Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding

Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding - Paperback

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Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding
  • Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding
Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding - Paperback

Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding - Paperback

by Carla Marschall , Rachel French
$42.61
$42.61

Book Overview

"This is exactly what my school needs right now to support colleagues to build on the foundations of our written concept-based curriculum and to take-off our taught curriculum to the next - and highest - levels."
Neville Kirton, Deputy Head of Secondary
Colegio Anglo Colombiano, Bogota, Colombia

"Filled with strategies, illustrations, diagrams, and pictures, this book really gives you the insight you need to help students better understand what they are learning. So many great ideas that can be used in any classroom. A must read for all educators."
Amanda McKee, 9th, Algebra/Geometry, Secondary Certified Instructor/Mentor
Johnsonville High School, Johnsonville, SC

Create a thinking classroom that helps students move from the factual to the conceptual

All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking?

Concept-Based Inquiry in Action has the answers. In this book, the authors marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students to inquire into concepts and the relationships between them using guiding questions developed by the teacher, the students themselves, or by the teacher and students together. 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.

The book and its accompanying website are rich with the resources necessary to facilitate the construction and transfer of conceptual understanding, including

  • Numerous practical teaching strategies, aligned to each phase of Concept-Based Inquiry, that can be modified for diverse populations
  • Visual notes that represent significant ideas discussed within each chapter
  • Videos of instructional strategies and teacher interviews that show Concept-Based Inquiry in action in K-12 classrooms around the world
  • Templates of graphic organizers, sample anchor charts, and blackline masters that support the use of teaching strategies in the classroom
  • Planners that show how the phases of Concept-Based Inquiry come together in a unit

In a world filled with complexity, the role of the teacher as a facilitator of conceptual understanding has never been more pressing. Concept-Based Inquiry in Action provides teachers with the tools necessary to organize and focus student learning around concepts and conceptual relationships that support deep understanding.
ISBN9781506391298
Author Carla Marschall , Rachel French
PublisherCorwin Publishers
GenreEducation
FormatPaperback
PublishedJuly 2018
LanguageENG- English
Pages368
Weight1.0 lb
Target AudienceAdults
Print SizeStandard Print

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More by Carla Marschall

Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding

Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding - Paperback

Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding - Paperback

By Carla Marschall and Rachel French
About Carla Marschall
Rachel French Rachel French, MA Ed. is an experienced international educator, having worked in schools in South America, Africa, Europe and Oceania. She currently works part-time as a PYP Coordinator at Frankfurt International School. Rachel is the Director of Professional Learning International, a company founded to support international schools in accessing leading professional development opportunities. Rachel is certified as an Independent Consultant, Presenter and Trainer using the Lynn Erickson Concept-Based Curriculum and Instruction Materials. She has presented with Dr. Erickson at workshops in Cyprus, England, Luxembourg and Germany. Rachel has presented on concept-based learning at the AEM International Baccalaureate Conferences and the AGIS conference (Association of German International Schools). Rachel has independently led workshops in Europe and Asia on Concept-Based Curriculum and Instruction focused on articulating curriculum and understanding what Concept-Based Curriculum looks like in action. Rachel is an active workshop leader and consultant supporting schools in planning and implementation and providing feedback to teachers on unit planners. As a IB trained PYP workshop leader, Rachel is able to make connections between Concept-Based Curriculum material and the IB programmes. Rachel holds an MA in Educational Leadership and Management from the University of Bath. Rachel has recently finished work with Corwin on the revision of Concept-Based Curriculum and Instruction for the Thinking Classroom with Dr. Lynn Erickson and Dr. Lois Lanning. Carla Marschall Carla Marschall has vast experience in Pre-K to Grade 8 curriculum development and implementation, having worked as both an Assistant Principal and Curriculum Coordinator in IB PYP (Primary Years Programme) schools in Switzerland, Germany and Hong Kong over the past ten years. She currently works as Vice Principal of Infants at United World College South East Asia in Singapore. From August, 2016 she has be seconded to work as Deputy Head of Curriculum and Research, working on the school's K-12 curriculum articulation project. A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla has facilitated Concept-Based workshops with Lynn Erickson in Hong Kong and independently in China, Switzerland and Germany. An IB workshop leader, she has led specialised PYP workshops on the role of concepts in the teaching of science and transdisciplinary units of study. She is currently working with Rachel French on a video project entitled "Inside the Concept-Based Classroom", collecting examples of best practice in concept-based learning from around the globe. Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London. Carla contributed ideas for lesson design to Dr. Lynn Erickson and Dr. Lois Lanning's last book published by Corwin (2014), Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together.
About Rachel French
Rachel French Rachel French, MA Ed. is an experienced international educator, having worked in schools in South America, Africa, Europe and Oceania. She currently works part-time as a PYP Coordinator at Frankfurt International School. Rachel is the Director of Professional Learning International, a company founded to support international schools in accessing leading professional development opportunities. Rachel is certified as an Independent Consultant, Presenter and Trainer using the Lynn Erickson Concept-Based Curriculum and Instruction Materials. She has presented with Dr. Erickson at workshops in Cyprus, England, Luxembourg and Germany. Rachel has presented on concept-based learning at the AEM International Baccalaureate Conferences and the AGIS conference (Association of German International Schools). Rachel has independently led workshops in Europe and Asia on Concept-Based Curriculum and Instruction focused on articulating curriculum and understanding what Concept-Based Curriculum looks like in action. Rachel is an active workshop leader and consultant supporting schools in planning and implementation and providing feedback to teachers on unit planners. As a IB trained PYP workshop leader, Rachel is able to make connections between Concept-Based Curriculum material and the IB programmes. Rachel holds an MA in Educational Leadership and Management from the University of Bath. Rachel has recently finished work with Corwin on the revision of Concept-Based Curriculum and Instruction for the Thinking Classroom with Dr. Lynn Erickson and Dr. Lois Lanning. Carla Marschall Carla Marschall has vast experience in Pre-K to Grade 8 curriculum development and implementation, having worked as both an Assistant Principal and Curriculum Coordinator in IB PYP (Primary Years Programme) schools in Switzerland, Germany and Hong Kong over the past ten years. She currently works as Vice Principal of Infants at United World College South East Asia in Singapore. From August, 2016 she has be seconded to work as Deputy Head of Curriculum and Research, working on the school's K-12 curriculum articulation project. A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla has facilitated Concept-Based workshops with Lynn Erickson in Hong Kong and independently in China, Switzerland and Germany. An IB workshop leader, she has led specialised PYP workshops on the role of concepts in the teaching of science and transdisciplinary units of study. She is currently working with Rachel French on a video project entitled "Inside the Concept-Based Classroom", collecting examples of best practice in concept-based learning from around the globe. Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London. Carla contributed ideas for lesson design to Dr. Lynn Erickson and Dr. Lois Lanning's last book published by Corwin (2014), Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together.

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