The Parallel Curriculum

A Design to Develop Learner Potential and Challenge Advanced Learners
Second Edition
Carol Ann Tomlinson
Sandra Kaplan
Joseph S. Renzulli
Jeanne H. Purcell
Jann H. Leppien
Deborah E. Burns
Cindy A. Strickland
Marcia Imbeau
The Parallel Curriculum
October 2008 | 336 pages | Corwin
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ISBN: 9781452239200
Available from January 0001
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ISBN: 9781412961318
Available from January 0001

Description

"The Parallel Curriculum Model helps teachers not only strengthen their knowledge and pedagogy, but also rediscover a passion for their discipline based on their deeper, more connected understanding. Our students think critically and deeply at a level I have never before witnessed."
—Tony Poole, Principal
Sky Vista Middle School, Aurora, CO

"What makes this book unique is its insistence on the development of conceptual understanding of content and its focus on the abilities, interests, and learning preferences of each student."
—H. Lynn Erickson, Educational Consultant
Author of Stirring the Head, Heart, and Soul

"The approach honors the integrity of the disciplines while remaining responsive to the diversity of learners that teachers encounter."
—Jay McTighe, Educational Consultant
Coauthor of Understanding by Design

Engage students with a rich curriculum that strengthens their capacity as learners and thinkers!

Based on the premise that every learner is somewhere on a path toward expertise in a content area, this resource promotes a curriculum model for developing the abilities of all students and extending the abilities of students who perform at advanced levels.

The Parallel Curriculum Model (PCM) offers four curriculum parallels that incorporate the element of Ascending Intellectual Demand to help teachers determine current student performance levels and develop intellectual challenges to move learners along a continuum toward expertise. Updated throughout and reflecting state and national content standards, this new edition:

  • Helps teachers design learning experiences that develop PreK–12 learners' analytical, critical, and creative thinking skills in each subject area
  • Provides a framework for planning differentiated curriculum
  • Includes examples of curriculum units, sample rubrics, and tables to help implement the PCM model

The Parallel Curriculum effectively promotes educational equity and excellence by ensuring that all students are adequately challenged and supported through a multidimensional, high-quality curriculum.

Contents

Preface to the Second Edition

Preface to the Second Edition

Acknowledgments

Acknowledgments

About the Authors

  • 1. The Rationale and Guiding Principles for an Evolving Conception of Curriculum
  • A Word to New Readers About This Chapter
  • Reasons for Another Curriculum Model
  • Theoretical and Research-Based Underpinnings of the Parallel Curriculum Model
  • 2. An Overview of the Parallel Curriculum Model
  • A Look at the Four Curriculum Parallels
  • The Core Curriculum
  • The Curriculum of Connections
  • The Curriculum of Practice
  • The Curriculum of Identity
  • Curriculum Combining the Four Parallels
  • Planning Quality Curriculum
  • Ensuring Fidelity to the Parallel Curriculum Model
  • Looking Ahead in the Book
  • 3. Thinking About the Elements of Curriculum Design
  • The Big Picture
  • Planning Quality Curriculum
  • Some Key Components of Curriculum Design
  • Components of a Comprehensive Curriculum Plan
  • Content/Standards
  • Assessment
  • Introductory Activities
  • Teaching Methods
  • Learning Activities
  • Grouping Strategies
  • Products
  • Resources
  • Extension Activities
  • Differentiation Based on Learner Need (Including AID)
  • Lesson and Unit Closure
  • Remodeling a Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach
  • Looking Back and Ahead
  • 4. The Core Curriculum Parallel
  • Why Four Approaches to Curriculum Design? Isn't One Good Enough?
  • What Is "Core" in the Core Curriculum Parallel?
  • How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel?
  • Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
  • Using the Goals of the Core Curriculum Parallel and Key Curricular Elements for Lydia Janis's Civil War Unit
  • Looking Back and Ahead
  • 5. The Curriculum of Connections Parallel
  • What Is the Curriculum of Connections?
  • The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships?
  • The Curriclum of Connections: When Should I Use This Parallel?
  • The Characteristics of the Curriculum Components Within the Curriculum of Connections
  • Reconfiguring Other Curriculum Components for the Curriculum of Connections
  • An Example of the Curriculum of Connections Using the Civil War Unit
  • Looking Back and Ahead
  • 6. The Curriculum of Practice Parallel
  • What Does It Mean to "Practice" in a Curriculum?
  • Why Does It Matter to Have Students Engage in the Curriculum of Practice?
  • Key Features of the Components of Curriculum in the Curriculum of Practice?
  • An Example of the Curriculum of Practice Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 7. 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?
  • An Example of the Curriculum of Identity Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 8. Ascending Intellectual Demand in the Parallel Curriculum Model: The Journey Toward Expertise
  • Ascending Intellectual Demand: The Path to Expertise
  • Planning Backwards From Expertise
  • Understanding the AID Continuum
  • On the Continuum Novice
  • On the Continuum Apprentice
  • On the Continuum Practitioner
  • On the Continuum Expert
  • Transitions on the AID Continuum
  • A Model for Planning Student Movement Along the AID Continuum
  • The Novice in Science
  • The Apprentice in Science
  • The Practitioner in Science
  • The Expert in Science
  • Planning the Path Toward Expertise in Science
  • The Novice in Mathematics
  • The Apprentice in Mathematics
  • The Practitioner in Mathematics
  • The Expert in Mathematics
  • The Novice in History
  • The Apprentice in History
  • The Practitioner in History
  • The Expert in History
  • The Novice in English and Language Arts
  • The Apprentice in English and Language Arts
  • The Practitioner in English and Language Arts
  • The Expert in English and Language Arts
  • Using the AID Continuum

