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The Parallel Curriculum in the Classroom, Book 1
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The Parallel Curriculum in the Classroom, Book 1
Essays for Application Across the Content Areas, K-12

Edited by:

September 2005 | 128 pages | Corwin

Enrich your understanding and application of the Parallel Curriculum Model!

The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners remains a groundbreaking publication offering an innovative model for rich curriculum development across varying ability levels. Its four parallel approaches to curriculum development were designed to challenge all students to greater expertise across content areas while helping teachers challenge and develop their own expectations.

The Parallel Curriculum in the Classroom, Book 1 delves more deeply into the classroom application of the Parallel Curriculum Model, providing in-depth examinations of how to:

  • Design appropriate curriculum using the Parallel Curriculum Model
  • Effectively apply focusing questions when planning for each of the parallels
  • Modify the curriculum and classroom environment for students to learn from multiple perspectives
  • Extend opportunities with the Curriculum of Identity
  • Plan curriculum and instruction using Ascending Intellectual Demand

For teachers, curriculum and instruction directors, staff developers, and administrators, The Parallel Curriculum in the Classroom, Book 1 makes designing and planning with the Parallel Curriculum Model clear. Challenge and reward yourself and your students with this promising new model!

See The Parallel Curriculum in the Classroom, Book 2


 
Introducing the Parallel Curriculum Model in the Classroom by Carol Ann Tomlinson and Sandra Kaplan
About the Book

 
Using the Model and Units for Professional Development

 
 
Acknowledgments
 
1. In Praise of Protocols: Navigating the Design Process Within the Parallel Curriculum Model by Deborah E. Burns
Curriculum as a Road Map

 
The Purpose, Problems, and Process of Curriculum Writing

 
The Goal and Sequence of This Essay

 
The Beginning: Agreeing on the Components of a Curriculum Plan

 
The Challenge of Writing Well-Aligned PCM Curriculum

 
Supporting the Work of Creative Professionals

 
The Parallel Curriculum Model Protocols

 
Conclusion

 
 
2. The Importance of the Focusing Questions in Each of the Curriculum Parallels by Jann H. Leppien
The Nature of a Discipline and How It Relates to the Focusing Questions

 
Early in the Curriculum Planning Process

 
Using the Core Curriculum’s Purpose, Characteristics, and Questions to Guide Curricular Decisions

 
Using the Curriculum of Connections’ Purpose, Characteristics, and Questions to Guide Curricular Decisions

 
Using the Curriculum of Practice’s Purpose, Characteristics, and Questions to Guide Curricular Decisions

 
Using the Curriculum of Identity’s Purpose, Characteristics, and Questions to Guide Curricular Decisions

 
In Closing

 
 
3. Using the Four Parallel Curricula as a Comprehensive Curriculum Model: Philosophy and Pragmatism by Sandra N. Kaplan
The Philosophical Rationale

 
The Pragmatic Rationale

 
Conclusion

 
 
4. Exploring the Curriculum of Identity in the PCM Model by Jeanne Purcell
What Is the Curriculum of Identity?

 
What’s In It for Me?

 
Conclusion

 
References

 
 
5. Ascending Intellectual Demand Within and Beyond the Parallel Curriculum Model by Carol Tomlinson, Sandra Kaplan, and Kelly Hedrick
What Is Ascending Intellectual Demand?

 
How Does Ascending Intellectual Demand Relate to Other Guides for Challenge?

 
How Is Ascending Intellectual Demand Different Than Other Approaches to Challenge?

 
Using Ascending Intellectual Demand to Plan Curriculum and Instruction

 
When and Where Do Teachers Apply Ascending Intellectual Demand?

 
A Word of Caution

 
Why Does Ascending Intellectual Demand Matter?

 
References

 
 
Index

"These essays help educators think more fully and deeply about the PCM model, about the curriculum development process, and about the students who would benefit from a rich, multifaceted, expert-oriented curriculum."
—From Book 1

From Book 1

Sample Materials & Chapters

Introduction


Preview this book

For instructors

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