Books


 

 



 

 

 

 

 

 

 

 

 

 new-book-cover

NEW EDITION   Erickson, H.L, Lanning, L.A, and French, R. 2017 2nd ed. Concept-based Curriculum & Instruction  for the Thinking Classroom  Corwin Press Pub.

This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to

  • Use the Structure of Knowledge and Process when designing disciplinary units
  • Engage students in inquiry through inductive teaching
  • Identify conceptual lenses and craft quality generalizations

Explore deeper levels of learning and become a Master Concept-Based Teacher

 

Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together,  H. Lynn Erickson and Lois A. Lanning, c. 2014 Corwin Press Publisher

Stirring the Head Heart and Soul: Redefining Curriculum   Instruction and Concept-Based Learning c. 2008 Corwin Press Pub
  Facilitator’s Guide to Stirring the Head, Heart, and Soul, Third Edition, Redefining Curriculum, Instruction, and Concept-Based Learning, Corwin Press Pub.
Conceptual Designs for Curriculum and Higher-Order Instructionin On   Excellence in Teaching , Anthology, Robert Marzano, editor.Bloomington, Indiana: Solution Tree Press. Erickson, H.L. (2010)

 

 

Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning. By: Julie Stern, Krista Ferraro, and Juliet Mohnkern

This guide is part of the Concept-Based series by Corwin Press and 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. Discover how to help students uncover conceptual relationships and transfer them to new situations. The book includes:

  • Strategies for introducing conceptual learning to students
  • Four lesson frameworks to help students uncover conceptual relationships
  • How to assess conceptual understanding
  • How to differentiate Concept-Based Instruction