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| Carol Ann Tomlinson | University of Virginia, USA |
| Sandra N. Kaplan | University of Southern California, USA |
| Jeanne H. Purcell | Connecticut State Department of Education |
| Jann H. Leppien | University of Great Falls |
| Deborah E. Burns | Cheshire Public Schools |
| Cindy A. Strickland | University of Virginia, USA |
| © 2006 | 128 pages | Corwin |
A Joint Publication With the National Association for Gifted Children
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| Paperback | ISBN: | 9780761929727 | £24.99 | |
| Hardcover | ISBN: | 9780761929710 | £46.99 | |
| 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 |
