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Tables of Contents for Concept Based Curriculum and Instruction
Chapter/Section Title
Page #
Page Count
Foreword
vii
Preface
xi
About the Author
xv
Interpreting and Aligning National, State, and Local Standards
1
43
Why Standards?
1
2
Performance-Based Standards
3
1
The Missing Link in Performance-Based Theory
4
1
The Structure of Knowledge and the Traditional Design of a Curriculum
4
4
National Standards Through a Concept-Process Lens
8
1
Reviewing National Standards-What Have We Here?
9
21
The Design of State Standards
30
1
Designing Local Curricula Aligned to Standards
31
3
Filling the Standards Gap in Local Curriculum Design
34
7
Summary
41
3
Ensuring Coherence in Curriculum
44
19
What Is a Coherent Curriculum?
44
1
A Systems Design for Coherence
45
2
Deep and Essential Understandings
47
3
Concepts and Process in Curriculum Design
50
11
Summary
61
2
Designing Integrated, Interdisciplinary Units: A General Academic Model
63
45
A Conceptually Driven Model
63
1
Coordinated, Multidisciplinary Units Versus Integrated, Interdisciplinary Units
64
2
The Power of the Conceptual Lens in Integration
66
3
Unit Planning Pages
69
1
Designing Integrated Units: Questions and Responses
69
37
Summary
106
2
Integrating Curricula in School-to-Work Designs
108
17
Conventional Models of Curriculum Design
108
2
The Integrated Concept-Process Model for Secondary and Postsecondary Schools
110
10
School-to-Work Integration in the Elementary School
120
3
Summary
123
2
Tips From Teachers: Creating Concept-Process Integrated Units
125
34
Teachers Speak Out-The Concept-Process Curriculum and Instruction
125
10
Teacher-Designed Units
135
17
Teaching Conceptually: Questions and Answers
152
6
Summary
158
1
Resource A: National Academic Standards Order Information
159
2
Resource B: SCANS Competencies (United States Department of Labor)
161
3
Resource C: Glossary
164
3
References
167
2
Index
169