Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding | 誠品線上

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

內容簡介

內容簡介 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.

作者介紹

作者介紹 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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