Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning
Publication Year: 2017
Teachers will learn: • Strategies for introducing students to conceptual learning • Instructional strategies to help students uncover and transfer concepts • How to write concept-based lessons • How to assess for conceptual understanding • How to differentiate in a concept-based classroom • How CBCI aligns with other current best practices and initiatives (like PBL, CCSS, etc.)
- Front Matter
- Back Matter
- Subject Index
- Introduction: Why Is Concept-Based Curriculum Critical for the 21st Century?
- What Are the Essential Elements of Concept-Based Curriculum Design?
- How Do We Establish a Culture of Deep Learning?
- What Are the Building Blocks of Concept-Based Instruction?
- What Additional Tools Can We Use to Design Lessons?
- How Do We Design Assessments for Conceptual Understanding?
- How Can We Meet the Needs of All Learners in a Concept-Based Classroom?
- What Is the Relationship Between Current Best Practices and Concept-Based Curriculum and Instruction?
- Conclusion: Imagine What School Could Be …
Copyright © 2017 by Julie Stern, Krista Ferraro, and Juliet Mohnken
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
All trademarks depicted within this book, including trademarks appearing as part of a screenshot, figure, or other image, are included solely for the purpose of illustration and are the property of their respective holders. The use of the trademarks in no way indicates any relationship with, or endorsement by, the holders of said trademarks.
A SAGE Company
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Acquisitions Editor: Ariel Bartlett
Senior Associate Editor: Desirée A. Bartlett
Editorial Assistant: Kaitlyn Irwin
Production Editor: Amy Schroller
Copy Editor: Tina Hardy
Typesetter: Hurix Systems Pvt. Ltd.
Proofreader: Jeff Bryant
Indexer: Rick Hurd
Cover Designer: Scott Van Atta
Marketing Manager: Jill Margulies
Printed in the United States of America
This book is printed on acid-free paper.
17 18 19 20 21 10 9 8 7 6 5 4 3 2 1
DISCLAIMER: This book may direct you to access third-party content via Web links, QR codes, or other scannable technologies, which are provided for your reference by the author(s). Corwin makes no guarantee that such third-party content will be available for your use and encourages you to review the terms and conditions of such third-party content. Corwin takes no responsibility and assumes no liability for your use of any third-party content, nor does Corwin approve, sponsor, endorse, verify, or certify such third-party content.
Praise for Tools for Teaching Conceptual Understanding, Secondary
“Stern, Ferraro, and Mohnkern tear down the false dichotomy of traditional versus innovative education and provides the clarion call and practical tool kit for developing creativity by building and applying knowledge through Concept-Based learning. Every practitioner needs this book to juxtapose what worked well in the 20th century with what is essential in the 21st century and beyond.”
Ross School District, Ross, CA
“If you are ready to have students really learn, get ready to be amazed. Here is the complete guide to creating your very own Concept-Based classroom. I have never read a book filled with so many great ideas that can be used in any classroom.”
Secondary Mathematics Instructor
Johnsonville High School, SC
“This book is as essential to a teacher utilizing Concept-Based teaching as the approach of Concept-Based learning is essential to teaching.”
Social Studies Teacher
Maret Private School, Washington, DC
“I can’t recommend this book enough! Exceptionally practical pedagogical techniques that are steeped in bags of authentic research. Addressing how children learn, how teachers can plan lessons within a conceptual framework, specific and useful differentiation techniques and feedback methods—so many meaningful and highly effective ways to move learners forward, preparing them for the future in a meaningful way.”
Certified Concept-Based trainer, IB Science Teacher and Chemistry Coordinator
Colegio Anglo-Colombiano, Bogotá, Colombia
[Page ii]“This book addresses the need for students to learn critical dispositions and skills which go beyond traditional discipline knowledge and are essential for student success as innovators in the 21st century.”
