The parallel curriculum : a design to develop high potential and challenge high-ability learners
Publisher's description: Offering a new perspective on developing curriculum and instruction, the parallel curriculum model is meant for use in both heterogeneous and homogeneous classroom settings. Whether students are working at a basic level of skill and understanding or at the highest ability ready for more complex learning, teachers can use this model with confidence. The parallel curriculum model offers four parallel approaches to curriculum development to ensure rich curriculum for all learners, and illustrates ascending intellectual demand as a means of extending the intensity of challenge as students develop along a continuum toward expertise in learning. Clearly, education benefits from a variety of models from which teachers and schools can select to most appropriately address the learning needs of students. Here, the authors illustrate how use of the parallels shape curriculum for students--and the ongoing professional growth of educators themselves
xvii, 270 pages : illustrations ; 29 cm
9780761945581, 9780761945598, 076194558X, 0761945598
47893570
The rationale for an evolving conception of curriculum to develop expertise : Reasons for curriculum development : A changing society can change students ; Changing views of intelligence and giftedness ; The need to explore similarities and differences in curriculum for all learners and for gifted learners ; A need to honor the past by building to the future. Theoretical underpinnings of the model : Curriculum that respects the unique characteristics of the learner ; Theories of knowledge. Selected concepts from theories of curriculum and instruction : The foundations of enduring knowledge ; Representative topics ; Process development ; Focus on methodology ; A product orientation. Effective curriculum for all learners ; Ascending intellectual demand in the parallel curriculum model ; Student affect and the parallel curriculum model
An overview of the parallel curriculum model : A look at the four curriculum parallels ; The core curriculum : The nature of effective core curriculum ; Ascending intellectual demand and the core curriculum ; Close-ups of the core curriculum. The curriculum of connections : The nature of the curriculum of connections ; Ascending intellectual demand and the curriculum of connections ; Close-ups of the curriculum of connections. The curriculum of practice : The nature of the curriculum of practice ; Ascending intellectual demand and the curriculum of practice ; Close-ups of the curriculum of practice. The curriculum of identity : The nature of the curriculum of identity ; Ascending intellectual demand and the curriculum of identity ; Close-ups of the curriculum of identity. A curriculum combining parallels
The essentials of curriculum design : Key components of comprehensive curriculum design ; Components of a comprehensive curriculum plan : Content/standards ; Assessment ; Introductory activities ; Teaching methods ; Learning activities ; Grouping strategies ; Products ; Resources ; Extension activities ; Modifications based on learner need. A capsule of components of comprehensive curriculum ; Remodeling a study unit using the comprehensive curriculum framework: one teacher's approach : Setting the coarse: aligning exit and standards ; Revising the teacher's guide assessment ;Planning the introduction to the unit ; Determining teaching methods and learning activities ; Finding resources for the unit ; Developing products for the unit ; Modifying basic plans in response to learner needs. Looking back and ahead
The core curriculum parallel : Why four approaches to curriculum design? isn't one good enough? : Metaphor #1: the novice-expert continuum ; Metaphor #2: form follows function ; Metaphor #3: architectural design. What is "core" in the core curriculum parallel? : What is the purpose of the core curriculum parallel?. How are the key curriculum components reconfigured to achieve the goals of the core curriculum parallel? : The role of content/standards within the core curriculum parallel ; Assessment strategies and the core curriculum parallel ; Introductory activities in the core curriculum parallel. Revising the remaining curriculum components to address the goals of the core curriculum parallel : Teaching methods and the core curriculum parallel ; Learning activities and the core curriculum parallel ; Grouping practices and the core curriculum parallel ; Resources in the core curriculum parallel ; Products in the core curriculum parallel ; Extension activities in the core curriculum parallel ; Modification for learner need and ascending intellectual demand in the core curriculum parallel. Using the goals of the core curriculum parallel for Lydia Janis's Civil War unit : Determining content ; Planning assessment strategies ; Planning introductory activities ; Selecting teaching and learning activities, grouping strategies, resources, and products ; Choosing extension activities ; Modifying plans based on learner need, including ascending intellectual demand. Looking back and ahead
The curriculum of connections parallel :What is the curriculum of connections? : Focusing questions in the curriculum of connections. The purpose of a curriculum of connections: why should a teacher emphasize connections and relationships? ; The curriculum of connections: when should I use this parallel? ; The characteristics of the curriculum components within the curriculum of connections : Choosing appropriate content and learning objectives to support a curriculum of connections ;Keara's cultures curriculum. Remodeling examples :Scenario 1: we read about it ; Scenario 2: webbing it ; Scenario 3: integrating subjects. Reconfiguring other curriculum components for the curriculum of connections : Assessment strategies in a curriculum of connections ; Introductory activities in a curriculum of connections ; Teaching strategies in a curriculum of connections ; Learning activities in a curriculum of connections ; Resources in a curriculum of connections ; Products, grouping strategies, and extension activities in the curriculum of connections ; Differentiation and ascending intellectual demand in the curriculum of connections. Lydia's Civil War unit using the goals of the curriculum of connections parallel : Content connections ; Resources ; Blending content decisions and grouping strategies ; Teaching methods and learning activities ; Student products and assessments ; Introductory activities ; Extension activities ; Modification in response to learner need, including ascending intellectual demand ; Lydia's reflections
The curriculum of practice parallel : What does it mean to "practice" in a curriculum? ; Why does it matter to have students engage in a curriculum of practice? : Key features of the key components of curriculum in the curriculum of practice ; Content/standards in the curriculum of practice ; Assessment in the curriculum of practice ; Introductory activities and the curriculum of practice ; Teaching methods and the curriculum of practice ; Learning activities and the curriculum of practice ; An example of simulating the role of an expert practitioner ; An example of becoming expert practitioners in a field of study ; Resources in the curriculum of practice ; Products in the curriculum of practice ; Extension activities in the curriculum of practice ; Student grouping in the curriculum of practice ; Modifications based on learner need, including ascending intellectual demand. An example of the curriculum of practice : Increasing an understanding of historical research ; Identifying the content/standards goals of the unit ; Gathering the resources ; Determining the teaching methods, identifying a strategy for designing the learning activities and products, and designing the assessment ; Developing extension activities ; Planning for student grouping ; Modifications in response to student need, including ascending intellectual demand
The curriculum of identity parallel : What does identity mean in the curriculum of identity? ; Why should we be concerned about a student's identity? ; What are the key features and characteristics of curriculum components within the curriculum of identity? : Content/standards in the curriculum of identity ; Assessments in the curriculum of identity ; Introductory activities in the curriculum of identity ; Teaching methods in the curriculum of identity ; Learning activities in the curriculum of identity ; Grouping strategies in the curriculum of identity ; Resources in the curriculum of identity ; Products in the curriculum of identity ; Extension activities in the curriculum of identity ; Modification in response to learner need, including ascending intellectual demand in the curriculum of identity. An example of the curriculum of identity : Adapting the components of the curriculum of identity based on learner need, including ascending intellectual demand
Making decisions about the use of the parallel curriculum model : Flexible options for using the parallel curriculum model : The parallels as support for thematic study ; Parallels to build from a common foundation ; A layered approach to using the parallels ; Using the parallels for varied purposes within a single unit ; Designing individual learning pathways using the parallel curriculum model ; Extending your options using the parallels. Making decisions about use of the parallel curriculum model : The nature of the learning goals ; The nature of the students ; The nature of the teacher ; The context of the curriculum ; Teaching the curriculum
"A service publication of the National Association for Gifted Children."