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Using the Parallel Curriculum Model in Urban Settings, Grades K-8

Using the Parallel Curriculum Model in Urban Settings, Grades K-8

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December 2012 | 128 pages | Corwin
When students in urban settings confront curriculum or pedagogy that is not responsive to their diverse learning experiences, the result is underachievement. Educators, parents, and teachers recognize that meeting the needs of academic, cultural, economic and linguistic diversity among learners occurs when their individual diversity is met with a diverse curriculum.The Parallel Curriculum Model (PCM) is designed to be responsive to different populations in different contexts. PCM implementation in heterogeneous classrooms assists students in demonstrating abilities that are not visible when the traditional, or regular rubric, is used. The authors provide lessons that show educators how to reinforce basic content, connect previously and newly acquired content to form new understandings, and affirm a student's identity as a scholar. Using the Parallel Curriculum Model in Urban Settings, Grades K-8 provides educators in urban settings with detailed parallel curriculum lessons and strategies to enhance the learning experience of diverse students.
Preface: Bridging the Gap
About the Authors
Introduction: The Purposes of the Parallel Curriculum Model
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  
1. Scholarly Dispositions
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  
2. Participation Skills
Lesson A: Questioning  
Lesson B: Asking for Clarification  
Lesson C: Restating  
Lesson D: Acknowledging Peers  
3. Self-Advocacy
Lesson A: Establishing a Voice  
Lesson B: Building Confidence  
Lesson C: Establishing an Identity  
Lesson D: Multiple Group Membership  
4. Presentation Skills
Lesson A: Talking Steps  
Lesson B: Ways to Say It  
Lesson C: Engaging the Audience  
Lesson D: Staying on Target  
Appendix A: Designing Curriculum Using the Parallel Curriculum Model
Appendix B: Teaching the Prompts of Depth and Complexity


Supplemental Resources Website
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.

“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. The opportunity to define themselves as learners 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

Sample Materials & Chapters


Chapter 1: Scholarly Dispositions

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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

Irene Guzman

Irene Guzman has been teaching in the Santa Unified School District for 14 years. She is currently teaching third grade at Heninger Elementary School. She has dedicated her efforts to differentiate the curriculum for gifted English language learners. She has worked closely with teachers to improve support for the specific needs of gifted students in the urban setting. Guzman has worked under the USC Javits Grant as a mentor and a coach. She has also been a demonstration teacher and presenter at the California Association for the Gifted Conference and the USC summer institutes. More About Author

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

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ISBN: 9781412972192