Burlington-Edison School District, Burlington, WA
“While most good educators recognize the incredible value of teaching conceptually, it is challenging. Julie Stern, Krista Ferraro and Juliet Mohnkern have created accessible, practical baby steps for every teacher to use.”
—Dr. Vincent Chan
Fairview International School, Kuala Lumpur, Malaysia
“The authors of Tools for Teaching Conceptual Understanding have crafted an incredible resource for teachers in secondary education. This book provides a strong rationale on the importance of Concept-Based Curriculum development in the classroom for the 21st century. The book delivers a framework on how to build a Concept-Based classroom from the ground up, offering practical, easy-to-apply tools and techniques that will allow teachers to redesign their curriculum in a rigorous way, while providing a classroom environment of deep learning. From developing great lesson plans to on-point assessments that target conceptual understanding, this book is an incredible resource for classroom teachers”.
Middle School Science IB Instructor
Corbett Preparatory School of IDS
“Perhaps the most significant question every educationist asks today is how to meet the needs of all learners in a classroom. Conceptual learning teaches for deep understanding and enables students to find patterns and make connections, thus providing intellectual dignity. In the section on differentiation, there are clear action steps with examples as support for reaching out to all students. A must-read for all who are committed to Concept-Based teaching and instruction!”
Former Principal, Bombay International School
IB Workshop Leader and Consultant, Certified Concept-Based Trainer
“Stern, Ferraro, and Mohnkern have truly ‘drilled down’ the Concept-Based framework, providing an understandable guide for teaching and assessing conceptual understanding. This book should be a ‘go to’ resource for every teacher!”
Director of Curriculum, Research, and Development Services
Onslow County School System, Jacksonville, NC
[Page iii]“Stern, Ferraro and Mohnkern’s method provides a lucid framework to deepen conceptual understanding. Building upon the foundation laid by Erickson and Lanning, this approach provides tangible strategies for classroom teachers to nurture deeper learning.”
Deputy Head of Secondary School
Colegio Anglo Colombiano, Bogotá, Colombia
“As the product, and facilitator, of a topic-based, coverage-centered education for some four decades, discovering the value of a Concept-Based approach to teaching and learning has caused a paradigmatic shift both in my classroom and in my own intellectual journey. Julie Stern, Krista Ferraro and Juliet Mohnkern´s book builds upon the best of recent educational theory and research to guide teachers on how to transform our students from fact-collectors into conceptual experts as they discover and transfer their understandings of the world around them, and ultimately, seek to solve real-world challenges.”
Head of Humanities Department
Colegio Anglo Colombiano, Bogotá, Colombia
“Tools for Teaching Conceptual Understanding is filled with assessments and ideas for teaching students to think conceptually in the classroom. Teachers can learn tools for developing student thinking and how to continually assess for conceptual understanding as learning happens. I recommend this book for anyone who is looking to develop lessons and assessments to support deep, conceptual thinking in their classroom.”
Assistant Principal, District Concept-Based Trainer
Bay View Elementary, Burlington, WA
Concept-Based Curriculum and Instruction—Series List
Concept-Based Curriculum and Instruction for the Thinking Classroom, 2nd edition—H. Lynn Erickson, Lois A. Lanning, and Rachel French
This resource offers a complete guide to designing curriculum and instruction that moves teaching and learning beyond lower level facts and skills to deep conceptual understanding.
Stirring the Heart, Head, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning, 3rd edition—H. Lynn Erickson
This book examines the current state of curriculum and instruction and proposes a curricular plan for achieving higher standards without sacrificing intellectual integrity.
Facilitator’s Guide to Stirring the Heart, Head, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning, 3rd edition—H. Lynn Erickson
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 students’ understandings and inspire a genuine love of learning.
Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together—H. Lynn Erickson and Lois A. Lanning
In this book, teachers will learn how to use the Structure of Process and Structure of Knowledge in designing Concept-Based Curriculum and units. Leaders and coaches will find advice for staff development.
