概念性理解教学工具：中学阶段深度学习的课程设计与评估策略

Tools for Teaching Conceptual Understanding, Secondary Designing Lessons and Assessments for Deep Learning
Julie Stern Krista Ferraro Juliet MohnkernForeword ix
H. Lynn Erickson and Lois A. Lanning
Acknowledgments xiii
About the Authors xv
Introduction: Why Is Concept-Based Curriculum Critical for the 21st Century? 1
Chapter 1: What Are the Essential Elements of Concept-Based Curriculum Design? 9
Knowledge and Understanding 10
The Structure of Knowledge 12
Clarifying Transfer: The Ultimate Goal of Concept-Based Curriculum and Instruction 15
The Structure of Process 17
Synergistic Thinking 19
Unit Planning 21
Common Unit Planning Challenges 22
Chapter 2: How Do We Establish a Culture of Deep Learning? 29
Setting the Foundation for a Thinking Classroom 29
Teaching Students to Learn Conceptually 34
Unleashing the Power of Iterative Learning 40
Chapter 3: What Are the Building Blocks of Concept-Based Instruction? 47
Starting With Students’ Pre-Instructional Understandings 47
Introducing New Concepts 52
Concept-Based Teaching in Two Words: Uncover and Transfer 56
Uncover: The Conceptual Inquiry Cycle 59
Transfer Is Both a Means and an End 62
Chapter 4: What Additional Tools Can We Use to Design Lessons? 67
Lesson Framework #1: Generating and Testing Hypotheses 68
Lesson Framework #2: Workshop Model for Complex Processes 73
Lesson Framework #3: Project-Based Learning 77
Lesson Framework #4: Personalized Learning 83
Sample Instructional Calendar 85
Balancing Conceptual Thinking, Skills Practice, Memorization, and Review 89
Chapter 5: How Do We Design Assessments for Conceptual Understanding? 95
Four Principles for Assessment in a Concept-Based Classroom 96
Designing Formative Assessments 101
Examples and Nonexamples of Effective Conceptual Assessments 106
The Power of Effective Feedback 108
Why Models Matter 109
The Promise of Rubrics 111
Student Self-Assessment and Goal Setting 113
Chapter 6: How Can We Meet the Needs of All Learners in a Concept-Based Classroom? 119
The Importance of Teacher Expectations and Relationships 122
Clarity of Goals, Instructions, Activities, and Assessments 125
Collecting and Analyzing Data 127
Implementing and Managing a Differentiated Classroom 128
Tips for Inclusive Classrooms 132
Teacher Self-Assessment for Equitable Classrooms 133
Chapter 7: What Is the Relationship Between Current Best Practices and Concept-Based Curriculum and Instruction? 137
Concepts and Understanding by Design (UbD) 138
Concepts and Cooperative Learning 139
Concepts and Technology 140
Concepts and Common Core State Standards, NGSS, C3 Framework 142
Concepts and the International Baccalaureate (IB) 146
Concepts and Advanced Placement (AP) and SAT 148
Concepts and the Every Student Succeeds Act (ESSA) 150
Conclusion: Imagine What School Could Be . . . 153
References 157
Index 161