The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability LearnersThis book presents a model of curriculum development for gifted students and offers four parallel approaches that focus on ascending intellectual demand as students develop expertise in learning. The parallel curriculum's four approaches include: (1) the core or basic curriculum; (2) the curriculum of connections, which expands on the core curriculum's key concepts and principles; (3) the curriculum of practice, which encourages students to function in a discipline with increasing expertise; and (4) the curriculum of identity, which helps students see themselves in relation to the discipline. Individual chapters address the following topics: the rationale for an evolving conception of curriculum to develop expertise; an overview of the Parallel Curriculum Model; the essentials of curriculum design; the core curriculum parallel; the curriculum of connections parallel; the curriculum of practice parallel; the curriculum of identity parallel; and making decisions about the use of the Parallel Curriculum Model. Each of the chapters detailing the four curriculum approaches discusses the meaning of the approach, key features and characteristics of the approach, content and standards, teaching methods, assessment, learning activities, resources, and modifications based on learner need. An extended example of each curriculum approach completes these chapters. (Contains 75 references.) (DB) |
Contents
The Rationale for an Evolving Conception of Curriculum to Develop Expertise | 1 |
Changing Views of Inteiigence and Giftedness | 2 |
The Need to Explore Similarities and Differences in Curriculum for All Learners and for Gifted Learners | 3 |
A Need to Honor the Post by Building to the Future | 5 |
Theories of Knowledge | 6 |
Selected Concepts From Theories of Curriculum and Instruction | 9 |
Process Development | 10 |
A Product Orientation | 11 |
Why Should a Teacher Emphasize Connections and Relationships? | 129 |
When Should 1 Use This Parallel? | 131 |
Choosing Appropriate Content and Learning Objectives to Support a Curriculum of Connections | 136 |
Keoras Cultures Curriculum | 140 |
Remodeling Examples | 141 |
We Read About ft | 142 |
lntegrating Subjects | 143 |
Summary | 144 |
Ascending 1ntellectual Demand in the Parallel Curriculum Model | 12 |
Student Affect and the Parallel Curriculum Model | 14 |
An Overview of the Parallel Curriculum Model | 17 |
A Look at the Four Curriculum Parallels | 19 |
The Nature of the Effective Core Curriculum | 20 |
Ascending lntellectual Demand and the Core Curriculum | 21 |
CloseUps of the Core Curriculum | 22 |
The Nature of the Curriculum of Connections | 23 |
Ascending lntellectual Demand and the Curriculum of Connections | 25 |
CloseUps of the Curriculum of Connections | 26 |
The Nature of the Curriculum of Practice | 28 |
Ascending Intellectual Demand and the Curriculum of Practice | 31 |
CloseUps of the Curriculum of Practice | 32 |
The Nature of the Curriculum of ldentity | 35 |
Ascending lntellectual Demand and the Curriculum of ldentity | 38 |
CloseUps of the Curriculum of ldentity | 40 |
A Curriculum Combining Parallels | 41 |
Looking Ahead in the Book | 42 |
The Essentials of Curriculum Design | 43 |
Components of a Comprehensive Curriculum Plan | 45 |
1 ContentStandards | 48 |
3 lntroductory Activities | 52 |
4 Teaching Methods | 53 |
5 Learning Activities | 56 |
6 Grouping Strategies | 60 |
7 Products | 61 |
9 Extension Activities | 63 |
10 Modifications Based on Learner Need | 64 |
A Capsule of Components of Comprehensive Curriculum | 65 |
Comprehensive Curriculum Framework One Teachers Approaches | 67 |
Revising the Teachers Guide Assessment | 70 |
Planning the lntroduction to the Unit | 72 |
Finding Resources for the Unit | 76 |
Developing Products for the Unit | 77 |
Modifying Basic Plans in Response to Learner Needs | 78 |
Looking Back and Ahead | 79 |
The Core Curriculum Parallel | 81 |
Why Four Approaches to Curriculum Design? 1snt One Good Enough? | 82 |
Form Follows Function | 83 |
Architectural Design | 84 |
What Is Core in the Core Curriculum Parallel? | 85 |
What Is the Purpose of the Core Curriculum Parallel? | 86 |
How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel? | 88 |
Assessment Strategies and the Core Curriculum Parallel | 94 |
Introductory Activities in the Core Curriculum Parallel | 97 |
Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel | 99 |
Teaching Methods and the Core Curriculum Parallel | 100 |
Learning Activities and the Core Curriculum Parallel | 101 |
Resources in the Core Curriculum Parallel | 102 |
Core Curriculum Parallel | 103 |
Modification for Learner Need and Ascending lntellectual Demand in the Core Curriculum Parallel | 105 |
Determining Content | 106 |
Planning Assessment Strategies | 115 |
Planning Introductory Activities | 116 |