Designing a Concept-Based Curriculum for English Language Arts: Meeting the Common Core With Intellectual Integrity, K-12—Lois A. Lanning
All of the recent research about learning, as well as current standards, mark a shift toward conceptual understanding of complex processes. In this “how-to” book, Lois A. Lanning introduces the Structure of Process as a tool to aid English language arts teachers (and teachers of other process-driven disciplines) in designing high quality Concept-Based units for the classroom.
Concept-Based Mathematics: Teaching for Deep Understanding in Secondary Classrooms—Jennie Wathall
When you teach concepts rather than rote processes, students see math’s essential elegance, as well as its practicality—and discover their own natural mathematical abilities. This book is a road map to retooling how you teach math in a deep, clear, and meaningful way—through a conceptual lens—helping students achieve higher order thinking skills.
Tools for Teaching Conceptual Understanding, Elementary: Designing Lessons and Assessments for Deep Learning—Julie Stern, Nathalie Lauriault, and Krista Ferraro
This guide provides instructional strategies for use in the elementary classroom. Teachers will learn how to teach metacognitive skills to young students and design lessons for conceptual understanding.
Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning—Julie Stern, Krista Ferraro, and Juliet Mohnkern
This guide provides instructional strategies for use in the secondary classroom. Teachers will learn how to introduce secondary students to conceptual thinking and design lessons across disciplines for conceptual understanding.
For Dr. H. Lynn Erickson—may your legacy stir the heads, hearts, and souls of generations to come.
What does a thinking student look like? In this book, Julie Stern, Krista Ferraro, and Juliet Mohnkern share their vision of thinking students and how teachers make that vision a reality.
The attributes of a thinking student, which this book describes, bring to mind the main character of the highly popular Maisie Dobbs mystery series. In the series, writer Jacqueline Winspear chronicles the lives of several characters and stories within stories across time. Maisie Dobbs, the main character, is a psychologist and investigator. She is fascinating on many levels, but one of the traits that stands out is her inquiry work that just won’t let her go. She becomes so immersed in each case that she struggles to break away. Maisie tackles investigations searching for answers. One of her trusty tools is a “case map” that she creates using colored crayons and pencils to graphically capture relationships and patterns among emerging clues and to record questions that cause reflection and further digging. Although the Maisie Dobbs stories begin in the early 1900s, her patience, curiosity, perseverance, and mindfulness are characteristics that are just as prized and relevant today.
People often lament, “Education has not changed in 50 years, except we are trying to cover more faster, using technology to speed the process.” As educators for over four decades, we understand the expression of concern, because teaching and learning still appear to be driven more by coverage of content, drill on skills, and an increase in test scores. But this book, Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning—the latest contribution to the collection of books on Concept-Based Curriculum and Instruction—illustrates the shift that is taking place in rethinking curriculum design, teaching, and learning around the world.
What has changed over the past 50 years is our deeper understanding of how knowledge and processes are structured, the importance of conceptual transfer, how the brain works, how to differentiate instruction for varied learners, and effective versus ineffective pedagogical methods. The task now is to help all teachers internalize these findings and move them into classroom practice, which is exactly what this book does.
Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning provides a sound overview of Concept-Based Curriculum and [Page xii]Instruction and then speaks directly to teaching and learning in thinking classrooms. The book honors the work of educational leaders, such as Richard Paul and Linda Elder, Ron Ritchhart, and Carol Dweck, and offers a valuable toolbox of strategies for helping students metacognitively analyze their own thought processes. Teachers will especially appreciate the ideas that focus on student intellectual growth. “Thinking” has long been a goal of instruction, but there was little support, until more recently, for exactly how to do this without making “thinking” a stand-alone exercise or skill set. The authors suggest students also benefit from understanding how knowledge and processes are structured. Specific strategies are offered that honor students’ personal intellect and help them consciously apply knowledge and skills to construct their own conceptual schemas.
