Susan Zimlich, PhD Southeastern Louisiana University PARALLEL CURRICULUM MODEL (PCM)
A specific strategy A method Just for students who are gifted Something completely new Based on the research/theory of one person WHAT IT IS NOT
Based on the work of multiple successful programs A framework/organizer A way of differentiating curriculum A way of planning units proactively Very flexible WHAT IT IS
Determining best exemplars Using knowledge of pedagogy Identifying what students should Know Understand Be able to Do Matching curriculum to learners Developing student dispositions Provide organization for teaching Scope Sequence PLANNING CURRICULUM
Content Assessment Introduction Teaching Strategies Learning Activities Grouping Strategies Products Resources Extensions Modification (both down and up) 10 COMPONENTS OF A UNIT
Four Parallels to help organize units Can be used singly Can be used together Can be interdisciplinary / intra-disciplinary Dispositions are included/ embedded Recognizes learner’s need for satisfying curriculum Inclusion of higher order thinking / problem solving Recognizes interconnectedness of disciplines Emphasizes authentic learning/assessment Opportunities for continuous motivating learning Easily differentiated Student-directed LAYERING ON PCM
Four Parallels Core Knowledge Essential nature of a discipline Connection Relationships among knowledge Practice Applications of knowledge and skills as a practitioner Identity Developing students’ interest, expertise, strengths, values, and character THE PCM FRAMEWORK
Foundational Foundational Core concepts Core principles Core Skills Emphasizes Big Ideas/Essential Understandings/ Essential Questions Understanding over memorization Knowledge in context Critical Thinking Creativity Take advantage of ascending levels of Intellectual Demand CORE KNOWLEDGE PARALLEL
TOMLINSON’S EQUALIZER
Inter or Intra –disciplinary between Times Cultures Places Events Perspectives Topics Macroconcepts /Generalizations /Themes PARALLEL OF CONNECTIONS
Authenticity Emphasis on Understanding Doing Making sense Increasing expertise Potential for embedding Problems Learning activities Assessments Students as Problem Finder Researcher Creator Producer PARALLEL OF PRACTICE
“Through the lens of….” Reflection about skills and interests within a discipline Personal growth / development Exploration Participation How their interests coincide with the discipline The impact of the discipline Inward Outward Self-definition/ Self-understanding Goal setting PARALLEL OF IDENTITY
Problem Based Learning Contracts Center Agendas Independent Study Choice board/ Menus WAYS TO DELIVER PCM* *List developed by Carol Tieso, PhD
National Association for Gifted Children. (2003). Parallel Curriculum Model (PCM) Support Materials and Distance Learning Opportunities. Retrieved from Purcell, J. H., Burns, D. E. & Leppien, J. H. (2002). The parallel curriculum model (PCM): The whole story. Teaching for High Potential 4 (1), 1-4. Tieso, C. (2008). An introduction and overview of the parallel curriculum model. Retrieved from REFERENCES