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
The Developing Concept-Based Teacher and Self-Assessments
The Developing Concept-Based Teacher and Self-Assessments
Chapter 4 detailed how and why Concept-Based Instruction requires a shift in classroom pedagogy from teaching facts and skills alone to facilitating student understanding of conceptual ideas.
People often ask how long it takes to “master” Concept-Based Curriculum design and Concept-Based instructional pedagogy. We recognize learning is personal and much is dependent on the opportunities one has to receive coaching, to network, and to practice while receiving meaningful feedback. Like any new learning, it takes time. What we savor in talking with educators who have shifted to a Concept-Based approach is that they repeatedly tell us, “I will never think about teaching and learning in the same way again.”
This book is intended ...
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