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7/27/2019 Ass Overview of PCM Module 1
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An Introduction
and Overview of
the ParallelCurriculum
Model: Promiseand Process
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The Elephant
in the Room:
What does
qualitativelydifferentiated
curriculumreally look
like?
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Who has addressed this
question in the past? William James
Alfred North Whitehead
John Dewey Hilda Taba
Ralph Tyler
Benjamin Bloom
Jerome Bruner Leta Hollingsworth
Virgil Ward
Philip Phenix
LTI Curriculum Principles
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The Rationale for an Evolving Conception of
Curriculum to Develop Expertise
or
Why do we need to think differentlyabout curriculum than we have in the past?
A Changing Society Can Change Students
Changing Views of Intelligence and Giftedness
The Need to Explore Similarities and Differences inCurriculum for All Learners and for Gifted Learners
A Need to Honor the Past by Building to the Future
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Theoretical Underpinningsof the Parallel Curriculum Model
Curriculum design should..
Respect the unique characteristics of the learner;
Be organized around the structure of knowledge;
Reflect content selection and procedures that will helpmaximize the transfer of knowledge, understanding, andskill;
Select content (representative topics) that best represent theessential structure of the discipline; and
Place a premium on the development of process skills, theappropriate use of methodology within content fields, and
consider goals or outcomes in terms of concrete and abstractproducts.
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Effective Curriculumfor All Learners
Has a clear focus on the essential facts, understandings, and skillsthat professionals in that discipline value most
Provide opportunities for students to develop in-depthunderstanding
Is organized to ensure that all student tasks are aligned with thegoals of in-depth understanding
Is coherent (organized, unified, sensible) to the student
Is mentally and affectively engaging to the learner
Recognizes and supports the need of each learner to make senseof ideas and information, reconstructing older understandingswith new ones
Is joyful-or at least satisfying
Provides choices for the learner
Allows meaningful collaboration
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Effective Curriculumfor All Learners
Is focused on products (sometimes students make or do) thatmatter to students
Connects with students lives and worlds Is fresh and surprising
Seems real, purposeful, useful to students Is rich Deals with profound ideas Calls on students to use what they learn in interesting and
important ways
Aids students in developing a fruitful consciousness of theirthinking Helps learners monitor and adapt their ways of working to ensure
competent approaches to problem solving Involves students in setting goals for their learning and assessing
their progress toward those goals
Stretches the student
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Ascending Levels of
Demand
Ascending levels of intellectual demand is the
process that escalates one or more facets of the
curriculum in order to match a learners profile and
provide appropriate challenge and pacing. Prior
knowledge and opportunities, existing scheme, andcognitive 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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Why Provide
Ascending Levels ofIntellectual Demand?
To honor differences among students
To address varying levels of prior knowledge,
varying opportunities, and cognitive abilities
To ensure optimal levels of academic achievementTo support continuous learning
To ensure intrinsic motivation
To provide appropriate levels of challenge
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Ascending Levels of
Intellectual Demand Vary the depth
Adjust the abstraction
Change the complexity
Make contexts and examples
more or less novel or familiar Adjust the pace
Use more/less advancedmaterials and text
Provide more/less scaffolding
Provide frequent/intermittentfeedback
Provide/let students inferrelated strategies
Infer concepts fromapplications and problem
solving
Provide more/fewer examples
Be more/less explicit/inductive
Provide simpler/more complexproblems and applications
Vary the sophistication level Provide lengthier/briefer texts
Provide more/less text support
Require more/less independence orcollaboration
Require more/less evidence Ask for/provide analogies
Teach to concepts before/afterexamples
Teach principles before/after
examples or concepts
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Guiding Questions that Support
the Ascending Levels of
Intellectual Demand What are the powerful differences among my students levels of prior
knowledge, cognitive ability, and rates of learning?
Which students require greater or lesser degrees of depth, abstraction,and sophistication with regard to this unit, lesson, or task?
How might I design lessons and activities that provide varied levels ofscaffolding, support, and challenge?
Which content, teaching or learning activities, resources or productssupport varying levels of prior knowledge and cognitive ability withinthis unit, lesson, or task?
How might I assess students growth when many of them possessvarying levels of abstraction and prior knowledge?
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Why Four
Parallels?
Qualitatively differentiated curriculum isnt
achieved by doing only one thing or one kindof thing.
Students are different.
Students have different needs at different timesin their lives.
Parallels can be used singly or in combination.
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So, how does PCM provide
qualitatively differentiated curriculum?
