Concept-Based Inquiry in Action

Concept-Based Inquiry in Action

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  • Author: Carla Marschall
  • Publisher: Corwin Press
  • ISBN: 1506391281
  • Category : Education
  • Languages : en
  • Pages : 368

Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.


Concept-Based Literacy Lessons

Concept-Based Literacy Lessons

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  • Author: Lois A. Lanning
  • Publisher: Corwin Press
  • ISBN: 1544318561
  • Category : Education
  • Languages : en
  • Pages : 284

Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction—and this IS the BEST. —H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They’ll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students′ transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transfer Ideas for supporting inductive learning Classroom Snapshots that showcase familiar literacy practices in Concept-Based classrooms Strategies to promote critical, reflective, and conceptual thinking Model elementary and secondary Concept-Based lesson and unit plans A chapter devoted to answering frequently asked questions For educators looking for practical ways to implement a Curriculum and Instruction Model that’s more inquiry-driven and idea-centered, look no further than this book.


Teaching and Learning in International Schools

Teaching and Learning in International Schools

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  • Author: Anssi Roiha
  • Publisher: Critical Publishing
  • ISBN: 1913453510
  • Category : Education
  • Languages : en
  • Pages : 256

An essential guide to teaching and learning in international schools for pre- and in-service educators around the world. With more and more teachers working in international schools, this book provides a practical and accessible examination of effective pedagogy in this specific context. Using case studies that can be applied in a range of settings, it explores key areas of classroom practice such as collaboration and student agency, along with emergent approaches such as play-based, concept-based and enquiry-based teaching and learning. In addition, it gazes towards students’ future needs, exploring themes such as new literacies and intercultural competence. “The thoughtful questions posed throughout the text have the potential to guide some important conversations and prompt positive, professional growth.” Kath Murdoch, Seastar Education Consulting “This is a text that is much needed in national and international education.” Malcolm Nicolson, Director Erimus Education “Modelling the power and value of collaboration, a cohort of very accomplished educators with international experience have united to share numerous practical examples to support effective teaching and learning." Dr Jennifer Chang Wathall, independent education consultant "...connects readers to new or different researchers beyond what is shared in IB publications, therefore widening the research base and highlighting new strategies to help educators keen to innovate in their practice.” Sandy Paton, PYP Educator and independent consultant


Worldwise Learning

Worldwise Learning

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  • Author: Carla Marschall
  • Publisher: Corwin Press
  • ISBN: 1071835920
  • Category : Education
  • Languages : en
  • Pages : 518

Nautilus Gold Award Winner (Books for a Better World) in Social Sciences & Education Create inclusive, democratic classrooms that prepare knowledgeable, compassionate, and engaged global citizens. Today’s global challenges—climate change, food and water insecurity, social and economic inequality, and a global pandemic—demand that educators prepare students to become compassionate, critical thinkers who can explore alternative futures. Their own, others’, and the planet’s well-being depend on it. Worldwise Learning presents a "Pedagogy for People, Planet, and Prosperity" that supports K-8 educators in nurturing "Worldwise Learners": students who both deeply understand and purposefully act when learning about global challenges. Coupling theory with practice, this book builds educators’ understanding of how curriculum and meaningful interdisciplinary learning can be organized around local, global, and intercultural issues, and provides a detailed framework for making those issues come alive in the classroom. Richly illustrated, each innovative chapter asserts a transformational approach to teaching and learning following an original three-part inquiry cycle, and includes: Practical classroom strategies to implement Worldwise Learning at the lesson level, along with tips for scaffolding students’ thinking. Images of student work and vignettes of learning experiences that help educators visualize authentic Worldwise Learning moments. Stories that spotlight Worldwise Learning in action from diverse student, teacher, and organization perspectives. An exemplar unit plan that illustrates how the planning process links to and can support teaching and learning about global challenges. QR codes that link to additional lesson and unit plans, educational resources, videos of strategies, and interviews with educators and thought leaders on a companion website, where teachers can discuss topics and share ideas with each other. Worldwise Learning turns students into local and global citizens who feel genuine concern for the world around them, living their learning with intention and purpose. The time is now.


Guided Inquiry Design® in Action

Guided Inquiry Design® in Action

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  • Author: Leslie K. Maniotes
  • Publisher: Bloomsbury Publishing USA
  • ISBN:
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 345

Edited by the cocreator of the Guided Inquiry Design® (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context. It also addresses background research and explains guided inquiry and the information search process. Today's students need to be able to think creatively to solve problems. They need to be in learning environments that incorporate collaboration, discussion, and genuine reflection to acquire these kinds of real-world skills. Guided Inquiry Design® in Action: High School gives teachers and librarians lesson plans created within the proven GID framework, specifically designed for high school students, and provides the supporting information and guidance to use these lesson plans successfully. You'll find the lesson plans and complete units of Guided Inquiry Design® clear and easy to implement and integrate into your existing curriculum, in all areas, from science to humanities to social studies. These teaching materials are accompanied by explanations of critical subjects such as the GID framework, using Guided Inquiry as the basis for personalized learning, using inquiry tools for assessment of learning in high school, and applying teaching strategies that increase student investment and foster critical thinking and deeper learning.