Resource A: Teaching Resources for Chapter 8

Resource A: Teaching Resources for Chapter 8

References

References

Index

Index

Description

"The Parallel Curriculum Model helps teachers not only strengthen their knowledge and pedagogy, but also rediscover a passion for their discipline based on their deeper, more connected understanding. Our students think critically and deeply at a level I have never before witnessed."
—Tony Poole, Principal
Sky Vista Middle School, Aurora, CO

"What makes this book unique is its insistence on the development of conceptual understanding of content and its focus on the abilities, interests, and learning preferences of each student."
—H. Lynn Erickson, Educational Consultant
Author of Stirring the Head, Heart, and Soul

"The approach honors the integrity of the disciplines while remaining responsive to the diversity of learners that teachers encounter."
—Jay McTighe, Educational Consultant
Coauthor of Understanding by Design

Engage students with a rich curriculum that strengthens their capacity as learners and thinkers!

Based on the premise that every learner is somewhere on a path toward expertise in a content area, this resource promotes a curriculum model for developing the abilities of all students and extending the abilities of students who perform at advanced levels.

The Parallel Curriculum Model (PCM) offers four curriculum parallels that incorporate the element of Ascending Intellectual Demand to help teachers determine current student performance levels and develop intellectual challenges to move learners along a continuum toward expertise. Updated throughout and reflecting state and national content standards, this new edition:

  • Helps teachers design learning experiences that develop PreK–12 learners' analytical, critical, and creative thinking skills in each subject area
  • Provides a framework for planning differentiated curriculum
  • Includes examples of curriculum units, sample rubrics, and tables to help implement the PCM model

The Parallel Curriculum effectively promotes educational equity and excellence by ensuring that all students are adequately challenged and supported through a multidimensional, high-quality curriculum.