Opportunities to learn
the core knowledge
(enduring facts,
concepts, principles,
and skills) within a
discipline
Opportunities to
transfer and applyknowledge using the
tools and methods of
the scholar,
researcher, and
practitioner
Opportunities to learn
about the numerous
relationships and
connections that exist
across topics, disciplines,
events, time, and cultures
Opportunities forstudents to develop
intrapersonal
qualitiesand develop
their affinities within
and across disciplines
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The Parallel Curriculum:
Four Facets of QualitativelyDifferentiated Curriculum
Core: The essential nature of a discipline
Connections: The relationships among knowledge
Practice: The applications of facts, concepts, principles,
skills, and methods as scholars, researchers, developers, or
practitioners
Identity:Developing students interests and expertise,
strengths, values, and character
Wh t th f th
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What are the purposes for the
Parallel Curriculum Model?
Provides teachers with a comprehensive framework with which theycan design, evaluate, and revise existing curriculum
Improves the quality of the curriculum units, lessons, and tasks
Enhances the alignment among the general, gifted, and specialeducation curricula
Increases the authenticity and power of the knowledge students acquireand their related learning activities
Provides opportunities for continuous professional, intellectual, andpersonal growth
Offers teachers the flexibility to achieve multiple purposes Reinforces the need to think deeply about learners and content
knowledge
Uses high quality curriculum as a catalyst for observing and developingabilities in learners
Allows flexibility to address varying needs and interests of learners
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What is curriculum?
Curriculum is a design PLAN that fostersthe purposeful, proactive organization,
management and assessment of interactions
among the teacher, the learners, and thecontent knowledge we want students to
acquire.
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What are the ten components of a comprehensive
curriculum unit, lesson, or task?
Content
Assessment
Introduction
Teaching Strategies
Learning Activities
Grouping Strategies
Products
Resources
Extension Activities
Modification
(Ascending Levels ofIntellectual Demand)
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Key Components of Comprehensive Curriculum
Exemplary standards
incorporate bigideas, enduringunderstandings, andskills of a discipline.Additionally, they
provide clarity,power, andauthenticity forteachers and students.
Content is what we want
students to know,understand, and do as a
result of our curriculum and
instruction. Standards are
broad statements aboutwhat grade-level students
should know and be able to
do.
Content
(Standards)
Exemplary
Characteristics
DefinitionCurricular
Component
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Well-designedassessments arediagnostic, alignedwith the learninggoals, and provide ahigh ceiling, as wellas a low baseline, toensure that allstudents learningcan be measured.They are used before,
during, and afterinstruction. High-quality assessmentsinform instruction.
Assessments are varied
tools and techniques
teachers use to determine
the extent to whichstudents have mastery of
learning goals.
Assessments
Key Components of Comprehensive Curriculum
ExemplaryCharacteristicsDefinition
CurricularComponent
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Key Components of Comprehensive Curriculum
A high quality
introduction will
include all six
elements, as well asan advance organizer
that provides students
with information that
they can use to helpassess their
acquisition of the
units learning goals.
An introduction sets the stagefor a unit. Components mayinclude: (1) a focusingquestion, (2) a needs
assessment to determinestudents priorknowledge,interests, andlearning preferences (3) ateaser or hook to motivatestudents (4) information
about the relevance of thegoals and unit expectations,(5) information aboutexpectations for students, and(6) consideration of studentsinterests in or experiences that
connect with the unit topic.
Introductory
Activities
Exemplary
Characteristics
DefinitionCurricular
Component
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Beneficial teaching
methods are closely
aligned to learning
goals, varied,promote student
involvement, and
provide support,
feedback, andscaffolding for
learners.
Teaching strategies are
methods teachers use to
introduce, explain,
demonstrate, model,coach, guide, transfer, or
assess in the classroom.
Teaching
Strategies
Key Components of Comprehensive Curriculum
Exemplary
Characteristics
DefinitionCurricular
Component
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Selected Teaching Strategies
Accuracy and speed in students
recall of factual-level information
A teaching strategy that helps
students memorize and recall
information with accuracy and
speed.
Drill and Recitation
Efficient and equitable knowledge
acquisition
A method of teaching that consists of
a teachers systematic explanation of
a new concept or skill followed by
guided practice under a teachers
guidance.
Direct Instruction
Effective, short-term acquisition of
new content knowledge
A deductive strategy that consists of
a carefully sequenced, illustrated
oral presentation of content that is
delivered to small and large groups
of students; an oral presentation
interspersed with opportunities for
reflection, clarification, and sense
making.
Lecture
BenefitDefinitionTeaching Method
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Selected Teaching Strategies
Acquisition of content related to
social issues; enhanced ability to
think issues through logically
An instructional strategy in which the
teacher poses a carefully constructed
sequence of questions to students to
help them improve their position on
an issue; can be used as a techniqueto bridge students current level of
understanding with new knowledge
that students need to acquire.
Socratic
Questioning
Increased likelihood that concepts
and principles induced from the
simulation will be transferred and
applied to the real world
An inductive teaching method in
which students assume roles of
people engaged in complex, real-life
situations.
