Students become experts and innovators through Concept-Based teaching
Innovators 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.
‘The authors tear down the false dichotomies of traditional vs innovative education and provide a practical toolkit for developing creativity 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.’
Michael Mc Dowell, Superintendent
Ross School District, Ross, CA
‘While most good educators recognise the incredible value of teaching conceptually, it is challenging. The authors have created accessible, practical baby steps for every teacher to use.’
Dr. Vincent Chan, principal
Fairview International School, Kuala Lumpur, Malaysia
表中的内容
Introduction: 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…
关于作者
Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as Deputy Director of Public Policy and Curriculum Innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Tools for Teaching Conceptual Understanding, Elementary and Secondary. Krista holds bachelor′s degrees in American Studies and Spanish from Cornell University and a Master of Arts in Teaching from American University. She is also an alumna of Teach for America.
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