Contents

Preface to the Second Edition

Preface to the Second Edition

Acknowledgments

Acknowledgments

About the Authors

  • 1. The Rationale and Guiding Principles for an Evolving Conception of Curriculum
  • A Word to New Readers About This Chapter
  • Reasons for Another Curriculum Model
  • Theoretical and Research-Based Underpinnings of the Parallel Curriculum Model
  • 2. An Overview of the Parallel Curriculum Model
  • A Look at the Four Curriculum Parallels
  • The Core Curriculum
  • The Curriculum of Connections
  • The Curriculum of Practice
  • The Curriculum of Identity
  • Curriculum Combining the Four Parallels
  • Planning Quality Curriculum
  • Ensuring Fidelity to the Parallel Curriculum Model
  • Looking Ahead in the Book
  • 3. Thinking About the Elements of Curriculum Design
  • The Big Picture
  • Planning Quality Curriculum
  • Some Key Components of Curriculum Design
  • Components of a Comprehensive Curriculum Plan
  • Content/Standards
  • Assessment
  • Introductory Activities
  • Teaching Methods
  • Learning Activities
  • Grouping Strategies
  • Products
  • Resources
  • Extension Activities
  • Differentiation Based on Learner Need (Including AID)
  • Lesson and Unit Closure
  • Remodeling a Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach
  • Looking Back and Ahead
  • 4. The Core Curriculum Parallel
  • Why Four Approaches to Curriculum Design? Isn't One Good Enough?
  • What Is "Core" in the Core Curriculum Parallel?
  • How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel?
  • Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
  • Using the Goals of the Core Curriculum Parallel and Key Curricular Elements for Lydia Janis's Civil War Unit
  • Looking Back and Ahead
  • 5. The Curriculum of Connections Parallel
  • What Is the Curriculum of Connections?
  • The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships?
  • The Curriclum of Connections: When Should I Use This Parallel?
  • The Characteristics of the Curriculum Components Within the Curriculum of Connections
  • Reconfiguring Other Curriculum Components for the Curriculum of Connections
  • An Example of the Curriculum of Connections Using the Civil War Unit
  • Looking Back and Ahead
  • 6. The Curriculum of Practice Parallel
  • What Does It Mean to "Practice" in a Curriculum?
  • Why Does It Matter to Have Students Engage in the Curriculum of Practice?
  • Key Features of the Components of Curriculum in the Curriculum of Practice?
  • An Example of the Curriculum of Practice Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 7. 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?
  • An Example of the Curriculum of Identity Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 8. Ascending Intellectual Demand in the Parallel Curriculum Model: The Journey Toward Expertise
  • Ascending Intellectual Demand: The Path to Expertise
  • Planning Backwards From Expertise
  • Understanding the AID Continuum
  • On the Continuum Novice
  • On the Continuum Apprentice
  • On the Continuum Practitioner
  • On the Continuum Expert
  • Transitions on the AID Continuum
  • A Model for Planning Student Movement Along the AID Continuum
  • The Novice in Science
  • The Apprentice in Science
  • The Practitioner in Science
  • The Expert in Science
  • Planning the Path Toward Expertise in Science
  • The Novice in Mathematics
  • The Apprentice in Mathematics
  • The Practitioner in Mathematics
  • The Expert in Mathematics
  • The Novice in History
  • The Apprentice in History
  • The Practitioner in History
  • The Expert in History
  • The Novice in English and Language Arts
  • The Apprentice in English and Language Arts
  • The Practitioner in English and Language Arts
  • The Expert in English and Language Arts
  • Using the AID Continuum

Resource A: Teaching Resources for Chapter 8

Resource A: Teaching Resources for Chapter 8

References

References

Index

Index

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The Parallel Curriculum

A Design to Develop Learner Potential and Challenge Advanced Learners

Carol Ann Tomlinson , Sandra Kaplan , Joseph S. Renzulli , Jeanne H. Purcell , Jann H. Leppien , Deborah E. Burns , Cindy A. Strickland , Marcia Imbeau
Cancel Print

October 2008 | 336 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781412961318 $50.95
Hardcover 27/02/2023 9781412961301 $106.95
Lifetime 27/02/2023 9781452239200 $46.00

"The Parallel Curriculum Model helps teachers not only strengthen their knowledge and pedagogy, but also rediscover a passion for their discipline based on their deeper, more connected understanding. Our students think critically and deeply at a level I have never before witnessed."
—Tony Poole, Principal
Sky Vista Middle School, Aurora, CO

"What makes this book unique is its insistence on the development of conceptual understanding of content and its focus on the abilities, interests, and learning preferences of each student."
—H. Lynn Erickson, Educational Consultant
Author of Stirring the Head, Heart, and Soul

"The approach honors the integrity of the disciplines while remaining responsive to the diversity of learners that teachers encounter."
—Jay McTighe, Educational Consultant
Coauthor of Understanding by Design

Engage students with a rich curriculum that strengthens their capacity as learners and thinkers!

Based on the premise that every learner is somewhere on a path toward expertise in a content area, this resource promotes a curriculum model for developing the abilities of all students and extending the abilities of students who perform at advanced levels.

The Parallel Curriculum Model (PCM) offers four curriculum parallels that incorporate the element of Ascending Intellectual Demand to help teachers determine current student performance levels and develop intellectual challenges to move learners along a continuum toward expertise. Updated throughout and reflecting state and national content standards, this new edition:

  • Helps teachers design learning experiences that develop PreK–12 learners' analytical, critical, and creative thinking skills in each subject area
  • Provides a framework for planning differentiated curriculum
  • Includes examples of curriculum units, sample rubrics, and tables to help implement the PCM model

The Parallel Curriculum effectively promotes educational equity and excellence by ensuring that all students are adequately challenged and supported through a multidimensional, high-quality curriculum.


