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The Parallel Curriculum Model and Differentiated Instruction
At Capitol Hill
2005
Vision
Academically gifted and talented students will be challenged, will develop their talents and will experience academic growth as a result of curriculum (which focuses on developing expertise in the disciplines, using the tools and methodologies of disciplinarians, making connections across disciplines, perspectives and time as well as fostering student self understanding) and instruction that is differentiated in response to differences in student readiness, interest and learning profile.
Goals
• All instructional staff will collaborate with grade level/content area/specialist groups to revise one unit per semester using the CORE parallel of the Parallel Curriculum Model, teach it, reflect on its effectiveness, evaluate it and revise it for use the next year.
• All instructional staff will, in small groups, examine and study one parallel of interest from the Parallel Curriculum Model in order to revise one unit, teach it, reflect on its effectiveness, evaluate it and revise it for use the next year. Each staff member will facilitate other staff in "knowing about" that parallel.
• All instructional staff will set individual/team professional growth goals related to use of the Parallel Curriculum Model and Differentiation (these may be applied to PDP).
• All instructional staff will set individual, as well as small group (grade level/content area/specialist and Parallel of interest) goals for 2006-2007
Training and Support For Capitol Hill Staff
All instructional staff will be grouped and regrouped to provide support throughout the school year to achieve these goals:
· Summer book study and facilitated curriculum remodeling.
· Kick off event with Jann Leppien, one of the authors of the Parallel Curriculum Model.
· Twice monthly, teachers will meet as grade level/content areas teams to collaborate on units.
· Interest groups will begin in February.
· Professional book groups will meet.
· 30 minutes of each staff meeting will be devoted to whole faculty staff development
· Professional days in January (elementary) and March (Jr. High)
What is the Parallel Curriculum Model?
The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel. The goal is help students develop expertise in the disciplines.
Why four parallels?
• Qualitatively differentiated curriculum isn’t achieved by doing only one thing or one kind of thing.
• Students are different.
• Students have different needs at different times in their lives.
• Students’ environments and opportunities are different.
What are the four parallels?
• Core: Opportunities to learn the core knowledge (enduring facts, concepts, principles, and skills) within a discipline.
• Connections: Opportunities to learn about the numerous relationships that exist across topics, disciplines, events, time, and cultures
• Practice: Opportunities to transfer and apply knowledge using the tools and methods of the scholar, researcher, and practitioner
• Identity: Opportunities for students to learn about their strengths and affinities within and across disciplines and core knowledge in a discipline
Parallel Curriculum Model is Like a Camera
The model is something like a camera with interchangeable lenses. The advantage of such a camera is that it allows both the photographer and the viewer of photographs to see the world reflected in a variety of ways. There would be little reason to purchase such a camera unless the photographer intended over time to change lenses as need and opportunity suggest. Similarly, the PCM offers teachers and studen
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