Further developing key ideas from the highly acclaimed original book, these essays include guidelines for designing curriculum units based on the Parallel Curriculum Model.
Further developing key ideas from the highly acclaimed original book, these essays include guidelines for designing curriculum units based on the Parallel Curriculum Model.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carol Ann Tomlinson's career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia's Teacher of the Year in 1974. She is professor of educational leadership, foundations, and policy at the University of Virginia's Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirector of the University of Virginia's Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests throughout her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator's guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.
Inhaltsangabe
Introducing the Parallel Curriculum Model in the Classroom by Carol Ann Tomlinson and Sandra Kaplan About the Book Using the Model and Units for Professional Development Acknowledgments 1. In Praise of Protocols: Navigating the Design Process Within the Parallel Curriculum Model by Deborah E. Burns Curriculum as a Road Map The Purpose, Problems, and Process of Curriculum Writing The Goal and Sequence of This Essay The Beginning: Agreeing on the Components of a Curriculum Plan The Challenge of Writing Well-Aligned PCM Curriculum Supporting the Work of Creative Professionals The Parallel Curriculum Model Protocols Conclusion 2. The Importance of the Focusing Questions in Each of the Curriculum Parallels by Jann H. Leppien The Nature of a Discipline and How It Relates to the Focusing Questions Early in the Curriculum Planning Process Using the Core Curriculum's Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Connections' Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Practice's Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Identity's Purpose, Characteristics, and Questions to Guide Curricular Decisions In Closing 3. Using the Four Parallel Curricula as a Comprehensive Curriculum Model: Philosophy and Pragmatism by Sandra N. Kaplan The Philosophical Rationale The Pragmatic Rationale Conclusion 4. Exploring the Curriculum of Identity in the PCM Model by Jeanne Purcell What Is the Curriculum of Identity? What's In It for Me? Conclusion References 5. Ascending Intellectual Demand Within and Beyond the Parallel Curriculum Model by Carol Tomlinson, Sandra Kaplan, and Kelly Hedrick What Is Ascending Intellectual Demand? How Does Ascending Intellectual Demand Relate to Other Guides for Challenge? How Is Ascending Intellectual Demand Different Than Other Approaches to Challenge? Using Ascending Intellectual Demand to Plan Curriculum and Instruction When and Where Do Teachers Apply Ascending Intellectual Demand? A Word of Caution Why Does Ascending Intellectual Demand Matter? References Index
Introducing the Parallel Curriculum Model in the Classroom by Carol Ann Tomlinson and Sandra Kaplan About the Book Using the Model and Units for Professional Development Acknowledgments 1. In Praise of Protocols: Navigating the Design Process Within the Parallel Curriculum Model by Deborah E. Burns Curriculum as a Road Map The Purpose, Problems, and Process of Curriculum Writing The Goal and Sequence of This Essay The Beginning: Agreeing on the Components of a Curriculum Plan The Challenge of Writing Well-Aligned PCM Curriculum Supporting the Work of Creative Professionals The Parallel Curriculum Model Protocols Conclusion 2. The Importance of the Focusing Questions in Each of the Curriculum Parallels by Jann H. Leppien The Nature of a Discipline and How It Relates to the Focusing Questions Early in the Curriculum Planning Process Using the Core Curriculum's Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Connections' Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Practice's Purpose, Characteristics, and Questions to Guide Curricular Decisions Using the Curriculum of Identity's Purpose, Characteristics, and Questions to Guide Curricular Decisions In Closing 3. Using the Four Parallel Curricula as a Comprehensive Curriculum Model: Philosophy and Pragmatism by Sandra N. Kaplan The Philosophical Rationale The Pragmatic Rationale Conclusion 4. Exploring the Curriculum of Identity in the PCM Model by Jeanne Purcell What Is the Curriculum of Identity? What's In It for Me? Conclusion References 5. Ascending Intellectual Demand Within and Beyond the Parallel Curriculum Model by Carol Tomlinson, Sandra Kaplan, and Kelly Hedrick What Is Ascending Intellectual Demand? How Does Ascending Intellectual Demand Relate to Other Guides for Challenge? How Is Ascending Intellectual Demand Different Than Other Approaches to Challenge? Using Ascending Intellectual Demand to Plan Curriculum and Instruction When and Where Do Teachers Apply Ascending Intellectual Demand? A Word of Caution Why Does Ascending Intellectual Demand Matter? References Index
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