Table Of Contents:

  • Preface to the Second Edition
  • Acknowledgments
  • About the Authors
  • 1. The Rationale and Guiding Principles for an Evolving Conception of Curriculum
  • A Word to New Readers About This Chapter
  • Reasons for Another Curriculum Model
  • Theoretical and Research-Based Underpinnings of the Parallel Curriculum Model
  • 2. An Overview of the Parallel Curriculum Model
  • A Look at the Four Curriculum Parallels
  • The Core Curriculum
  • The Curriculum of Connections
  • The Curriculum of Practice
  • The Curriculum of Identity
  • Curriculum Combining the Four Parallels
  • Planning Quality Curriculum
  • Ensuring Fidelity to the Parallel Curriculum Model
  • Looking Ahead in the Book
  • 3. Thinking About the Elements of Curriculum Design
  • The Big Picture
  • Planning Quality Curriculum
  • Some Key Components of Curriculum Design
  • Components of a Comprehensive Curriculum Plan
  • Content/Standards
  • Assessment
  • Introductory Activities
  • Teaching Methods
  • Learning Activities
  • Grouping Strategies
  • Products
  • Resources
  • Extension Activities
  • Differentiation Based on Learner Need (Including AID)
  • Lesson and Unit Closure
  • Remodeling a Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach
  • Looking Back and Ahead
  • 4. The Core Curriculum Parallel
  • Why Four Approaches to Curriculum Design? Isn't One Good Enough?
  • What Is "Core" in the Core Curriculum Parallel?
  • How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel?
  • Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
  • Using the Goals of the Core Curriculum Parallel and Key Curricular Elements for Lydia Janis's Civil War Unit
  • Looking Back and Ahead
  • 5. The Curriculum of Connections Parallel
  • What Is the Curriculum of Connections?
  • The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships?
  • The Curriclum of Connections: When Should I Use This Parallel?
  • The Characteristics of the Curriculum Components Within the Curriculum of Connections
  • Reconfiguring Other Curriculum Components for the Curriculum of Connections
  • An Example of the Curriculum of Connections Using the Civil War Unit
  • Looking Back and Ahead
  • 6. The Curriculum of Practice Parallel
  • What Does It Mean to "Practice" in a Curriculum?
  • Why Does It Matter to Have Students Engage in the Curriculum of Practice?
  • Key Features of the Components of Curriculum in the Curriculum of Practice?
  • An Example of the Curriculum of Practice Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 7. 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?
  • An Example of the Curriculum of Identity Using Lydia's Civil War Unit
  • Looking Back and Ahead
  • 8. Ascending Intellectual Demand in the Parallel Curriculum Model: The Journey Toward Expertise
  • Ascending Intellectual Demand: The Path to Expertise
  • Planning Backwards From Expertise
  • Understanding the AID Continuum
  • On the Continuum Novice
  • On the Continuum Apprentice
  • On the Continuum Practitioner
  • On the Continuum Expert
  • Transitions on the AID Continuum
  • A Model for Planning Student Movement Along the AID Continuum
  • The Novice in Science
  • The Apprentice in Science
  • The Practitioner in Science
  • The Expert in Science
  • Planning the Path Toward Expertise in Science
  • The Novice in Mathematics
  • The Apprentice in Mathematics
  • The Practitioner in Mathematics
  • The Expert in Mathematics
  • The Novice in History
  • The Apprentice in History
  • The Practitioner in History
  • The Expert in History
  • The Novice in English and Language Arts
  • The Apprentice in English and Language Arts
  • The Practitioner in English and Language Arts
  • The Expert in English and Language Arts
  • Using the AID Continuum
  • Resource A: Teaching Resources for Chapter 8
  • References
  • Index

Recent Product Reviews:

"Offers a sophisticated yet doable model for curriculum planning. The approach honors the integrity of the disciplines while remaining responsive to the diversity of learners that teachers encounter. This book provides a practical pathway for connecting the content and the kids."
Jay McTighe, Educational Consultant, Coauthor of Understanding by Design
"What makes this book unique is its insistence on the development of conceptual understanding of content and its focus on the abilities, interests, and learning preferences of each student. The Parallel Curriculum Model provides a path for educators to move from novice to expert."
H. Lynn Erickson, Educational Consultant, Author of Stirring the Head, Heart, and Soul
"As a principal and instructional leader, I have learned far more about effective instruction and powerful unit and lesson design from the Parallel Curriculum Model than anything else. PCM helps teachers not only strengthen their knowledge and pedagogy, but also rediscover a passion for their discipline based on their deeper, more connected understanding. Our students think critically and deeply at a level I have never before witnessed."
Tony Poole, Principal, Sky Vista Middle School, Aurora, CO
Praise for the First Edition:“This thought-provoking, creative, and inspiring book contains chapters by recognized leaders in the field. The authors offer guidelines needed for developing and implementing effective, valuable curriculum for all classrooms.”
New Horizons for Learning

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