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Tables of Contents for The Parallel Curriculum
Chapter/Section Title
Page #
Page Count
Preface
xi
Acknowledgments
xi
Reviewers
xii
Dialogue and Exchange
xii
Respondents and Developers
vii
Teachers (Pilot Classrooms)
xiii
About the Authors
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 Students
1
1
Changing Views of Intelligence and Giftedness
2
1
The Need to Explore Similarities and Differences in Curriculum for All Learners and for Gifted Learners
3
2
A Need to Honor the Past by Building to the Future
5
1
Theoretical Underpinnings of the Model
5
4
Curriculum That Respects the Unique Characteristics of the Learner
5
1
Theories of Knowledge
6
3
Selected Concepts From Theories of Curriculum and Instruction
9
2
The Foundations of Enduring Knowledge
9
1
Representative Topics
9
1
Process Development
10
1
Focus on Methodology
10
1
A Product Orientation
11
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 Core Curriculum
20
3
The Nature of Effective Core Curriculum
20
1
Ascending Intellectual Demand and the Core Curriculum
21
1
Close-Ups of the Core Curriculum
22
1
The Curriculum of Connections
23
5
The Nature of the Curriculum of Connections
23
2
Ascending Intellectual Demand and the Curriculum of Connections
25
1
Close-Ups of the Curriculum of Connections
26
2
The Curriculum of Practice
28
7
The Nature of the Curriculum of Practice
28
3
Ascending Intellectual Demand and the Curriculum of Practice
31
1
Close-Ups of the Curriculum of Practice
32
3
The Curriculum of Identity
35
6
The Nature of the Curriculum of Identity
35
3
Ascending Intellectual Demand and the Curriculum of Identity
38
2
Close-Ups of the Curriculum of Identity
40
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/Standards
48
1
Assessment
48
4
Introductory Activities
52
1
Teaching Methods
53
3
Learning Activities
56
4
Grouping Strategies
60
1
Products
61
1
Resources
61
2
Extension Activities
63
1
Modifications Based on Learner Need
64
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 Standards
67
3
Revising the Teacher's Guide Assessment
70
2
Planning the Introduction to the Unit
72
1
Determining Teaching Methods and Learning Activities
72
4
Finding Resources for the Unit
76
1
Developing Products for the Unit
77
1
Modifying Basic Plans in Response to Learner Needs
78
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 Continuum
82
1
Metaphor #2: Form Follows Function
83
1
Metaphor #3: Architectural Design
84
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 Parallel
88
6
Assessment Strategies and the Core Curriculum Parallel
94
3
Introductory Activities in the Core Curriculum Parallel
97
2
Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel
99
7
Teaching Methods and the Core Curriculum Parallel
100
1
Learning Activities and the Core Curriculum Parallel
101
1
Grouping Practices and the Core Curriculum Parallel
101
1
Resources in the Core Curriculum Parallel
102
1
Products in the Core Curriculum Parallel
103
1
Extension Activities in the Core Curriculum Parallel
103
2
Modification for Learner Need and Ascending Intellectual Demand in the Core Curriculum Parallel
105
1
Using the Goals of the Core Curriculum Parallel for Lydia Janis's Civil War Unit
106
17
Determining Content
106
9
Planning Assessment Strategies
115
1
Planning Introductory Activities
116
2
Selecting Teaching and Learning Activities, Grouping Strategies, Resources, and Products
118
3
Choosing Extension Activities
121
1
Modifying Plans Based on Learner Need, Including Ascending Intellectual Demand
122
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 Connections
128
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 Connections
136
4
Keara's Cultures Curriculum
140
1
Remodeling Examples
141
3
We Read About It
142
1
Webbing It
142
1
Integrating Subjects
143
1
Summary
144
1
Reconfiguring Other Curriculum Components for the Curriculum of Connections
144
6
Assessment Strategies in a Curriculum of Connections
144
2
Introductory Activities in a Curriculum of Connections
146
1
Teaching Strategies in a Curriculum of Connections
147
1
Learning Activities in a Curriculum of Connections
148
1
Resources in a Curriculum of Connections
148
1
Products, Grouping Strategies, and Extension Activities in the Curriculum of Connections
149
1
Differentiation and Ascending Intellectual Demand in the Curriculum of Connections
150
1
Lydia's Civil War Unit Using the Goals of the Curriculum of Connections Parallel
150
11
Content Connections
150
4
Resources
154
1
Blending Content Decisions and Grouping Strategies
155
1
Teaching Methods and Learning Activities
156
1
Student Products and Assessments
157
1
Introductory Activities
158
1
Extension Activities
158
1
Modifications in Response to Learner Need, Including Ascending Intellectual Demand
159
1
Lydia's Reflections
160
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 Practice
173
1
Content/Standards in the Curriculum of Practice
173
5
Assessment in the Curriculum of Practice
178
1
Introductory Activities and the Curriculum of Practice
179
1
Teaching Methods and the Curriculum of Practice
179
1
Learning Activities and the Curriculum of Practice
180
1
An Example of Simulating the Role of an Expert Practitioner
181
3
An Example of Becoming Expert Practitioners in a Field of Study
184
1
Resources in the Curriculum of Practice
185
1
Products in the Curriculum of Practice
185
2
Extension Activities in the Curriculum of Practice
187
1
Student Grouping in the Curriculum of Practice
188
2
Modifications Based on Learner Need, Including Ascending Intellectual Demand
190
1
Summary
191
1
An Example of the Curriculum of Practice
192
15
Increasing an Understanding of Historical Research
192
1
Identifying the Content/Standards Goals of the Unit
192
2
Gathering the Resources
194
1
Determining the Teaching Methods, Identifying a Strategy for Designing the Learning Activities and Products, and Designing the Assessment
194
4
Developing Extension Activities
198
7
Planning for Student Grouping
205
1
Modifications in Response to Student Need, Including Ascending Intellectual Demand
205
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 Identity
215
6
Assessments in the Curriculum of Identity
221
4
Introductory Activities in the Curriculum of Identity
225
3
Teaching Methods in the Curriculum of Identity
228
1
Learning Activities in the Curriculum of Identity
229
1
Grouping Strategies in the Curriculum of Identity
230
1
Resources in the Curriculum of Identity
231
1
Products in the Curriculum of Identity
232
1
Extension Activities in the Curriculum of Identity
232
1
Modification in Response to Learner Need, Including Ascending Intellectual Demand in the Curriculum of Identity
233
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 Demand
247
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 Study
252
1
Parallels to Build From a Common Foundation
253
1
A Layered Approach to Using the Parallels
254
1
Using the Parallels for Varied Purposes Within a Single Unit
255
3
Designing Individual Learning Pathways Using the Parallel Curriculum Model
258
2
Extending Your Options Using the Parallels
260
1
Making Decisions About Use of the Parallel Curriculum Model
260
4
The Nature of the Learning Goals
260
1
The Nature of the Students
261
1
The Nature of the Teacher
262
1
The Context of the Curriculum
262
1
Teaching the Curriculum
263
1
Looking Back and Looking Ahead
264
3
References
267
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