Since textbooks and purchased instructional units are generally not Concept Based, it is critical that teachers use the principles outlined in this and other books on Concept-Based Curriculum to design instructional units and lessons. Stern, Ferraro, and Mohnkern provide clear models, frameworks, and examples for designing Concept-Based lessons. Their four lesson frameworks bring together, through examples, the essential tenets of student-centered, intellectually engaging, Concept-Based pedagogy.
The authors address assessment for conceptual understanding—an area that has been slow to evolve. It is easy to assess content and lower level skills, but assessing for transferable, conceptual understanding often feels nebulous—hard to nail down. Thankfully, assessment is changing. This book provides teachers with the rationale and specific methods for assessing beyond the facts and lower level skills. The chapter on assessment is both enlightening and timely in today’s test-driven environment.
Ensuring equity in learning is a fundamental right of every student. This book helps teachers evaluate their instruction for equitable learning opportunities in four critical areas:
- Teacher expectations and relationships with students
- Purposeful and clear goals, activities, instructions and assessments
- Constant collection of evidence, effective feedback, and thoughtful goal setting by teacher and students, and
- Flexible grouping based on what students need at that moment to reach the goal.
These areas have always been a focus for educators, but they require laser-like, minds-on work when considered in Concept-Based classrooms. Each of these areas needs to reflect the practices of Concept-Based teaching and learning with equitable opportunities and outcomes in mind.
Finally, the authors of this book help teachers understand the relationship between popular educational initiatives and various academic standards relative to [Page xiii]Concept-Based Curriculum and Instruction. Stern, Ferraro, and Mohnkern have written a coherent and cohesive book to support teachers as they shift from a traditional model to the cutting-edge Concept-Based model, which raises the bar for both instructional pedagogy and student performance. You will enjoy the Concept-Based learning journey with the support of this book. It may take effort, but the rewards will be plentiful—especially as you begin to see attributes of intellectual development blossom in your students, attributes like those of the tenacious and inquiring Maisie Dobbs, who would never accept quick, easy answers and who values reflection, emotions, and deep grappling as essentials of learning and to unraveling life’s mysteries!
—H. Lynn Erickson and Lois A. Lanning[Page xiv]
The authors would like to thank Dr. H. Lynn Erickson and Dr. Lois A. Lanning for their vision and dedication to creating both theoretical explanations and concrete tools for designing curriculum and instruction for deep understanding. Their mentorship over the past several years has been an incredible gift. We admire you and we thank you.
To Ariel Bartlett, for your enthusiasm and sage advice. We are extremely grateful. And to the design team at Corwin, thank you for making this book look beautiful.
To the teachers and students at Cesar Chavez Public Charter Schools for Public Policy in Washington, D.C. (from 2007 to 2015), you taught us more about teaching, curriculum design, and leadership than you will know.
To Mrs. Irasema Salcido, for your vision and for your continued support.
To Dr. Sheron Brown, for introducing us to the work of Dr. Erickson, the Foundation for Critical Thinking, and lots of other great work on deep learning.
To the teachers, leaders, and students at Colegio Anglo Colombiano in Bogotá, Colombia, for your openness to experimentation with these ideas and for your belief in possibility.
To our husbands, Josh, Craig, and Brett, for your love, support, artwork, and edits.
To our families, especially Gordon and Justine Harris, Michael and Karen Stern, Alex Tolor, Hannah Robinson, and Lois Schwartz, for your support, encouragement, babysitting, proofreading, and edits.