Concept-Based Curriculum and Instruction for the Thinking Classroom

Concept-Based Curriculum and Instruction for the Thinking Classroom

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  • Author: H. Lynn Erickson
  • Publisher: Corwin Press
  • ISBN: 1506355404
  • Category : Education
  • Languages : en
  • Pages : 262

Think Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards 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. "This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit." Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education "As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of Education


Concept-Based Curriculum and Instruction for the Thinking Classroom

Concept-Based Curriculum and Instruction for the Thinking Classroom

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  • Author: H. Lynn Erickson
  • Publisher: Corwin Press
  • ISBN: 1506390439
  • Category : Education
  • Languages : en
  • Pages : 249

Develop students’ critical thinking, abstract reasoning, and creative learning skills with concept-based teaching! Take learning beyond the facts with a teaching approach that develops conceptual thinking and problem-solving skills. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of using one’s mind well. Concept-Based teachers will learn how to: Meet the demands of rigorous academic standards 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


Worldwise Learning

Worldwise Learning

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  • Author: Carla Marschall
  • Publisher: Corwin Publishers
  • ISBN: 9781071835944
  • Category : Education
  • Languages : en
  • Pages : 288

"Evidence that we live in an increasingly complex and interconnected world exists just inside our kitchens. Cabinets are filled with maple syrup from Canada, jalapenos from Mexico, and pasta from Italy. California tomatoes, Thai mangos, and New Zealand apples sit perched in a bowl on the countertop. In addition to this geographic diversity, a unique and intricate story exists for each food, conveying the numerous systems involved in its production. Due to this interconnectedness, the most challenging issues local and global communities face today have no single cause and no simple solution. Think about mass migration, climate change, and global pandemics. They are, in a word, complex. Understanding them deeply requires both a shift in thinking and a shift in behavior. It no longer works to say that, "A causes B" when we live in a networked world where social, economic and environmental factors intermingle So what does this have to do with education? Our students inherit current-day global challenges and need to be prepared for an uncertain future characterized by social, political, economic and environmental instability. They'll need to recognize how issues don't fit neatly within the artificial boundaries societies have made, such as city, state or national borders. They'll need to understand that systems only improve when solutions address root causes, not just symptoms. They'll need to view themselves as capable and competent in affecting positive, long-lasting change. And, as teachers, our job is to consider how we can help students to develop the thinking skills to understand global issues while forming the competencies to identify and enact solutions that bring about positive change"--


New Concepts for New Challenges

New Concepts for New Challenges

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  • Author: Josué M. González
  • Publisher: Delta Publishing
  • ISBN:
  • Category : Children of immigrants
  • Languages : en
  • Pages : 196

This book discusses the challenges to developing a teaching force that is competent to work with immigrant students, arguing that professional development should be re-thought and teacher educators should move far beyond traditional inservice and teacher training. A framework is developed for considering what teachers of immigrant youth need to understand about their students, what kinds of professional development experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. It is argued that professional development should occur during preservice education, during induction, when teachers are adjusting to being part of the school staff, and throughout teachers' careers. Promising new structures and practices for professional development are described, focusing on those that promote community, collegiality, and collaboration. Innovative approaches to preservice and inservice professional development in California, Maryland, Minnesota, and New York are profiled. (Contains 55 references.) (MSE)


Environment, Schools and Active Learning

Environment, Schools and Active Learning

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  • Author: Kathleen Kelley-Lainé
  • Publisher: Paris, France : Organisation for Economic Co-operation and Development
  • ISBN:
  • Category : Education
  • Languages : en
  • Pages : 156

In response to the rapidly emerging environmental imperative that environmental awareness needs to be taught in the schools, the Organisation for Economic Co-operation and Development (OECD) through its Centre for Educational Research and Innovation (CERI) developed a project oriented toward grass-roots improvements by schools within environmental education initiatives. Based on the recognition that schools can provide a framework in which to gain experience in investigating, reflecting, and acting upon environmental issues, it was agreed that the participating OECD countries--Austria, Belgium, Denmark, Federal Republic of Germany, Finland, Italy, the Netherlands, Norway, Portugal, Sweden, and Switzerland--should identify those schools that were already developing the most innovative ways of teaching and learning about environmental issues ranging across a spectrum of scientific, economic, and cultural points of view. This report summarizes and gives examples of both the work carried out in these schools, as well as the main pedagogical and strategic issues that provided the basis for this CERI project. Part I, Towards Environmental Awareness, deals with the basic pedagogical premises and provides an in-depth analysis of how these premises have emerged within the work of the selected school programs. Part II, Case Studies, is a series of descriptions and accounts of the 11 schools selected by each of the cooperating countries. Part III, Perspectives, considers environmental and school initiatives from four different perspectives, namely: educational, environmental, industrial, and governmental. An overview of the participating schools is also provided for easy reference and contact information. (JJK)