"My experience teaching the lessons to students helped me understand the importance of self-reflection. The students were able to reflect on their own abilities in learning. Defining who you are as a learner is informative and empowering."
—Robert Grubb, Teacher
Los Angeles City Unified School District, CA
"Teaching students how to be 'lifelong learners' can be realized by helping them develop a sense of responsibility for their learning. These lessons provide that opportunity for students."
—Paige A. McGinty, Doctoral Student in Teacher Education, Multicultural Societies
University of Southern California
Discover how the Parallel Curriculum Model can help urban students achieve!
Teachers in urban schools often find that their students have learning needs that go beyond a standards-based curriculum. Originally developed for gifted learners, the Parallel Curriculum Model is highly effective for helping students of all backgrounds reach new levels of achievement. This book presents a high-quality curriculum that builds key learning skills for academic success for students of diverse cultural and socioeconomic backgrounds.
Easily taught alongside a regular curriculum for Grades K–8, this hands-on resource focuses on student potential in four areas: as scholars, active classroom participants, self-advocates, and articulate presenters. Educators will learn how to forge connections between standard curriculum content and the personal traits that students need to thrive in school and beyond. Readers will find:
- An enriched, multidisciplinary curriculum for developing resiliency, self-motivation, and collaboration skills in urban youth
- Sixteen field-tested and ready-to-use lesson plans and related reproducibles
- Thought-provoking questions and interactive exercises that promote critical and creative thinking and classroom discussion
Mentor your students in developing lifelong skills for learning and success through a holistic approach that challenges and inspires.
|Multiple Applications and the Parallel Curriculum Model|
|Flexibility of the Parallel Curriculum Model|
|Structure of the Parallel Curriculum Model|
|Responding to Student Diversity With Curriculum Diversity|
|Urban Classroom Dynamics|
|Developing an Academic Skill Set|
|Introduction to the PCM Focus Lessons|
|Lesson Plan Format|
|Implementing the Lesson Plan|
|Lesson Plan Scheduling|
|Depth and Complexity|
|Lesson A: Developing an Interest (I)|
|Lesson B: Developing an Interest (II)|
|Lesson C: Developing Tenacity|
|Lesson D: Determining Relevance|
|Lesson E: Confronting Failure|
|Lesson F: Intellectual Strengths|
|Lesson G: Receptivity to Experience|
|Lesson A: Questioning|
|Lesson B: Asking for Clarification|
|Lesson C: Restating|
|Lesson D: Acknowledging Peers|
|Lesson A: Establishing a Voice|
|Lesson B: Building Confidence|
|Lesson C: Establishing an Identity|
|Lesson D: Multiple Group Membership|
|Lesson A: Talking Steps|
|Lesson B: Ways to Say It|
|Lesson C: Engaging the Audience|
|Lesson D: Staying on Target|
This companion website is intended to provide support materials for Using the Parallel Curriculum Model in Urban Settings, Grades K-8. Please note that all the materials on this site are especially geared toward supporting understanding of and enhancing the applications found in the book.