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ID:
011298
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| Publication |
California, Corwin, 2009.
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| Description |
140pGreen Spine
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| Summary/Abstract |
Gives a powerful demonstration of the need for explicit academic language instruction for all students, especially English language learners, struggling with reading.
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| Contents |
Academic language and Academic literacy
Academic language and learning
Academic literacy challenges
Academic reading: inferring strategies
Academic text structure
Academic listening strategies
Academic speaking strategies
Academic writing strategies
Creating an academic culture
Resource A: Academic language Grade-level lists
Resource B: Specific content language resources
References
Index
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| Standard Number |
9781412971331 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011287 | 370.14/JOH | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 2 |
ID:
011301
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California, Corwin, 2009.
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| Description |
129pPurple Spine
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| Summary/Abstract |
Outlines a holistic approach to effective teaching, based on skillful planning and proven techniques for classroom management and facilitation, emphasizing on the "three Rs" - routines, rules, and relationships.
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| Standard Number |
9781412973878 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011325 | 371.1024/NAS | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 3 |
ID:
017102
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California, Corwin, 2012.
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| Description |
xvii, 243pWhite Spine
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| Summary/Abstract |
The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and asses 21st century skills using authentic learning experiences and rigorous, varied assessment strategies. Based on the best ideas of renowned experts in education, this book provides a framework and practical ideas for measuring thinking skills--critical thinking, problem solving, creativity and metacognition; actions--communication, collaboration, and digital and technological literacy; living skills--citizenship, global understanding, leadership, and college and career readiness. Included are numerous rubrics and checklists, a step-by-step model for developing your own classroom assessments, a lesson planning template, and sample completed lesson plans. Assessing 21st Century Skills gives you the tools and strategies you need to prepare students to succeed in a rapidly changing world.
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9781452218014 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 016518 | 371.26/GRE | Main | On Shelf | Teacher Resources | Teacher Resource |
| I01129 | 371.26/GRE | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 4 |
ID:
027016
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Thousand Oaks, Corwin, 2021.
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| Description |
xxii, 315pRed Spine
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| Summary/Abstract |
Offers comprehensive and meaningful tasks, accompanying detailed research and explanations, for creating the optimal classroom environment - a thinking classroom.
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| Standard Number |
9781544374833 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 024749 | 510.712/LIL | Main | Issued | Teacher Resources | Teacher Resource | EMP00361 | 18-Jun-2024 |
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| 5 |
ID:
015075
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California, Corwin, 2007.
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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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| 6 |
ID:
015074
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California, Corwin, 2002.
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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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| 7 |
ID:
026192
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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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| 8 |
ID:
026194
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California, Corwin, 2016.
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| Description |
xvi, 268pRed spine
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| Summary/Abstract |
This book helps students achieve the deep understanding and skills called for by global standards and be prepared for the 21st century workplace.
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| Standard Number |
9781506314945 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023963 | 510.712/WAT | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 9 |
ID:
025965
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Thousand Oaks, Corwin, 2013.
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158pBrown spine
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| Summary/Abstract |
This book provides a step-by-step approach to developing English Language Arts curriculum units.
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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.
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| Standard Number |
9781452241975 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023692 | 372.6/LAN | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 10 |
ID:
019054
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| Edition |
Third edition
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| Publication |
California, Corwin, 2013.
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| Description |
212pBlue Spine
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| Summary/Abstract |
This book presents practical techniques and processes that teachers can use to adjust learning based on individual students' knowledge, skills, experience, preferences, and needs.
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1.One Size Doesn't Fit All
2.Creating a Climate for Learning
3.Knowing the Learner
4.Assessing the Learner
5.Adjusting, Compacting, and Grouping
6.Instructional Strategies for Student Success
7.Curriculum Approaches for Differentiated Classrooms
8.Putting It All Together in Your Differentiated Classroom
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| Standard Number |
9781452260983 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 018080 | 371.394/GRE | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 11 |
ID:
026317
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| Publication |
Thousand Oaks, Corwin, 2020.
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| Description |
173pBlue Spine
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| Summary/Abstract |
Focuses on the challenges of coaching across content areas, extending coaching practices to teams of teachers, using standards to coach toward specific goals, and embedding formative assessments into coaching conversations.
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9781544375359 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 024091 | 371.394/SWE | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 12 |
ID:
026335
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California, Corwin, 2018.
