The Parallel Curriculum; A Design to Develop High Potential and Challenge High-Ability Learners

by Tomlinson, Carol; Kaplan, Sandra; Renzulli, Joseph; Purcell, Jeanne; Leppien, Jann; Burns, Deborah

• ISBN13: 9780761945598
• ISBN10: 0761945598
• Format: Paperback
• Copyright: 2001-10-25
• Publisher: Corwin Pr

Summary

The Parallel Curriculum Model can be used for students working at a basic level of skill and understanding, as well as for high-ability students ready for more complex learning options.

Table of Contents

Preface	xi
Acknowledgments	xi
Reviewers	xii
Dialogue and Exchange	xii
Respondents and Developers	vii
Teachers (Pilot Classrooms)	xiii
About the Authors	xiii
The Rationale for an Evolving Conception of Curriculum to Develop Expertise	1	(16)
Reasons for Curriculum Development	1	(4)
A Changing Society Can Change Students	1	(1)
Changing Views of Intelligence and Giftedness	2	(1)
The Need to Explore Similarities and Differences in Curriculum for All Learners and for Gifted Learners	3	(2)
A Need to Honor the Past by Building to the Future	5	(1)
Theoretical Underpinnings of the Model	5	(4)
Curriculum That Respects the Unique Characteristics of the Learner	5	(1)
Theories of Knowledge	6	(3)
Selected Concepts From Theories of Curriculum and Instruction	9	(2)
The Foundations of Enduring Knowledge	9	(1)
Representative Topics	9	(1)
Process Development	10	(1)
Focus on Methodology	10	(1)
A Product Orientation	11	(1)
Effective Curriculum for All Learners	11	(1)
Ascending Intellectual Demand in the Parallel Curriculum Model	12	(2)
Student Affect and the Parallel Curriculum Model	14	(3)
An Overview of the Parallel Curriculum Model	17	(26)
A Look at the Four Curriculum Parallels	19	(1)
The Core Curriculum	20	(3)
The Nature of Effective Core Curriculum	20	(1)
Ascending Intellectual Demand and the Core Curriculum	21	(1)
Close-Ups of the Core Curriculum	22	(1)
The Curriculum of Connections	23	(5)
The Nature of the Curriculum of Connections	23	(2)
Ascending Intellectual Demand and the Curriculum of Connections	25	(1)
Close-Ups of the Curriculum of Connections	26	(2)
The Curriculum of Practice	28	(7)
The Nature of the Curriculum of Practice	28	(3)
Ascending Intellectual Demand and the Curriculum of Practice	31	(1)
Close-Ups of the Curriculum of Practice	32	(3)
The Curriculum of Identity	35	(6)
The Nature of the Curriculum of Identity	35	(3)
Ascending Intellectual Demand and the Curriculum of Identity	38	(2)
Close-Ups of the Curriculum of Identity	40	(1)
A Curriculum Combining Parallels	41	(1)
Looking Ahead in the Book	42	(1)
The Essentials of Curriculum Design	43	(38)
Key Components of Comprehensive Curriculum Design	43	(2)
Components of a Comprehensive Curriculum Plan	45	(20)
Content/Standards	48	(1)
Assessment	48	(4)
Introductory Activities	52	(1)
Teaching Methods	53	(3)
Learning Activities	56	(4)
Grouping Strategies	60	(1)
Products	61	(1)
Resources	61	(2)
Extension Activities	63	(1)
Modifications Based on Learner Need	64	(1)
A Capsule of Components of Comprehensive Curriculum	65	(2)
Remodeling a Study Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach	67	(12)
Setting the Course: Aligning Text and Standards	67	(3)
Revising the Teacher's Guide Assessment	70	(2)
Planning the Introduction to the Unit	72	(1)
Determining Teaching Methods and Learning Activities	72	(4)
Finding Resources for the Unit	76	(1)
Developing Products for the Unit	77	(1)
Modifying Basic Plans in Response to Learner Needs	78	(1)
Looking Back and Ahead	79	(2)
The Core Curriculum Parallel	81	(44)
Why Four Approaches to Curriculum Design? Isn't One Good Enough?	82	(3)
Metaphor #1: The Novice-Expert Continuum	82	(1)
Metaphor #2: Form Follows Function	83	(1)
Metaphor #3: Architectural Design	84	(1)
What Is ``Core'' in the Core Curriculum Parallel?	85	(3)
What Is the Purpose of the Core Curriculum Parallel?	86	(2)
How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel?	88	(11)
The Role of Content/Standards Within the Core Curriculum Parallel	88	(6)
Assessment Strategies and the Core Curriculum Parallel	94	(3)
Introductory Activities in the Core Curriculum Parallel	97	(2)
Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel	99	(7)
Teaching Methods and the Core Curriculum Parallel	100	(1)
Learning Activities and the Core Curriculum Parallel	101	(1)
Grouping Practices and the Core Curriculum Parallel	101	(1)
Resources in the Core Curriculum Parallel	102	(1)
Products in the Core Curriculum Parallel	103	(1)
Extension Activities in the Core Curriculum Parallel	103	(2)
Modification for Learner Need and Ascending Intellectual Demand in the Core Curriculum Parallel	105	(1)
Using the Goals of the Core Curriculum Parallel for Lydia Janis's Civil War Unit	106	(17)
Determining Content	106	(9)
Planning Assessment Strategies	115	(1)
Planning Introductory Activities	116	(2)
Selecting Teaching and Learning Activities, Grouping Strategies, Resources, and Products	118	(3)
Choosing Extension Activities	121	(1)
Modifying Plans Based on Learner Need, Including Ascending Intellectual Demand	122	(1)
Looking Back and Ahead	123	(2)
The Curriculum of Connections Parallel	125	(38)
