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| 1 |
ID:
015075
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| Publication |
California, Corwin, 2007.
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| Description |
xv, 190pDark Blue Spine
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| Summary/Abstract |
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.
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| Contents |
The thinking classroom
The structure of knowledge
Meeting academic standards with integrity
Designing concept-based units and lessons
Concept-based instruction
Leadership roles
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| Standard Number |
141291700X Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 014851 | 375.001/ERI | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 2 |
ID:
015074
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| Publication |
California, Corwin, 2002.
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| Description |
xvi, 174pBlue Spine
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| Summary/Abstract |
This book explores concept-based learning across disciplines and grade levels. Teachers can use the specific strategies to create a seamless learning program that teaches students the skills they need to think conceptually and to solve problems in today's complex, changing world.
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| Contents |
Foreword / Carol Ann Tomlinson
1. Interpreting and Aligning National, State, and Local Standards
2. Ensuring Coherence in Curriculum
3. Designing Integrated, Interdisciplinary Units: A General Academic Model
4. Integrating Curricula in School-to-Work Designs
5. Tips From Teachers: Creating Concept-Process Integrated Units
Resource A. National Academic Standards Order Information
Resource B. SCANS Competencies (United States Department of Labor)
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| Standard Number |
9780761946403 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 014849 | 375.001/ERI | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 3 |
ID:
026192
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| Publication |
Thousand Oaks, Corwin, 2019.
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| Description |
157pPurple Spine
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| Summary/Abstract |
Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.
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| Standard Number |
9781544318578 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 023960 | 375.001/LAN | Main | Issued | Teacher Resources | Teacher Resource | EMP00391 | 26-Jun-2024 |
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| 4 |
ID:
009729
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| Publication |
USA, ASCD, 2009.
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| Description |
x, 254pBlue Spine
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| Summary/Abstract |
A must-read book that makes a powerful case for why and how schools must overhaul, update, and breathe new life into the K-12 curriculum. Explains:
Why K-12 curriculum has to change to reflect new technologies and a globalized world.
What to keep, what to cut, and what to create to reflect 21st century learning skills.
Where portfolios and new kinds of assessments fit into accountability mandates.
How to improve your use of time and space and groupings of students and staff.
What steps to take to help students gain a global perspective and develop the habits of mind they need to succeed in school, work, and life.
How to re-engineer schools and teaching to engage and improve students' media literacy.
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| Contents |
Acknowlegements
Introduction
A new essential curriculum for a new time
Upgrading the curriculum: 21st century Assessment types and skills
Upgrading content: Provocation, Invigoration, and Replacement
New school versions: Reinventing and reuniting school program structures
Five Socio-Technology trends that change everything in Learning and Teachimg
A classroom as wide as the world
Makin learning irresistable: Extending the journey of Mabry Middle School
Media literacy: 21st century Literacy skills
Digital portfolios and Curriculum maps: Linking teacher and student work
Educating for a sustainable future
Power down or power up?
Creating learning connections with today's Tech-Savvy student
It takes some getting used to: Rethinking curriculum for the 21st century
References and resources
Index
About the editor and contributing authors
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| Standard Number |
9781416609407 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010175 | 375.001/JAC | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 5 |
ID:
010039
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South Victoria, Curriculum Corporation, 2009.
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| Description |
144pBlue Spine
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| Summary/Abstract |
Learn how to plan and assess inquiry-based units with this clear guide to the practice of inquiry, the forms it can take in the classroom, and the pivotal role of the teacher in effective inquiry learning.
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Introduction
1. Unpacking inquiry. The decision making continuum - Implementing inquiry - Stages of inquiry
2. Planning for inquiry . How to plan an inquiry-based unit - Resources and information literacy
3. Questions and questioning. Teacher questions - Student questions
4. Assessment and record keeping. Planning for assessment - Teacher assessment procedures - Teacher records - Student self-assessment and records - Using assessment information
5. Planning and selecting activities. Planning for differentiation - Using graphic organisers to organise thinking and learning - Using the visual and performing arts - Using electronic and digital technologies - Focus activities for each state of an inquiry
6. Sample units. Inquiry snapshots - Shared inquiry - Problem or issue-based inquiry and action-driven inquiry - Negotiated inquiry - Play-oriented inquiry.
