The Parallel Curriculum Model (PCM) was designed by colleagues who were passionate about high-quality curriculum that creates rigorous, inclusive learning experiences for students. The PCM suggests that all students should be given the opportunity to "see the whole" of a learning experience instead of only part(s). Often students' perceptions about what they are learning might be limited. A multifaceted curriculum model should ensure that all learners develop expertise through ascending levels of intellectual demand as they navigate through a more powerful, enduring learning experience. This approach is conducive to supporting students as they construct their own meaning of the content and make their own "bridges" and connections between multiple subject areas and grade levels. This is where gifted learners no longer see learning experiences as math, science, social studies, or language arts but rather as concepts that bridge across many areas.
The PCM consists of four parallels - Core, Connections, Practice, and Identity. If you look at each student as a diamond, these parallels have distinct functions and are used to reveal the unique value of each child as they develop an understanding of the whole learning experience. Together, these parallels uncover and support the gifts that each individual brings to the table.
The PCM consists of four parallels - Core, Connections, Practice, and Identity. If you look at each student as a diamond, these parallels have distinct functions and are used to reveal the unique value of each child as they develop an understanding of the whole learning experience. Together, these parallels uncover and support the gifts that each individual brings to the table.
Core: Promotes deep understanding of a discipline. Aligns with state standards of what concepts and principles are to be covered by the content presented.
Connections: Building on the core, this parallel focuses on linking the essential understandings and concepts of one discipline to create bridges to other disciplines. This expands the breadth of human knowledge.
Practice: Once knowledge is acquired, this parallel assists students into transferring that knowledge into authentic use. Students take on the roles of professionals in the field as they become researchers, scientists, mathematicians, engineers, and other professionals seeking to contribute.
Identity: Cultivates the attitudes, beliefs, values and outlooks of practitioners in the field. As students reflect they begin the self-actualization process and gain a stronger sense of self and how they fit into the "bigger picture."
Strengths of using the Parallel Curriculum Model with gifted learners:
1. Designed to have abstract students "see the whole" which is important to many "big picture" learners who need to know why they are expected to arrive at a particular destination by the end of a learning experience.
2. Promotes independent learning.
3. Students can "become" a professional in a particular area and assume leadership roles.
4. Connects various contents as students make their bridges across subject areas and grade levels.
5. Limitless possibilities for learning experiences and exploration of essential understandings/concepts.
6. Easily revised and adapted to differentiate to meet the needs of all learners.
7. Rigorous and engaging. Taps into and supports the talents and abilities of all types of learners.
8. Learning is meaningful, applicable, enduring, and creates a sense and knowledge of self.
Resources Used:
Tomlinson, C.A., Kaplan, S.N., Renzulli, J.S., Purcell, J., Leppien, J., Burns, D.E., Strickland, C.A., & Imbeau, M.B. Introduction to the Parallel Curriculum Model (1-11). Thousand Oaks, CA: Corwin.
Connections: Building on the core, this parallel focuses on linking the essential understandings and concepts of one discipline to create bridges to other disciplines. This expands the breadth of human knowledge.
Practice: Once knowledge is acquired, this parallel assists students into transferring that knowledge into authentic use. Students take on the roles of professionals in the field as they become researchers, scientists, mathematicians, engineers, and other professionals seeking to contribute.
Identity: Cultivates the attitudes, beliefs, values and outlooks of practitioners in the field. As students reflect they begin the self-actualization process and gain a stronger sense of self and how they fit into the "bigger picture."
Strengths of using the Parallel Curriculum Model with gifted learners:
1. Designed to have abstract students "see the whole" which is important to many "big picture" learners who need to know why they are expected to arrive at a particular destination by the end of a learning experience.
2. Promotes independent learning.
3. Students can "become" a professional in a particular area and assume leadership roles.
4. Connects various contents as students make their bridges across subject areas and grade levels.
5. Limitless possibilities for learning experiences and exploration of essential understandings/concepts.
6. Easily revised and adapted to differentiate to meet the needs of all learners.
7. Rigorous and engaging. Taps into and supports the talents and abilities of all types of learners.
8. Learning is meaningful, applicable, enduring, and creates a sense and knowledge of self.
Resources Used:
Tomlinson, C.A., Kaplan, S.N., Renzulli, J.S., Purcell, J., Leppien, J., Burns, D.E., Strickland, C.A., & Imbeau, M.B. Introduction to the Parallel Curriculum Model (1-11). Thousand Oaks, CA: Corwin.