Julie Stern is the best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, Visible Learning for Social Studies, and Learning That Transfers. She is the thought leader behind the global workshop series Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons. Her website is www.edtosavetheworld.com.Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as Deputy Director of Public Policy and Curriculum Innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Tools for Teaching Conceptual Understanding, Elementary and Secondary. Krista holds bachelor′s degrees in American Studies and Spanish from Cornell University and a Master of Arts in Teaching from American University. She is also an alumna of Teach for America.

"Using a concept-based curriculum is essential to get students thinking and  active in their own learning. Erickson, Lanning & French explain in detail how to plan and teach in order to transform content into understanding that is relevant and compelling for all students."

• ForewordAcknowledgmentsAbout the AuthorsIntroduction: Why is Concept-Based Curriculum Critical for the 21st Century?Chapter 1: What Are the Essential Elements of Concept-Based Curriculum Design?Chapter 2: How Do I Set Up My Classroom for Deep, Conceptual Learning?Chapter 3: What Are the Building Blocks of Concept-Based Instruction?Chapter 4: What Additional Tools Can We Use to Design Lessons?Chapter 5: How do we Design Assessments for Conceptual Understanding?Chapter 6: How Can We Work Toward Equity in a Concept-Based Classroom?Chapter 7: How Can Conceptual Understanding Help to Preserve a Love of Learning Beyond Childhood?Conclusion: Imagine What School Could Be.…ReferencesIndex

Julie Stern is the best-selling author of Tools for Teaching Conceptual Understanding, Elementary and Secondary, Visible Learning for Social Studies, and Learning That Transfers. She is the thought leader behind the global workshop series Making Sense of Learning Transfer, and is a certified trainer in Visible Learning Plus. Her passion is synthesizing the best of education research into practical tools that support educators in breaking free of the industrial model of schooling and moving toward teaching and learning that promotes sustainability, equity, and well-being. She is a James Madison Constitutional Fellow and taught social studies for many years in Washington, DC and her native Louisiana. Julie moves internationally every few years with her husband, a US diplomat, and her two young sons. Her website is www.edtosavetheworld.com.Krista Ferraro is a history teacher and department head at Thayer Academy in Braintree, Massachusetts. Her passions include civic education, social justice, and preparing students for effective global citizenship. Previously, she served as Deputy Director of Public Policy and Curriculum Innovation at Chavez Schools in Washington, DC, where she also taught history and public policy courses. Her published works include the bestselling Tools for Teaching Conceptual Understanding, Elementary and Secondary. Krista holds bachelor′s degrees in American Studies and Spanish from Cornell University and a Master of Arts in Teaching from American University. She is also an alumna of Teach for America.

"Using a concept-based curriculum is essential to get students thinking and  active in their own learning. Erickson, Lanning & French explain in detail how to plan and teach in order to transform content into understanding that is relevant and compelling for all students."

• ForewordAcknowledgmentsAbout the AuthorsIntroduction: Why is Concept-Based Curriculum Critical for the 21st Century?Chapter 1: What Are the Essential Elements of Concept-Based Curriculum Design?Chapter 2: How Do I Set Up My Classroom for Deep, Conceptual Learning?Chapter 3: What Are the Building Blocks of Concept-Based Instruction?Chapter 4: What Additional Tools Can We Use to Design Lessons?Chapter 5: How do we Design Assessments for Conceptual Understanding?Chapter 6: How Can We Work Toward Equity in a Concept-Based Classroom?Chapter 7: How Can Conceptual Understanding Help to Preserve a Love of Learning Beyond Childhood?Conclusion: Imagine What School Could Be.…ReferencesIndex