Ass Overview of PCM Module 1

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?


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


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


ExemplaryCharacteristicsDefinition

CurricularComponent


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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


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


Exemplary

Characteristics


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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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



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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



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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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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


Component


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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


Component


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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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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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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


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

Ass Overview of PCM Module 1

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