Unit Overview 102 -- Summary of Step 10 103 -- Part III What a Concept-Based Curriculum Looks Like 105 -- 9 What Concept-Based English Language Arts Units Look Like 107 -- A Sample Elementary English Language Arts Unit 108 -- A Sample Middle School English Language Arts Unit 121 -- A Sample High School English Language Arts Unit 132 -- Summary 140 -- 10 Voices From the Field 141.
Standard Number 9781452241975 Pb.
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023692372.6/LANMainOn ShelfTeacher ResourcesTeacher Resource
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ID:   022634


Transitioning to concept-based curriculum and instruction: How to bring content and process together / Erickson, H. Lynn; Lanning, Lois A. 2014  Book
Erickson, H. Lynn Book
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Publication California, Corwin, 2014.
Description 199pWhite spine
Summary/Abstract This accessible guide is a must-have for teachers, curriculum designers, and school leaders, providing them with everything they need to know about developing curriculum and instruction for the K-12 classroom. takes a unique approach to the topic of curriculum development by bringing together Lynn Erikson’s Structure of Knowledge and Lois Lanning’s Structure of Process to help educators create Common Core-aligned, concept-based curriculum across subject areas and grade-levels.
Contents Introduction Curriculum Design: From an Objectives-Based to a Concept-Based Model Two-Dimensional Versus Three-Dimensional Curriculum Models The Structure of Knowledge The Structure of Process The Developing Concept-Based Teacher The Developing Concept-Based Student What Do Teachers Need to Understand About Concept-Based Pedagogy? What Do Principals and Instructional Coaches Need to Understand? Implementing and Sustaining Concept-Based Curricular and Instructional Models in Schools What Do District Leaders Need to Understand About Concept-Based Curriculum Designs?Summary and the Road Ahead
Standard Number 97814152290195 Pb.
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