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| Standard Number |
9781742004808 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010464 | 375.001/WIL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 6 |
ID:
027041
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| Publication |
J.Rafael Angel, 2023.
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| Description |
205pWhite Spine
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| Summary/Abstract |
An essential guide for teachers to enhance the way we write, teach, and assess the language acquisition curriculum.
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| Standard Number |
9798374609400 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 024754 | 375.001/ANG | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 7 |
ID:
025963
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| Publication |
London, Corwin, 2021.
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| Description |
282pBlue spine
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| Summary/Abstract |
Learning That Transfers empowers teachers and curriculum designers alike to harness the critical concepts of traditional disciplines while building students’ capacity to navigate, interpret, and transfer their learning to solve novel and complex modern problems. Using a backwards design approach, this hands-on guide walks teachers step-by-step through the process of identifying curricular goals, establishing assessment targets, and planning curriculum and instruction that facilitates the transfer of learning to new and challenging situations.
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| Contents |
Foreword: The Pleasures of Teaching Transfer xiii John HattiePreface: Where Are We in Place and Time? Why Do We Need to Rethink Curriculum Design? About the Authors
INTRODUCTION: Chapter Overview and How to Use This Book
CHAPTER 1: Learning Transfer: What Is It and How Can It Transform Teaching and Learning? The Role of Concepts in Promoting Transfer ACT: The Learning Transfer Mental Model Putting It All Together Envisioning the Possibilities
CHAPTER 2: Shifts in Practice: How Can We Set the Foundation for Learning That Transfers? Shifts #1 & #2: The Roles of the Student and the Teacher Shifts #3 & #4: The Roles of Curriculum and Instruction Shift #5: The Role of Assessments Shifts #6 & #7: The Roles of Leaders, Parents, and the Community The ACT Model in Action
CHAPTER 3: Disciplinary Literacy: How Can We Unleash the Power of the Subjects We Teach? The Power of Disciplinary Lenses: Focusing Our Attention to Move Students Toward Expertise Establishing a Vision for Each Discipline Articulating a Disciplinary Vision Vertical Alignment: Your Course in the Larger Context of a Student's Journey Through School Determining Disciplinary Lenses for Your Course
CHAPTER 4: Modern Literacies: What Do Our Students Need to Navigate Today's World? Determining Modern Literacy Concepts Horizontal Alignment to Promote Cross-Disciplinary Breadth
CHAPTER 5: The Story of Your Course: How Do We Craft a Compelling Narrative to Guide Learning? The Critical Steps in a Transfer-Focused Course Story of Your Course
CHAPTER 6: Unit Planning: How Do We Intentionally Design for Learning That Transfers? Flexible Options for Unit Planning Steps Zooming In: The Unit Planner Assessing for Transfer The Unit Storyboard: Planning for Similar to Dissimilar to Real-World Transfer Preserving Space for Student Voice, Choice, and Passions
CHAPTER 7: Assessments: What Is the Role of Assessment in a Classroom Focused on Transfer? Assessment as a System of Feedback Summative Assessments of Transfer Authentic Value Beyond School Walls Planning for Formative Assessment of Transfer Putting It All Together
CHAPTER 8: Instructional Design: Building a Community for Learning That Transfers Highlighting the Importance of Intellectual Growth Acquiring Understanding of Individual Concepts Connecting Concepts in Relationship Transferring Conceptual Relationships to New Situations Designing Instructional Calendars Designing Lesson PlansConclusion: Remaining Nimble: How Do We Continue to Evolve in an Unprecedented World?Afterword: Learning That Matters
Glossary
References
Index
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| Standard Number |
9781071835890 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023713 | 375.001/STE | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 8 |
ID:
026270
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| Publication |
InquiryEd.com, 2015.
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| Description |
77pMulti-colour Spine
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| Summary/Abstract |
A practical guide to get familiar to the IB PYP terminology.
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| Contents |
IB PYP Transdisciplinary themes/Units of Inquiry
IB PYP Key Concepts
IB PYP Learner Attitudes
IB PYP Learner Profile Attributes
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| Standard Number |
9781634101394 Hb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 024044 | 375.001/MAC | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 9 |
ID:
015073
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| Edition |
3rd edition
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| Publication |
California, Corwin, 2009.