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xx, 261pLight orange spine
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| Summary/Abstract |
A new approach to contemporary documentation and learning What is learning? How do we look for, capture, reflect on, and share learning to foster meaningful and active engagement? A Guide to Documenting Learning helps educators answer these questions. Documenting learning is a process that makes thinking about learning processes visible, meaningful, shareable, and amplified. It facilitates student-driven learning, helping students reflect on and articulate their own learning processes. It also helps teachers reflect on their own learning and classroom practice. When teachers are co-creators with their students, both gain valuable insights that inform future learning and empower students as engaged learners. This unique how-to book " Explains the purposes and different types of documentation " Teaches different "LearningFlow" systems to help educators integrate documentation throughout the curriculum " Provides authentic examples of documentation in real classrooms " Is accompanied by a robust companion website where readers can find even more documentation examples and video tutorials Written for educators of any grade level, this book provides insights into contemporary learning and professional learning environments, and emphasizes the power of technology to amplify teaching and learning beyond school walls. "This book touches upon information that would be useful to any school system because it scaffolds ways that educators can help students make their thinking known, which will only improve their future reasoning skills." LaQuita Outlaw, Principal Bay Shore Middle School, Bay Shore, NY "This book will become an important guide for schools and educators to have on their shelves. The content is original, highly organized and presents many new ideas on documenting learning. It takes what is happening in the world of teaching right now and elevates it to a coherent pedagogical process. The graphics are a fantastic resource." Andrea Hernandez, Educational Consultant amplifiEDucation and edtechworkshop.blogspot.com, Jacksonville, FL
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Document learning types and purposes
Document learning and the Now literacies
Document pedagogy and heutagogy
Document engagement and learning layers
Documenting with sharing and amplifying in mind
Documenting phases
Documenting learningflow routine
Documenting with text and visual platforms and tools in mind
Documenting with audio, video, and blogging platforms and tools in mind
Documenting with unpacking in mind
Documenting challenge : 21st century skills and the Now literacies
Documenting learning and branding : administrative actions
Documenting learning : moving forward
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| Standard Number |
9781506385570 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 024085 | 379.158/TOL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 13 |
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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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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| 14 |
ID:
010277
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| Edition |
Second
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| Publication |
California, Corwin, 2009.
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| Description |
183pGreen Spine
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| Summary/Abstract |
Presents elementary educators with a well-organized and thoughtful review of phonemic awareness instruction. Includes ready-to-use lessons, activites, and games.
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| Standard Number |
9781412972154 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010670 | 372.465/SCO | Main | Missing | Teacher Resources | Teacher Resource |
| 023001 | 372.465/SCO | Main | On Shelf | General | |
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| 15 |
ID:
010274
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| Edition |
Second
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California, Corwin, 2009.
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| Description |
233pRed Spine
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| Summary/Abstract |
Provides field-tested and developmentally appropriate photography activites across 10 subject areas, including emerging literacy, physical development, sensory exploration, social studies, math, science, and drama.
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9781412971294 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010671 | 371.3352/ENT | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 16 |
ID:
025995
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| Publication |
London, Corwin, 2019.
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| Description |
278pDark Blue Spine
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| Summary/Abstract |
Shares read-aloud experiences for 101 picture books that tune you into what to notice, say, and wonder in order to bolster students' literacy exponentially.
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9781506380049 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 023735 | 372.452/WAL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 17 |
ID:
027526
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California, Corwin, 2023.
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| Description |
194pGrey Spine
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| Summary/Abstract |
This book uses the concept of Universal Design for Learning (UDL) as a foundation for more equitable learning outcomes for all students. It focuses primarily on actionable strategies that educators can use to bring equity to learning outcomes in their classrooms, schools, and broader systems. In addition to case stories, reflection prompts, self-assessment tools, and numerous examples, the author connects UDL principles to research conducted by John Hattie, showing how various practices have proven connections to improved student learning"
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9781071841853 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 025242 | 371.9/JUN | Main | Issued | Teacher Resources | Teacher Resource | EMP00298 | 07-Jun-2024 |
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| 18 |
ID:
015072
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| Edition |
3rd edition
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| Publication |
California, Corwin, 2008.
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| Description |
xiii, 266pCream 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 |
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
Resource A. Alternative Unit Formats
Resource B. Key Concepts in Different Disciplines
Resource C. What Work Requires of Schools
Resource D. Sample Unit Planner
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9781412925228 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 014850 | 375.000973/ERI | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 19 |
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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| 20 |
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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