Tools for teaching conceptual understanding, secondary : (Record no. 48218)

000 -LEADER
fixed length control field 03950nam a22004097a 4500
003 - CONTROL NUMBER IDENTIFIER
control field CITU
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20241212101127.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 161103s2017 cau b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2016041242
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9781506355702 (Paperback : acidfree paper)
040 ## - CATALOGING SOURCE
Original cataloging agency DLC
Language of cataloging eng
Transcribing agency DLC
Description conventions rda
Modifying agency DLC
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title eng
042 ## - AUTHENTICATION CODE
Authentication code pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LB1062
Item number .S783 2017
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 370.15/23
Edition number 23
100 1# - MAIN ENTRY--PERSONAL NAME
Preferred name for the person Stern, Julie Harris,
Relator term author.
245 10 - TITLE STATEMENT
Title Tools for teaching conceptual understanding, secondary :
Remainder of title designing lessons and assessments for deep learning /
Statement of responsibility, etc Julie Stern, Krista Ferraro, Juliet Mohnkern ; foreword by H. Lynn Erickson and Lois A. Lanning.
250 ## - EDITION STATEMENT
Edition statement First Edition.
264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Thousand Oaks, California :
Name of publisher, distributor, etc Corwin, a SAGE publishing company,
Date of publication, distribution, etc [2017]
264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Date of publication, distribution, etc c2017
300 ## - PHYSICAL DESCRIPTION
Extent xviii, 168 pages ;
Dimensions 26 cm.
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term unmediated
Media type code n
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term volume
Carrier type code nc
Source rdacarrier
490 0# - SERIES STATEMENT
Series statement Concept-Based Curriculum and Instruction Series
500 ## - GENERAL NOTE
General note Julie Stern is an author, trainer and instructional coach, supporting schools in transforming teaching and learning around the globe. Her depth and breadth of knowledge combined with her vision and contagious energy make her an in-demand facilitator in many areas including visible learning, concept-based curriculum, differentiated classrooms and formative assessments. Julie is the author of Tools for Teaching Conceptual Understanding, is certified in researcher John Hattie's Visible Learning as well as H. Lynn Erickson's Concept-Based Curriculum and Instruction. She is a James Madison Constitutional Scholar and taught social studies for many years in DC and Louisiana. Julie previously served as the director of public policy and curriculum innovation at the Cesar Chavez Public Charter Schools in Washington, DC, where she led the revision of curriculum in all subject areas grades 6 ? 12.
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes bibliographical references (pages 157-159) and index.
505 ## - CONTENTS
Formatted contents note Introduction: Why Is Concept-Based Curriculum Critical for the 21st Century?<br/> <br/>1. What Are the Essential Elements of Concept-Based Curriculum Design?<br/> <br/>2. How Do We Establish a Culture of Deep Learning?<br/> <br/>3. What Are the Building Blocks of Concept-Based Instruction?<br/> <br/>4. What Additional Tools Can We Use to Design Lessons?<br/> <br/>5. How Do We Design Ongoing Assessments for Conceptual Understanding?<br/> <br/>6. How Can We Meet the Needs of All Learners in a Concept-Based Classroom?<br/> <br/>7. What Is the Relationship Between Current Best Practices and Concept-Based?<br/> <br/>Conclusion: Imagine What School Could Be?
520 ## - SUMMARY, ETC.
Summary, etc Innovators don?t invent without a deep understanding of how the world works. With this foundation, they apply conceptual understanding to solve new problems. We want our students to not only retain ideas, but relate them to other things they encounter, using each new situation to add nuance and sophistication to their thinking. To do this, they need conceptual understanding.<br/><br/>This book serves as a road map for Concept-Based teaching. Discover how to help students uncover conceptual relationships and transfer them to new situations. Specifically, teachers will learn:<br/><br/> Strategies for introducing conceptual learning to students<br/> Four lesson frameworks to help students uncover conceptual relationships<br/> How to assess conceptual understanding, and<br/> How to differentiate concept-based instruction<br/><br/>Look no further. For deep learning and innovative thinking, this book is the place to start.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Concept learning
General subdivision Study and teaching (Secondary)
653 #0 - INDEX TERM--UNCONTROLLED
Uncontrolled term Deep learning.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Mohnkern, Juliet,
Relator term author.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Ferraro, Krista Fantin,
Relator term author.
906 ## - LOCAL DATA ELEMENT F, LDF (RLIN)
a 7
b cbc
c orignew
d 1
e ecip
f 20
g y-gencatlg
942 ## - ADDED ENTRY ELEMENTS
Source of classification or shelving scheme
Item type BOOK
Issues (borrowed), all copies 2
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Permanent Location Current Location Shelving location Date acquired Source of acquisition Cost, normal purchase price Inventory number Total Checkouts Full call number Barcode Checked out Date last seen Date checked out Price effective from Item type
          COLLEGE LIBRARY COLLEGE LIBRARY SUBJECT REFERENCE 2018-08-01   2693.00 48865 2 370.1523 St457 2017 CITU-CL-48865 2024-12-21 2024-12-12 2024-12-12 2020-05-04 BOOK