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.

Foreword by H. Lynn Erickson and Lois A. Lanning
Acknowledgments
About the Authors
About the Illustrator
Introduction
Chapter 1: The Foundations of Concept-Based Inquiry
Bringing Together Inquiry-Based and Concept-Based Learning
Part 1: Exploring Inquiry-Based Learning
Inquiry Approaches in Concept-Based Inquiry
Part 2: Exploring Concept-Based Learning
Concepts as Organizers
The Structures of Knowledge and Process
Disciplines Draw From Knowledge and Process
Pause and Reflect
Chapter 2: Concept-Based Inquiry
A Model of Concept-Based Inquiry
The Phases of Concept-Based Inquiry
The Complexity of Inquiry
Concept-Based Inquiry and the Inductive Approach
Creating a Culture of Concept-Based Inquiry
Pause and Reflect
Chapter 3: Planning for Concept-Based Inquiry
What Planning Steps Support Concept-Based Inquiry?
How Can Teachers Enhance Their Understanding of a Unit?
What Role Do Guiding Questions Play in Concept-Based Inquiry?
What Do the Phases of Concept-Based Inquiry Look Like in a Unit?
Pacing in Concept-Based Inquiry
How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry?
What Are Approaches for Making Interdisciplinary Links?
Connecting to the Phases of Inquiry
Pause and Reflect
Chapter 4: Engage
Activating Prior Knowledge Using Engagement Strategies
Using Strategies to Motivate Students
Initial Questions, Initial Thinking
Rethinking Our Use of Engagement Strategies
Opinion-Based Strategies
Experiential Strategies
Discussion-Based Strategies
Assessment in the Engage Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 5: Focus
Using Concept Formation Strategies to Focus an Inquiry
Concepts Provide Breadth and Depth
Levels of Conceptual Thinking
Effective Concept Formation Practices
Concept Formation Strategies: Deductive and Inductive Approaches
Choosing Concept Formation Strategies
Assessment in the Focus Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 6: Investigate
The Power of Factual Examples
Case Study Approaches
Focus on Skill Development
A Preface to Strategies
Assessment in the Investigate Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 7: Organize
Making Meaning Using Organizers
Cognitive Load Theory and the Importance of Organizing
Representation and Conceptual Understanding
Sharing Findings as a Community of Inquirers
A Preface to Strategies
Assessment in the Organize Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 8: Generalize
An Inductive Approach to Generalizing
Developing Strong Generalizations
Scaffolding Thinking
The Value of Recording Generalizations
The Importance of Discussion
A Preface to Strategies
Assessment in the Generalize Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 9: Transfer
Transfer That Deepens Understanding
Testing and Justifying Generalizations
Understanding New Events and Situations
Predicting and Hypothesizing
Applying Learning
Taking Action
Assessment in the Transfer Phase
Connecting Phases of Inquiry
Pause and Reflect
Chapter 10: Reflect
The Power of Reflection
The Reflective Cycle
Building Agency
Reflection Throughout the Inquiry
Assessing Reflection Throughout the Inquiry
Connecting Phases of Inquiry
Pause and Reflect
Chapter 11: Concluding Thoughts
A Vision for Thinking Classrooms
Understand and Adapt
Resources
Resource A. Concept-Based Inquiry Glossary of Terms
Resource B. Concept-Based Inquiry Planner
Resource C. Sample Concept-Based Inquiry Planner: Industrialization Unit
References
Index