Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning

Overview

This updated edition of the classic bestseller on curriculum design for quality instruction provides practical structures, planning tools, and specific classroom examples of effective teaching strategies. The author focuses on the need for curriculum and instruction that allows students to move beyond factual learning to a level of understanding where knowledge transfers readily to new situations and thinking becomes integrated. The book's wide-ranging topics include Aligning local curriculum with state and ...
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Overview

This updated edition of the classic bestseller on curriculum design for quality instruction provides practical structures, planning tools, and specific classroom examples of effective teaching strategies. The author focuses on the need for curriculum and instruction that allows students to move beyond factual learning to a level of understanding where knowledge transfers readily to new situations and thinking becomes integrated. The book's wide-ranging topics include Aligning local curriculum with state and national content standards, Using brain-based teaching methods, Developing higher-order thinking skills, Assessing and reporting student progress, Creating a lifelong love of learning in students. This invaluable resource encourages teachers to create an educational environment that challenges students' intellects, engages their spirits, and fosters a greater understanding of the world around them.
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Editorial Reviews

Carol Ann Tomlinson
"The essence of good teaching is in this book. It's a potent reminder of what it means when teachers teach whole human beings—their minds, hearts, and souls. Erickson helps us recall what all great teachers know: quality teaching is about building young lives. "
Jay McTighe
"Erickson sets the standard for concept-based curriculum. Her work offers a theoretically rich and eminently practical approach for constructing curriculum around rich, transferable concepts. The third edition extends this seminal work for the benefit of educators and their students. "
Lois Lanning
"Shows us the value of teaching to transferable ideas, and emphasizes deep understanding versus shallow coverage of material. Erickson guides educators in designing a high-quality curriculum organized around the essential concepts and ideas of each discipline. This book a must-read for preservice and inservice teachers and administrators at all levels. "
Irene Davy
"Erickson's work is a gift for teachers striving to prepare students for the exciting challenges of the twenty-first century. The concepts of teaching for global citizenship in today's world come alive with Erickson's clear, practical, and inspiring guidance. "
Jay Mc Tighe
"Erickson sets the standard for concept-based curriculum. Her work offers a theoretically rich and eminently practical approach for constructing curriculum around rich, transferable concepts. The third edition extends this seminal work for the benefit of educators and their students. "
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Product Details

  • ISBN-13: 9781412925211
  • Publisher: SAGE Publications
  • Publication date: 12/14/2007
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 280
  • Sales rank: 1,462,975
  • Product dimensions: 7.10 (w) x 10.00 (h) x 0.90 (d)

Meet the Author

H. Lynn Erickson is an independent consultant assisting schools and districts nationally and internationally with curriculum design. From 1987 to 1994, she was the director of curriculum for the Federal Way Public Schools in Federal Way, Washington. She is a recognized presenter at national conferences, and is featured in the video "Creating Concept-Based Curriculum for Deep Understanding" (produced by the Video Journal) as well as in videos from the Association for Supervision and Curriculum Development. Her Corwin Press books include Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning(3rd edition);Concept-Based Curriculum and Instruction for the Thinking Classroom; and Concept-Based Curriculum and Instruction: Teaching Beyond the Facts.

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Table of Contents

Preface     ix
Acknowledgments     xi
About the Author     xiii
Making Change in a Changing World     1
The State of Educational Change     1
Pressure Groups     3
Sharing the Job of Quality Education     10
A National Model for Concept-Based Curricula     13
Making Change the Systems Way     16
Overcoming Obstacles: Over, Under, Through, and Around     20
Summary     20
Extending Thought     21
Concept-Based Curriculum     23
Traditional Curriculum     23
Concept-Based Curriculum     28
Historical Perspective: Hilda Taba     28
Conceptual Organizers     30
Generalizations     38
Summary     41
Extending Thought     42
State Academic Standards and Local Curriculum Frameworks     43
State Standards     43
The Tripartite Model of Curriculum Design     45
Scope and Sequence Charts for Processes and Skills     50
Summary     66
Extending Thought     67
Designing Interdisciplinary, Integrated Curricula     69
Defining Interdisciplinary, IntegratedCurricula     70
The Integrated, Intradisciplinary Curriculum Model     71
Designing Concept-Based Teaching Units     74
Unit Design Steps: Questions and Answers     85
Lesson-Planning Pages     102
Summary     102
Extending Thought     102
Concept-Based Units: Samples and Questions     105
From Coordinated to Integrated Units     105
Multiage Classrooms and Concept-Based Curriculum     124
Questions and Answers: Elementary Schools     138
Questions and Answers: Secondary Schools     141
The International Baccalaureate Programme     150
Career and Technical Education Programs     151
Summary     156
Extending Thought     157
Assessing and Reporting Student Progress     159
A Brief Review: Form and Function     160
The Implications of Process Assessment     162
Reporting Process Development     166
Assessing Critical Thinking Developmentally     166
Standards for Thinking     169
Scoring Guides for Performance Tasks     174
Questions and Answers     179
Summary     181
Extending Thought      182
Concept-Based Instruction     185
Instructional Strategies     186
Learning Experiences     194
Adapting Activities     211
Teacher Reflections on Concept-Based Instruction     213
Summary     214
Extending Thought     214
Stirring the Head, Heart, and Soul: Creating a Love of Learning     217
Stirring the Head     217
Stirring the Heart and Soul     224
Loving to Learn     227
Summary     230
Alternative Unit Formats     231
Key Concepts in Different Disciplines     235
What Work Requires of Schools     241
Sample Unit Planner     243
Glossary     249
References     251
Index     255
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