And to Julie’s two boys, Alex and Andrew, for your patience as mommy got this done. Hopefully your schools will have deep, conceptual learning at the heart of the curriculum.[Page xvi]Publisher’s Acknowledgments
Corwin gratefully acknowledges the following reviewers for their editorial insight and guidance:
Brenda Booth, Instructional Coach
Burlington-Edison School District
Julia Briggs, Science Teacher
Colegio Anglo Colombiano
Bogotá Distrito Capital, Colombia
Georgina Alice Carey, Chemistry Teacher (Grades 6–9)
Colegio Anglo Colombiano
Bogotá Distrito Capital, Colombia
Elita Driskill, Educational Consultant/Coach
Education Service Center, Region 11
White Settlement, TX
Fraser Halliwell, Director of Secondary School
Colegio Anglo Colombiano
Bogotá Distrito Capital, Colombia
Richard Healy, Deputy Director of Secondary School, English Language and Literature Teacher, Theory of Knowledge Teacher
Colegio Anglo Colombiano
Bogotá Distrito Capital, Colombia
Jane Hunn, General Science Teacher (Grade 6)
Tippecanoe Valley Middle School
Neville Kirton, Director of the Humanities Department
Colegio Anglo Colombiano
Bogotá Distrito Capital, Colombia
Susanne Long, Director of Curriculum, Research, and Development Services
Onslow County Schools
Ayo Magwood, Social Studies Teacher
Amanda McKee, Secondary Mathematics Teacher
Johnsonville High School
Lyneille Meza, Director of Data and Assessment
Denton Independent School District
Amy Reisner, Assistant Principal (K-8), District Concept-Based Trainer
Bay View Elementary
Ms. Mona Seervai, Principal
Bombay International School
About the Authors
References[Page 157]A working definition of personalized learning. (2014). Retrieved from https://assets.documentcloud.org/documents/1311874/personalized-learning-working-definition-fall2014.pdf1998). How to kill creativity. Harvard Business Review, 76(5), 76–87.(2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman., & (2003). An ethic of excellence: Building a culture of craftsmanship with students. Portsmouth, NH: Heinemann.([Page 158] (2000). How people learn: Brain, mind, experience, and school. Washington, DC: The National Academies Press.2008). How to give effective feedback to your students. Alexandria, VA: ASCD.(2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: ASCD.(1977). The process of education (2nd ed.). Cambridge, MA: Harvard University Press.(2011, April 28). Bringing the Common Core to life. Retrieved from http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltranscript.pdf(College Board. (2012). AP: Course & exam redesign. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/AP_CE_Redesign_Brochure_for_Higher_Ed.pdfCollege Board. (2014). AP chemistry: Course and exam description. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-chemistry-course-and-exam-description.pdfCollege Board. (2015a). AP biology: Course and exam description. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-biology-course-and-exam-description.pdfCollege Board. (2015b). AP European history: Course and exam description. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-european-history-course-and-exam-description.pdfCollege Board. (2015c). AP United States history: Course and exam description. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdfCollege Board. (2016a). AP calculus AB and AP calculus BC: Course and exam description. Retrieved from https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-calculus-ab-and-bc-course-and-exam-description.pdfCollege Board. (2016b). Math test. Retrieved from https://collegereadiness.collegeboard.org/sat/inside-the-test/math2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: The National Academies Press. http://dx.doi.org/10.17226/10126, & (2007). Mindset: The new psychology of success. New York, NY: Random House.(2008). Considering race and gender in the classroom: The role of teacher perceptions in referral for special education (Doctoral dissertation, Michigan State University). Retrieved from https://books.google.com.co/books?id=Z6-b6gSq6lsC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false(2008). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning((3rd ed.). Thousand Oaks, CA: Corwin.2012). Concept-based teaching and learning. Retrieved from http://www.ibmidatlantic.org/Concept_Based_Teaching_Learning.pdf(2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Thousand Oaks, CA: Corwin., & (2017). Concept-based curriculum and instruction for the thinking classroom (2nd ed.). Thousand Oaks, CA: Corwin., , & (2016). Visible learning for literacy, grades K-12: Implementing the practices that work best to accelerate student learning. Thousand Oaks, CA: Corwin., , & (2007). Five minds for the future. Boston, MA: Harvard Business School Press.