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Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together
A cutting-edge model for 21st century curriculum and instruction
How can you spot a thinking child? Look at the they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now. H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights
How to design and implement concept-based curriculum and instruction across all subjects and grade levels. Why content and process are two different (but equally important) aspects of any effective concept-based curriculum. How to ensure students develop the all-important skill of synergistic thinking. We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it.
"With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are ′ahead of the curve� in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today." Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition "Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it." Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy Curry School of Education, University of Virginia
How can you spot a thinking child? Look at the they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now. H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights
How to design and implement concept-based curriculum and instruction across all subjects and grade levels. Why content and process are two different (but equally important) aspects of any effective concept-based curriculum. How to ensure students develop the all-important skill of synergistic thinking. We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it.
"With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are ′ahead of the curve� in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today." Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition "Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it." Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy Curry School of Education, University of Virginia
- GenresEducationNonfiction
224 pages, Kindle Edition
First published December 24, 2013
17 people are currently reading
55 people want to read
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Displaying 1 - 8 of 8 reviews
December 1, 2023
Lynn Erikson was thanked in the introduction of "Understanding By Design" - This book is crucial in understanding that book.
Perhaps this book is a slight modification of "Concept-Based Curriculum and Instruction", but I'd rather read the most updated version since the author mentioned that IB course experienced changes since the publication of the earlier editions.
More theory-based.
Perhaps this book is a slight modification of "Concept-Based Curriculum and Instruction", but I'd rather read the most updated version since the author mentioned that IB course experienced changes since the publication of the earlier editions.
More theory-based.
March 21, 2025
It’s probably enough to say this did not spark any interest in me that made me want to adopt anything, or change anything. Maybe because I have gravitated this way in my teaching over the years anyway. I also did not think it was clearly written, I was still unclear on their approach to generalisations by the end.
August 2, 2016
A few useful examples - book can be repetitive of the same concepts multiple times. Having read some of the works by the authors prior to reading this one is helpful to provide a full understanding. Good discussion questions in each chapter if completing as part of staff book study.
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October 23, 2014I am skimming this one again but frankly it is pretty slight.
June 2, 2016
A worthwhile read. I wish there were more references to Primary school.
August 20, 2016
Clarified some important thinking for me but I am perplexed by the didactic style of a book on understanding.
August 27, 2016
An important book, completing the trilogy of books on concept based learning.
September 9, 2018
A helpful book in designing concept-based curriculum. It provide you new sight...
Displaying 1 - 8 of 8 reviews
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