Simulation
Acquisition of new categories,
concepts, and macro concepts (e.g.,
vegetable, adjective, tragic hero,
compromise)
A method teachers use to help
students understand the essential
attributes of a category or concept; to
achieve this goal, the teacher
systematically leads students through
a controlled discussion during which
students compare and contrastcharacteristics of examples and non-
examples of the category or concept.
Concept Attainment
BenefitDefinitionTeaching Method
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Selected Teaching Strategies
Acquisition of new knowledge,
concepts, and principles; enhanced
problem-solving ability
An inductive teaching method in
which the teacher presents an ill-
structured, novel, and complex
problem for students to investigate
and solve collaboratively withteacher guidance and coaching.
Problem-Solving
and Problem-Based
Learning
Enhanced motivation, content area
knowledge, and methodological
skills
An instructional strategy in which
the teacher encourages individuals
or small groups of students to
explore self-selected areas of study.
Independent Study
Increased self-awareness;
awareness of different points of
view; enhanced curiosity; increased
understanding of concepts and
principles; enhanced ability to solve
problems
An inductive teaching strategy in
which the teacher poses a task,
problem, or intriguing situation,
while students explore the situation
across small changes in the data set,
and generate insights about the
problem and/or solutions.
Inquiry-Based
Instruction
BenefitDefinitionTeaching Method
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Key Components of Comprehensive Curriculum
Effective learningactivities are alignedwith the learning
goals and efficientlyfoster cognitiveengagement (i.e.,analysis, critical,
practical, andcreative thinking)integrated with thelearning goal.
A units learning activities
are those cognitive
experiences that helpstudents perceive, process,
rehearse, store, and transfer
knowledge, understanding,
and skills.
Learning
Activities
ExemplaryCharacteristics
DefinitionCurricularComponent
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Key Components of Comprehensive Curriculum
Well-designed groupingstrategies are aligned withthe learning goals.Effective groupingstrategies are varied andchange frequently toaccommodate studentsinterests, questions,learning preferences, priorknowledge, or learningrate and zone of proximal
development. Groupmembership changesfrequently based uponlearning goals andassessment of studentlearning.
Assessments are varied
tools and techniques
teachers use to determine
the extent to which studentshave mastery of learning
goals.
Grouping
Strategies
Exemplary
Characteristics
DefinitionCurricular
Component
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Key Components of Comprehensive Curriculum
Powerful products are
authentic, equitable,
respectful, efficient,aligned to standards
and diagnostic.
Products are performancesor work samples created bystudents that provide
evidence of studentunderstanding and learning.Products can represent dailyor short-term studentlearning, or can providelonger-term culminating
evidence of studentknowledge, understanding,and skill. High-quality
products often double asassessment tools.
Products
Exemplary
Characteristics
DefinitionCurricular
Component
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Key Components of Comprehensive Curriculum
Exemplary
resources are varied
in format and linkclosely to the
learning goals,
students reading
and comprehension
levels, and learning
preferences.
Resources are materialsthat support learningduring the teaching andlearning activities. Theseresources will be varied toaccommodate studentdifferences, learning
preferences, and interests.Resources should include
print and non printsources, and humanresources.
Resources
ExemplaryCharacteristics
DefinitionCurricularComponent
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Key Components of Comprehensive Curriculum
Powerful extension
activities provide for
student choice.
They relate in someway to the
content/standards,
are open-ended,
authentic, andgenerate excitement
for and investment
in learning.
Extension activities are
preplanned or
serendipitous experiences
that emerge from learninggoals and students
interests.
Extension
Activities
ExemplaryCharacteristicsDefinitionCurricularComponent
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Key Components of Comprehensive Curriculum
Well-designed
modification
strategies are closely
aligned with thelearning goals and
students interests,
questions, preferred
learning modes,product preferences,
prior knowledge
and/or learning rate.
Teachers can enhance
learning by optimizing the
match between the
curriculum and studentsunique learning needs.
One kind of modification
represented in the Parallel
Curriculum Model isreferred to as Ascending
Levels of Intellectual
Demand.
Modifications
for Learner
Need
(Ascendingthe Level of
Intellectual
Demand)
Exemplary
Characteristics
DefinitionCurricular
Component
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Subject-centered v. Student-centered
curriculum
Effective
Student-centered
Centered on Learner Needs
Determination of Subject Matter
Centered on Cooperative
Emphasis on Variability in
Exposure to Learning
Emphasis on Skills
Emphasis on Immediate
Meanings of Learning Emphasis on Indirect Strategies
Subject-centered
Focus on Subject Matter
Centered on Subjects
Subject Matter Organized byTeacher before Instruction
Emphasis on Facts, Knowledge,
and Information
Generally Lower-Level Learning
Emphasis on Uniformity ofExposure
Emphasis on Direct Strategies