Parallel Curriculum Model-1
Parallel Curriculum Model-1
Parallel Curriculum Model-1
Curriculum Model
CURRICULUM CURRICULUM
OF
OF
CONNECTIONS
PRACTICE
CURRICULUM
OF
IDENTITY
ALID
ALID
ALID
Extensions
Extensions
Extensions
Extensions
Resources
Resources
Resources
Resources
Products
Products
Products
Products
Grouping Formats
Grouping Formats
Grouping Formats
Grouping Formats
Learning Activities
Learning Activities
Learning Activities
Learning Activities
Teaching Strategies
Teaching Strategies
Teaching Strategies
Teaching Strategies
Introduction
Introduction
Introduction
Introduction
Assessment
Assessment
Assessment
Assessment
Content
Knowledge
Content
Knowledge
Content
Knowledge
Content
Knowledge
CORE
CONNECTIONS
PRACTICE
IDENTITY
What does
Parallel mean?
Each parallel has components that align with each other.
Parallels can be used singly or in combination.
Each of the parallels is of equal value and use with a
variety of students or with an individual student at a
variety of times.
The choice to use a particular parallel should be strongly
related to learners profiles, the subject area, content goals,
related units, lessons, and tasks.
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An InDepth
Look at
Each of the
Parallels
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Curriculum of Connections
Parallel
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The Curriculum of
Connections
The Curriculum of Connections builds upon the
Core Curriculum. It is a plan that includes a set of
guidelines and procedures to help curriculum
developers connect overarching concepts, principles,
and skills within and across disciplines, time
periods, cultures, places, and/or events. This parallel
is designed to help students understand overarching
concepts and principles as they relate to new content
and content areas.
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The Curriculum
of Connections
What kind of connections
are we talking about?
Connections across time, events, topics, disciplines,
cultures, and perspectives
Connections to self, other texts, and other people
Understanding of intra and interdisciplinary
macroconcepts
Understanding of intradisciplinary
generalizations
Understanding of interdisciplinary themes
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Guiding Questions
within the Curriculum
ofin this
Connections
What are the major concepts and principles
discipline?
Which of these major concepts and principles link to numerous topics, people,
events, time periods, cultures and other disciplines?
Which topics, events, people, or time periods best represent these intra or
interdisciplinary connections?
Which topics, events, people, or time periods are developmentally appropriate
for my students?
How might I help students construct a more comprehensive scheme of this
discipline, related topics, and other disciplines?
Which resources, activities, and products provide opportunities for students to
think metaphorically about macroconcepts, principles, and generalizations?
How might I assess student learning?
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Curriculum of Practice
Parallel
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The Curriculum
of Practice
The Curriculum of Practice is a plan that includes
a set of guidelines and procedures to help students
understand, use, generalize, and transfer essential
knowledge, understandings, and skills in a field to
authentic, discipline-based practices and
problems. This parallel is designed to help
students function with increasing skill and
competency as a scholar, researcher, problem
solver, or practitioner in a field.
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Curriculum of Identity
Parallel
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The Curriculum
of Identity
The Curriculum of Identity is a plan that includes a
set of guidelines and procedures to assist students in
reflecting upon the relationship between the skills
and ideas in a discipline and their own lives,
personal growth, and development. This parallel is
designed to help students explore and participate in
a discipline or field as it relates to their own
interests, goals, and strengths, both now and in the
future.
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What are the various interests, abilities, and learning preferences of my students?
Which topics, skills, opportunities, and careers are related to my students profiles?
How might I link my students profiles with the content I am required to teach?
How might I introduce my students to professionals, organizations, and role models
in their areas of interest and strength?
How might I help my students discover their own strengths and affinities?
How might I identify, measure, and help my students reflect upon their growth and
progress toward self-actualization?
What is our long-term plan for supporting my students self-actualization?
Which opportunities and activities are appropriate for my students at this stage of
their development ?
Which resources, activities, and products provide opportunities for students selfreflection and personal development?
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Ascending Levels of
Intellectual Demand
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Ascending Levels of
Demand
Ascending levels of intellectual demand is the
process by which we escalate the curriculum in order
to match the learner profile. Prior knowledge and
opportunities, existing scheme, and cognitive
abilities are major attributes of a learners profile.
Teachers reconfigure one or more curriculum
components in order to ensure that students are
working in their zone of optimal development.
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Ascending Levels of
Intellectual Demand Take Into
Consideration Students .
Cognitive abilities
Prior knowledge
Schema
Opportunities to learn
Learning rate
Developmental differences
Levels of abstraction
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