Selecting Teaching and Learning Activities Grouping Strategies Resources and Products | 118 |
Choosing Extension Activities | 121 |
Modifying Plans Based on Learner Need lncluding Ascending lntellectual Demand | 122 |
Looking Back and Ahead | 123 |
of Connections Parallel | 125 |
What 1s the Curriculum of Connections? | 127 |
Focusing Questions in the Curriculum of Connections | 128 |
Introductory Activities in a Curriculum of Connections | 146 |
Teaching Strategies in a Curriculum of Connections | 147 |
Learning Activities in a Curriculum of Connections | 148 |
Products Grouping Strategies and Extension Activities in the Curriculum of Connections | 149 |
Differentiation and Ascending fnteffectuaf Demand in the Curriculum of Connections | 150 |
Resources | 154 |
Blending Content Decisions and Grouping Strategies | 155 |
Teaching Methods and Learning Activities | 156 |
Student Products and Assessments | 157 |
Introductory Activities | 158 |
Modifications in Response to Learner Need lncluding Ascending lntellectual Demand | 159 |
Lydias Reflections | 160 |
Looking Back and Ahead | 161 |
The Curriculum of Practice Parallel | 163 |
What Does 1t Mean to Practice in a Curriculum? | 164 |
Why Does It Matter to Have Students Engage in a Curriculum of Practice? | 166 |
Key Features of the Key Components of Curriculum in the Curriculum of Practice | 173 |
Assessment in the Curriculum of Practice | 178 |
lntroductory Activities and the Curriculum of Practice | 179 |
Learning Activities and the Curriculum of Practice | 180 |
An Example of Simulating the Role of an Expert Practitioner | 181 |
An Example of Becoming Expert Practitioners in a Field of Study | 184 |
Resources in the Curriculum of Practice | 185 |
Extension Activities in the Curriculum of Practice | 187 |
Student Grouping in the Curriculum of Practice | 188 |
Modifications Based on Learner Need lncluding Ascending lntellectual Demand | 190 |
Summary | 191 |
An Example of the Curriculum of Practice | 192 |
Gathering the Resources | 194 |
Developing Extension Activities | 198 |
Planning for Student Grouping | 205 |
Looking Back and Ahead | 207 |
The Curriculum of Identity Parallel | 209 |
What Does 1dentity Mean in the Curriculum of Identity? | 210 |
Why Should We Be Concerned About a Students Identity? | 212 |
What Are the Key Features and Characteristics of Curriculum Components Within the Curriculum of Identity? | 214 |
ContentStandards in the Curriculum of ldentity | 215 |
2 Assessments in the Curriculum of ldentity | 221 |
3 Introductory Activities in the Curriculum of ldentity | 225 |
4 Teaching Methods in the Curriculum of ldentity | 228 |
5 Learning Activities in the Curriculum of ldentity | 229 |
6 Grouping Strategies in the Curriculum of identity | 230 |
7 Resources in the Curriculum of ldentity | 231 |
8 Products in the Curriculum of ldentity | 232 |
Ascending lntellectual Demand in the Curriculum of ldentity | 233 |
An Example of the Curriculum of Identity | 235 |
Adapting the Components of the Curriculum of ldentity Based on Learner Need lncluding Ascending lntellectual Demand | 247 |
Looking Back and Ahead | 249 |
Making Decisions About the Use of the Parallel Curriculum Model | 251 |
Flexible Options for Using the Parallel Curriculum Model | 252 |
Parallels to Build From a Common Foundation | 253 |
A Layered Approach to Using the Parallels | 254 |
Using the Parallels for Varied Purposes Within a Singie Unit | 255 |
Designing lndividual Learning Pathways Using the Parallel Curriculum Model | 258 |
Extending Your Options Using the Parallels | 260 |
The Nature of the Students | 261 |
The Nature of the Teacher | 262 |
Teaching the Curriculum | 263 |
Looking Back and Looking Ahead | 264 |
References | 267 |
Other editions - View all
Common terms and phrases
2002 by National ability aligned analyze Ascending Intellectual Demand ask students assessment Association for Gifted Civil War classroom cognitive compare and contrast concept maps concepts and principles Copyright Core Curriculum Parallel Corwin Press cultures Curricu Curriculum by Tomlinson Curriculum Components curriculum design curriculum development Curriculum of Connections Curriculum of Identity Curriculum of Practice curriculum unit dents discipline Emancipation Proclamation example explore extension activities field Figure focus focusing questions Gifted Children gifted education graphic organizers help students historical historical fiction ideas identify interests introductory activities knowledge Learner Need learning activities learning goals Lydia macroconcepts National Association opportunities Parallel Curriculum Model perspectives practicing professionals practitioners problem-based learning problems provide students Published by Corwin purchased this book reflect Reprinted Reproduction authorized rights reserved role rubrics social studies teacher teaching methods textbook thinking skills tion topics