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| Description |
v, 74pCream Spine
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| Summary/Abstract |
This guide gives staff developers and workshop leaders the tools to help teachers gain a clear understanding of how to use concept-based instruction to deepen student's understandings and inspire a genuine love of learning.
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| Contents |
Introduction
-How to use the guide
-Additional resources for facilitators
Workshop overview
-Guiding questions
-Facilitator introduction
Chapter-by-chapter study guide: Facilitator's guide to Stirring the head, heart, and soul: redefining curriculum, instruction, and concept-based learning, Third edition, by H. Lynn Erickson
1. Making Change in a Changing World
2. Concept-Based Curriculum
3. State Academic Standards and Local Curriculum Frameworks
4. Designing Interdisciplinary, Integrated Curricula
5. Concept-Based Units: Samples and Questions
6. Assessing and Reporting Student Progress
7. Concept-Based Instruction
8. Stirring the Head, Heart, and Soul: Creating a Love of Learning
Resources
Sample workshop agendas
Workshop evaluation form
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| Standard Number |
9781412966276 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 014852 | 375.001/ERI | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 10 |
ID:
020690
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| Publication |
Victoria, Hawker Brownlow Education, 2015.
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| Description |
88pGreen spine
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| Summary/Abstract |
This book is a practical resource designed by Innovative Global Education (IGE) to assist educators in making the shift from a content-based curriculum to a conceptual curriculum. The authors’ aim is to do what the title suggests, taking the complexity out of concepts in learning by providing practical strategies and ideas for teachers that can be implemented in any educational setting. To meet the demand for better professional learning materials devoted to conceptual learning, IGE has formulated the IGE Model for Formulating Conceptual Understandings and the three-stage IGE Template for Planning Conceptual Learning. In support of these pivotal resources, Taking the Complexity out of Concepts also includes a number of case studies adapted from IGE’s professional learning work with schools to serve as exemplars of how real-life educators are actually using the resources in their classrooms. Although the IGE approach to conceptual learning can be used with any syllabus, the case studies given in this book derive from the Australian Curriculum.
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| Standard Number |
9781760013844 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 019365 | 375.001/LAT | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 11 |
ID:
022634
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| Publication |
California, Corwin, 2014.
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| Description |
199pWhite spine
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| 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.
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| 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
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| Standard Number |
97814152290195 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 020916 | 375.001/ERI | Main | On Shelf | General | |
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| 12 |
ID:
003864
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| Publication |
Virginia, ASCD, 2005.
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| Description |
370pBrown Spine
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| Summary/Abstract |
Offers teacher-designers a clear path to the creation of curriculum that ensures better learning.
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| Contents |
Backward design
Understanding understanding
Gaining clarity on our goals
The six facets of understanding
Essential questions : doorways to understanding
Crafting understandings
Thinking like an assessor
Criteria and validity
Planning for learning
Teaching for understanding
The design process
The big picture : UBD as curriculum framework
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| Standard Number |
9781416600350 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 004326 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004327 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004328 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004329 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004330 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004331 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004332 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004333 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 004334 | 375.001/WIG | Main | Issued | Teacher Resources | Teacher Resource | EMP00022 | 16-Jun-2023 |
| 004335 | 375.001/WIG | Main | On Shelf | Teacher Resources | Teacher Resource | | |
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| 13 |
ID:
004279
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| Publication |
Virginia, ASCD, 2004.
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| Description |
296pBlue Spine
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| Summary/Abstract |
Focuses on professional development and the practical matters of curriculum design. This workbook is a guide for workshops, undergraduates and graduate courses.
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| Contents |
Introduction - The logic of backward design
Templates 1, 2- and 6- page versions with samples
Stage 1 - Desired results: Design tools and samples
Stage 2 - Evidence: Design tools and samples
Stage 3 - Learning plan: Design tools and samples
Peer review
Exercises
Process sheets
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| Standard Number |
0871208555 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 004619 | 375.001/McT | Main | On Shelf | Teacher Resources | Teacher Resource |
| 004860 | 375.001/McT | Main | On Shelf | Teacher Resources | Teacher Resource |
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