What Is the Curriculum of Connections?	127	(2)
Focusing Questions in the Curriculum of Connections	128	(1)
The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships?	129	(2)
The Curriculum of Connections: When Should I Use This Parallel?	131	(1)
The Characteristics of the Curriculum Components Within the Curriculum of Connections	131	(10)
Choosing Appropriate Content and Learning Objectives to Support a Curriculum of Connections	136	(4)
Keara's Cultures Curriculum	140	(1)
Remodeling Examples	141	(3)
Scenario 1: We Read About It	142	(1)
Scenario 2: Webbing It	142	(1)
Scenario 3: Integrating Subjects	143	(1)
Summary	144	(1)
Reconfiguring Other Curriculum Components for the Curriculum of Connections	144	(6)
Assessment Strategies in a Curriculum of Connections	144	(2)
Introductory Activities in a Curriculum of Connections	146	(1)
Teaching Strategies in a Curriculum of Connections	147	(1)
Learning Activities in a Curriculum of Connections	148	(1)
Resources in a Curriculum of Connections	148	(1)
Products, Grouping Strategies, and Extension Activities in the Curriculum of Connections	149	(1)
Differentiation and Ascending Intellectual Demand in the Curriculum of Connections	150	(1)
Lydia's Civil War Unit Using the Goals of the Curriculum of Connections Parallel	150	(11)
Content Connections	150	(4)
Resources	154	(1)
Blending Content Decisions and Grouping Strategies	155	(1)
Teaching Methods and Learning Activities	156	(1)
Student Products and Assessments	157	(1)
Introductory Activities	158	(1)
Extension Activities	158	(1)
Modifications in Response to Learner Need, Including Ascending Intellectual Demand	159	(1)
Lydia's Reflections	160	(1)
Looking Back and Ahead	161	(2)
The Curriculum of Practice Parallel	163	(46)
What Does It Mean to ``Practice'' in a Curriculum?	164	(2)
Why Does It Matter to Have Students Engage in a Curriculum of Practice?	166	(25)
Key Features of the Key Components of Curriculum in the Curriculum of Practice	173	(1)
Content/Standards in the Curriculum of Practice	173	(5)
Assessment in the Curriculum of Practice	178	(1)
Introductory Activities and the Curriculum of Practice	179	(1)
Teaching Methods and the Curriculum of Practice	179	(1)
Learning Activities and the Curriculum of Practice	180	(1)
An Example of Simulating the Role of an Expert Practitioner	181	(3)
An Example of Becoming Expert Practitioners in a Field of Study	184	(1)
Resources in the Curriculum of Practice	185	(1)
Products in the Curriculum of Practice	185	(2)
Extension Activities in the Curriculum of Practice	187	(1)
Student Grouping in the Curriculum of Practice	188	(2)
Modifications Based on Learner Need, Including Ascending Intellectual Demand	190	(1)
Summary	191	(1)
An Example of the Curriculum of Practice	192	(15)
Increasing an Understanding of Historical Research	192	(1)
Identifying the Content/Standards Goals of the Unit	192	(2)
Gathering the Resources	194	(1)
Determining the Teaching Methods, Identifying a Strategy for Designing the Learning Activities and Products, and Designing the Assessment	194	(4)
Developing Extension Activities	198	(7)
Planning for Student Grouping	205	(1)
Modifications in Response to Student Need, Including Ascending Intellectual Demand	205	(2)
Looking Back and Ahead	207	(2)
The Curriculum of Identity Parallel	209	(42)
What Does Identity Mean in the Curriculum of Identity?	210	(2)
Why Should We Be Concerned About a Student's Identity?	212	(2)
What Are the Key Features and Characteristics of Curriculum Components Within the Curriculum of Identity?	214	(21)
Content/Standards in the Curriculum of Identity	215	(6)
Assessments in the Curriculum of Identity	221	(4)
Introduction Activities in the Curriculum of Identity	225	(3)
Teaching Methods in the Curriculum of Identity	228	(1)
Learning Activities in the Curriculum of Identity	229	(1)
Grouping Strategies in the Curriculum of Identity	230	(1)
Resources in the Curriculum of Identity	231	(1)
Products in the Curriculum of Identity	232	(1)
Extension Activities in the Curriculum of Identity	232	(1)
Modification in Response to Learner Need, Including Ascending Intellectual Demand in the Curriculum of Identity	233	(2)
An Example of the Curriculum of Identity	235	(14)
Adapting the Components of the Curriculum of Identity Based on Learner Need, Including Ascending Intellectual Demand	247	(2)
Looking Back and Ahead	249	(2)
Making Decisions About the Use of the Parallel Curriculum Model	251	(16)
Flexible Options for Using the Parallel Curriculum Model	252	(8)
The Parallels as Support for Thematic Study	252	(1)
Parallels to Build From a Common Foundation	253	(1)
A Layered Approach to Using the Parallels	254	(1)
Using the Parallels for Varied Purposes Within a Single Unit	255	(3)
Designing Individual Learning Pathways Using the Parallel Curriculum Model	258	(2)
Extending Your Options Using the Parallels	260	(1)
Making Decisions About Use of the Parallel Curriculum Model	260	(4)
The Nature of the Learning Goals	260	(1)
The Nature of the Students	261	(1)
The Nature of the Teacher	262	(1)
The Context of the Curriculum	262	(1)
Teaching the Curriculum	263	(1)
Looking Back and Looking Ahead	264	(3)
References	267