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Concept-Based Curriculum and Instruction for the Thinking Classroom
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Concept-Based Curriculum and Instruction for the Thinking Classroom

Second Edition (Revised Edition)

Foreword by Ron Ritchhart

February 2017 | 248 pages | Corwin
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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
 
Introduction
 
1. The Thinking Classroom
 
2. The Structures of Knowledge and Process
 
3. Designing Concept-Based Instructional Units
 
4. Inquiry in Designing Concept-based Lessons
 
5. The Developing Concept-based Teacher and Self Assessments
 
Resources
 
A. Concept-Based Curriculum Glossary of Terms
 
B. Sample Verbs for Level 2 and 3 Generalizations
 
C. Concept-Based Graphic Organizers
 
D. Unit Design Steps
 
E. Checklist for Evaluating Concept-based Units
 
F. Mathematics Generalizations for Secondary Grade Levels
 
G. 3D American History Unit Web
 
References

I am currently using this book in a Master's level online education course. For teachers who are attempting to incorporate higher order thinking skills into their plans, this is helpful. I will couple it with the Marschall & French book, Concept-based Inquiry in Action next time I teach it.

Dr Janet Parker
Humanities, Education, and the Arts, Cumberland University
September 30, 2019
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Key features
  • The new edition will feature:
    • All new examples across disciplines
    • Introduce the Structure of Process and discuss how it connects with the Structure of Knowledge, introduced in the first edition
    • Updated research throughout
    • Two all new chapters: Ch. 5 on Concept-Based Inquiry and Ch. 6 on Developing the Concept-Based Teacher
    • New example units

 

Sample Materials & Chapters

Chapter 1

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