Featuring 16 field-tested lesson plans, this book presents a high-quality curriculum that helps urban youth develop key learning skills such as resiliency, self-motivation, and collaboration.
Featuring 16 field-tested lesson plans, this book presents a high-quality curriculum that helps urban youth develop key learning skills such as resiliency, self-motivation, and collaboration.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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