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

By: Sandra N. Kaplan, Irene Guzman, Carol Ann Tomlinson

Discover how the Parallel Curriculum Model can help urban students achieve!

Students in urban settings often have learning needs that go beyond a standards-based curriculum. Easily taught alongside a regular curriculum for Grades K–8, this book presents a high-quality curriculum that builds key learning skills for academic success for students of diverse cultural and socioeconomic backgrounds. Readers will find:

An enriched, multidisciplinary curriculum for developing resiliency, self-motivation, and collaboration skills in urban youth
Sixteen field-tested and ready-to-use lesson plans and related reproducibles
Thought-provoking questions and interactive exercises that promote critical and creative thinking and classroom discussion

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Product Details

Grade Level: K-8
ISBN: 9781412972192
Published By: Corwin
Year: 2009
Page Count: 128
Publication date: December 17, 2012

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

"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. Defining who you are as a learner 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

Discover how the Parallel Curriculum Model can help urban students achieve!

Teachers in urban schools often find that their students have learning needs that go beyond a standards-based curriculum. Originally developed for gifted learners, the Parallel Curriculum Model is highly effective for helping students of all backgrounds reach new levels of achievement. This book presents a high-quality curriculum that builds key learning skills for academic success for students of diverse cultural and socioeconomic backgrounds.

Easily taught alongside a regular curriculum for Grades K–8, this hands-on resource focuses on student potential in four areas: as scholars, active classroom participants, self-advocates, and articulate presenters. Educators will learn how to forge connections between standard curriculum content and the personal traits that students need to thrive in school and beyond. Readers will find:

An enriched, multidisciplinary curriculum for developing resiliency, self-motivation, and collaboration skills in urban youth
Sixteen field-tested and ready-to-use lesson plans and related reproducibles
Thought-provoking questions and interactive exercises that promote critical and creative thinking and classroom discussion

Mentor your students in developing lifelong skills for learning and success through a holistic approach that challenges and inspires.

Key features

Introductory overview of the parallel curriculum model
16 ready-to-use parallel curriculum lessons with graphics and reproducibles
Detailed instructions for lesson implementation and scheduling
Charts showing how the parallel curriculum model enhances learning experiences of diverse students in urban schools

Author(s)

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 nationally recognized for her contributions to gifted education.

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.

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 the Gifted and Talented; a codirector of the University of Virginia’s Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator’s guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.

Table of Contents

Preface: Bridging the Gap

Acknowledgments

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

References

Index

Reviews

“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

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