search for books and compare prices
Tables of Contents for The Parallel Curriculum
Respondents and Developers
vii
Teachers (Pilot Classrooms)
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 Students1
1
Changing Views of Intelligence and Giftedness2
1
The Need to Explore Similarities and Differences in Curriculum for All Learners and for Gifted Learners3
2
A Need to Honor the Past by Building to the Future5
1
Theoretical Underpinnings of the Model
5
4
Curriculum That Respects the Unique Characteristics of the Learner5
1
Theories of Knowledge6
3
Selected Concepts From Theories of Curriculum and Instruction
9
2
The Foundations of Enduring Knowledge9
1
Representative Topics9
1
Process Development10
1
Focus on Methodology10
1
A Product Orientation11
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 Nature of Effective Core Curriculum20
1
Ascending Intellectual Demand and the Core Curriculum21
1
Close-Ups of the Core Curriculum22
1
The Curriculum of Connections
23
5
The Nature of the Curriculum of Connections23
2
Ascending Intellectual Demand and the Curriculum of Connections25
1
Close-Ups of the Curriculum of Connections26
2
The Curriculum of Practice
28
7
The Nature of the Curriculum of Practice28
3
Ascending Intellectual Demand and the Curriculum of Practice31
1
Close-Ups of the Curriculum of Practice32
3
The Curriculum of Identity
35
6
The Nature of the Curriculum of Identity35
3
Ascending Intellectual Demand and the Curriculum of Identity38
2
Close-Ups of the Curriculum of Identity40
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/Standards48
1
Assessment48
4
Introductory Activities52
1
Teaching Methods53
3
Learning Activities56
4
Grouping Strategies60
1
Products61
1
Resources61
2
Extension Activities63
1
Modifications Based on Learner Need64
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 Standards67
3
Revising the Teacher's Guide Assessment70
2
Planning the Introduction to the Unit72
1
Determining Teaching Methods and Learning Activities72
4
Finding Resources for the Unit76
1
Developing Products for the Unit77
1
Modifying Basic Plans in Response to Learner Needs78
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 Continuum82
1
Metaphor #2: Form Follows Function83
1
Metaphor #3: Architectural Design84
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 Parallel88
6
Assessment Strategies and the Core Curriculum Parallel94
3
Introductory Activities in the Core Curriculum Parallel97
2
Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
99
7
Teaching Methods and the Core Curriculum Parallel100
1
Learning Activities and the Core Curriculum Parallel101
1
Grouping Practices and the Core Curriculum Parallel101
1
Resources in the Core Curriculum Parallel102
1
Products in the Core Curriculum Parallel103
1
Extension Activities in the Core Curriculum Parallel103
2
Modification for Learner Need and Ascending Intellectual Demand in the Core Curriculum Parallel105
1
Using the Goals of the Core Curriculum Parallel for Lydia Janis's Civil War Unit
106
17
Determining Content106
9
Planning Assessment Strategies115
1
Planning Introductory Activities116
2
Selecting Teaching and Learning Activities, Grouping Strategies, Resources, and Products118
3
Choosing Extension Activities121
1
Modifying Plans Based on Learner Need, Including Ascending Intellectual Demand122
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 Connections128
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 Connections136
4
Keara's Cultures Curriculum140
1
We Read About It142
1
Webbing It142
1
Integrating Subjects143
1
Reconfiguring Other Curriculum Components for the Curriculum of Connections
144
6
Assessment Strategies in a Curriculum of Connections144
2
Introductory Activities in a Curriculum of Connections146
1
Teaching Strategies in a Curriculum of Connections147
1
Learning Activities in a Curriculum of Connections148
1
Resources in a Curriculum of Connections148
1
Products, Grouping Strategies, and Extension Activities in the Curriculum of Connections149
1
Differentiation and Ascending Intellectual Demand in the Curriculum of Connections150
1
Lydia's Civil War Unit Using the Goals of the Curriculum of Connections Parallel
150
11
Content Connections150
4
Resources154
1
Blending Content Decisions and Grouping Strategies155
1
Teaching Methods and Learning Activities156
1
Student Products and Assessments157
1
Introductory Activities158
1
Extension Activities158
1
Modifications in Response to Learner Need, Including Ascending Intellectual Demand159
1
Lydia's Reflections160
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 Practice173
1
Content/Standards in the Curriculum of Practice173
5
Assessment in the Curriculum of Practice178
1
Introductory Activities and the Curriculum of Practice179
1
Teaching Methods and the Curriculum of Practice179
1
Learning Activities and the Curriculum of Practice180
1
An Example of Simulating the Role of an Expert Practitioner181
3
An Example of Becoming Expert Practitioners in a Field of Study184
1
Resources in the Curriculum of Practice185
1
Products in the Curriculum of Practice185
2
Extension Activities in the Curriculum of Practice187
1
Student Grouping in the Curriculum of Practice188
2
Modifications Based on Learner Need, Including Ascending Intellectual Demand190
1
An Example of the Curriculum of Practice
192
15
Increasing an Understanding of Historical Research192
1
Identifying the Content/Standards Goals of the Unit192
2
Gathering the Resources194
1
Determining the Teaching Methods, Identifying a Strategy for Designing the Learning Activities and Products, and Designing the Assessment194
4
Developing Extension Activities198
7
Planning for Student Grouping205
1
Modifications in Response to Student Need, Including Ascending Intellectual Demand205
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 Identity215
6
Assessments in the Curriculum of Identity221
4
Introductory Activities in the Curriculum of Identity225
3
Teaching Methods in the Curriculum of Identity228
1
Learning Activities in the Curriculum of Identity229
1
Grouping Strategies in the Curriculum of Identity230
1
Resources in the Curriculum of Identity231
1
Products in the Curriculum of Identity232
1
Extension Activities in the Curriculum of Identity232
1
Modification in Response to Learner Need, Including Ascending Intellectual Demand in the Curriculum of Identity233
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 Demand247
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 Study252
1
Parallels to Build From a Common Foundation253
1
A Layered Approach to Using the Parallels254
1
Using the Parallels for Varied Purposes Within a Single Unit255
3
Designing Individual Learning Pathways Using the Parallel Curriculum Model258
2
Extending Your Options Using the Parallels260
1
Making Decisions About Use of the Parallel Curriculum Model
260
4
The Nature of the Learning Goals260
1
The Nature of the Students261
1
The Nature of the Teacher262
1
The Context of the Curriculum262
1
Teaching the Curriculum263
1
Looking Back and Looking Ahead
264
3
<