Summary
Contents
Subject index
•The new edition will feature: ○ All new examples across disciplines ○ Introduce the Structure of Process and discuss how it connects with the Structure of Knowledge, introduced in the first edition ○ Updated research throughout ○ Two all new chapters: Ch. 5 on Concept-Based Inquiry and Ch. 6 on Developing the Concept-Based Teacher ○ New example units
Chapter 3: Designing Concept-Based Instructional Units
Concept-Based Curriculum units can be either interdisciplinary (spanning multiple subjects) or intradisciplinary (within a specific subject area). What makes either type a CBCI unit is the interplay between the higher- and lower-level processing centers of the brain. This intellectual synergy is built into the curricular design.
We open this chapter with a set of steps for designing a Concept-Based unit of instruction supported by extended explanations and examples. This is followed by a deeper discussion and samples of unit webs, which are critical for unit planning and for encouraging collaborative discussion within teacher teams. A brief discussion of academic standards and their role in unit planning precedes a quiz on activities versus ...
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