(2006). Student-teacher relationships. National Association of School Psychologists. Retrieved from http://www.pearweb.org/conferences/sixth/pdfs/NAS-CBIII-05-1001-005-hamre%20&%20Pianta%20proof.pdf, & (2012). Visible learning for teachers: Maximizing impact on learning. London, UK: Routledge.(2013, March). What ESSA means for teachers and leaders. Retrieved from http://blogs.edweek.org/edweek/rick_hess_straight_up/2016/03/what_essa_means_for_teachers_school_and_system_leaders.html(2009). 4 powerful strategies for struggling readers, grades 3-8: Small group instruction that improves comprehension. Thousand Oaks, CA: Corwin.. (2013). Designing a concept-based curriculum for English language arts: Meeting the common core with intellectual integrity, K-12. Thousand Oaks, CA: Corwin.(2004, June). Most teens associate school with boredom, fatigue [Survey report]. Retrieved from http://www.gallup.com/poll/11893/most-teens-associate-school-boredom-fatigue.aspx(2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.(2015). The why, what, where, and how of deeper learning in American secondary schools. Students at the Center: Deeper Learning Research Series. Boston, MA: Jobs for the Future., & (National Center for Education Statistics. (2016a). What are the graduation rates for students obtaining a bachelor’s degree? Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=40National Center for Education Statistics. (2016b). What are the dropout rates of high school students? Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=16National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards. Washington, DC: Authors.2001). Authentic intellectual work and standardized tests: Conflict or coexistence? Chicago, IL: Consortium on Chicago School Research., , & ([Page 159]NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.The art of redesigning instruction. Retrieved from http://www.criticalthinking.org/pages/the-art-of-redesigning-instruction/520(n.d.).2008). The miniature guide to critical thinking concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking., & (2013). How to write a paragraph: The art of substantive writing (3rd ed.). Tomales, CA: Foundation for Critical Thinking., & (1988). Teaching for transfer. Educational Leadership, 22–32. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198809_perkins.pdf, & (Press release. (2015, March). Retrieved from http://governor.nh.gov/media/news/2015/pr-2015-03-05-pace.htmProducercunningham. (Artist). (2014). A comparison of the Aral Sea in 1989 (left) and 2014 (right). Image by NASA. Retrieved from https://en.wikipedia.org/wiki/Aral_Sea#/media/File:AralSea1989_2014.jpg2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass., , & (2003). Pygmalion in the classroom: Teacher expectation and pupil’s intellectual development. Carmarthen, UK: Crown House., & (2010). The necessary revolution: How individuals and organizations are working together to create a sustainable world. New York, NY: Doubleday.(2012, September). Teachers’ expectations can influence how students perform. Retrieved from http://www.npr.org/sections/health-shots/2012/09/18/161159263/teachers-expectations-can-influence-how-students-perform(2011). Whistling Vivaldi: And other clues to how stereotypes affect us. New York, NY: W. W. Norton.(The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. (2013). Silver Spring, MD: National Council for the Social Studies (NCSS).2011). So what do they really know? Assessment that informs teaching and learning. Portland, ME: Stenhouse.(2012). Creating innovators: The making of young people who will change the world. New York, NY: Scribner.. (2016). Concept-based mathematics: Teaching for deep understanding in secondary classrooms. Thousand Oaks, CA: Corwin.(What is project based learning (PBL)? (n.d.). Buck Institute for Education. Retrieved from http://bie.org/about/what_pblWhy equity? (n.d.). National Equity Project. Retrieved from http://nationalequityproject.org/about/equity2005). Understanding by design, & ((2nd ed.). Alexandria, VA: ASCD.[Page 160][Page 173]
Helping educators make the greatest impact
CORWIN HAS ONE MISSION: to enhance education through intentional professional learning.
We build long-term relationships with our authors, educators, clients, and associations who partner with us to develop and continuously improve the best evidence-based practices that establish and support lifelong learning.[Page 174]