000			03950nam a22004097a 4500
999			_c48218 _d48218
003			CITU
005			20241212101127.0
008			161103s2017 cau b 001 0 eng
010			_a 2016041242
020			_a9781506355702 (Paperback : acidfree paper)
040			_aDLC _beng _cDLC _erda _dDLC
041			_aeng
042			_apcc
050	0	0	_aLB1062 _b.S783 2017
082	0	0	_a370.15/23 _223
100	1		_aStern, Julie Harris, _eauthor.
245	1	0	_aTools for teaching conceptual understanding, secondary : _bdesigning lessons and assessments for deep learning / _cJulie Stern, Krista Ferraro, Juliet Mohnkern ; foreword by H. Lynn Erickson and Lois A. Lanning.
250			_aFirst Edition.
264		1	_aThousand Oaks, California : _bCorwin, a SAGE publishing company, _c[2017]
264		4	_cc2017
300			_axviii, 168 pages ; _c26 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aConcept-Based Curriculum and Instruction Series
500			_aJulie 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			_aIncludes bibliographical references (pages 157-159) and index.
505			_aIntroduction: Why Is Concept-Based Curriculum Critical for the 21st Century? 1. What Are the Essential Elements of Concept-Based Curriculum Design? 2. How Do We Establish a Culture of Deep Learning? 3. What Are the Building Blocks of Concept-Based Instruction? 4. What Additional Tools Can We Use to Design Lessons? 5. How Do We Design Ongoing Assessments for Conceptual Understanding? 6. How Can We Meet the Needs of All Learners in a Concept-Based Classroom? 7. What Is the Relationship Between Current Best Practices and Concept-Based? Conclusion: Imagine What School Could Be?
520			_aInnovators 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. 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: Strategies for introducing conceptual learning to students Four lesson frameworks to help students uncover conceptual relationships How to assess conceptual understanding, and How to differentiate concept-based instruction Look no further. For deep learning and innovative thinking, this book is the place to start.
650		0	_aConcept learning _xStudy and teaching (Secondary)
653		0	_aDeep learning.
700	1		_aMohnkern, Juliet, _eauthor.
700	1		_aFerraro, Krista Fantin, _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cBK _02