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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
Using actual classroom footage, this video companion to The Parallel Curriculum is an excellent resource that shows examples of how the model might look in a range of classrooms and subjects. Carol Ann Tomlinson expertly guides staff developers and teachers by discussing characteristics of the model, and its potential to benefit a broad range of students - including advanced learners.
 
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

Carol Ann Tomlinson

Carol Ann Tomlinson‘s career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia’s Teacher of the Year in 1974. She is professor of educational leadership, foundations, and pol­icy at the University of Virginia’s Curry School of Education; a researcher for the National Research Center on... More About Author

Sandra N. Kaplan

Sandra N. Kaplan has been a teacher and administrator of gifted programs in an urban school district in California. Currently, she is clinical professor in learning and instruction at the University of Southern California’s Rossier School of Education. She has authored articles and books on the nature and scope of differenti­ated curriculum for gifted students. Her primary area of concern is modifying the core and differentiated curriculum to meet the needs of inner-city, urban, gifted learners. She is a past president of the California Association for the Gifted (CAG) and the National Asso­ciation for Gifted Children (NAGC). She has been... More About Author

Jeanne H. Purcell

Jeanne H. Purcell is the consultant to the Connecticut State Depart­ment of Education for gifted and talented education. She is also director of UConn Mentor Connection, a nationally recognized summer mentorship program for talented teenagers that is part of the NEAG Center for Talent Development at the University of Con­necticut. Prior to her work at the State Department of Connecticut, she was an administrator for Rocky Hill Public Schools (CT); a pro­gram specialist with the National Research Center on the Gifted and Talented, where she worked collaboratively with other researchers on national issues related to high-achieving young... More About Author

Jann H. Leppien

Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Tal­ented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana.... More About Author

Deborah E. Burns

Deborah E. Burns began her teaching career in 1973 as a Title I reading and mathematics teacher in a rural K-8 school in Michigan. She has worked as a K-8 classroom teacher, as a middle school language arts spe­cialist, and as a program coordinator for a seven-district consortium. She has taught in preschool, summer, and Saturday programs, in resource rooms, a psychiatric ward, an orphanage, and at the university level. She has written grants, professional development modules, journal articles, assessments, program evaluations, curriculum units, and three books. She has also designed and implemented class­room-based research studies and... More About Author

Cindy A. Strickland

Cindy A. Strickland has been a teacher for twenty-five years and has worked with students of all ages, from kindergarten to master’s degree. A member of the ASCD Differentiation Faculty Cadre, Cindy works closely with Carol Ann Tomlinson and has coauthored several books and articles with her. In the past eight years, Cindy’s consulting work has taken her to forty-six states, five provinces, and three continents where she has provided workshops on topics relating to differentiation, the Parallel Curriculum Model (PCM), and gifted education. Cindy’s publications include Staff Development Guide for the Parallel Curriculum; The Parallel... More About Author

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