1. Susan Zimlich, PhD Southeastern Louisiana University PARALLEL CURRICULUM MODEL (PCM)

2.  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

3.  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

4.  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

5.  Content  Assessment  Introduction  Teaching Strategies  Learning Activities  Grouping Strategies  Products  Resources  Extensions  Modification (both down and up) 10 COMPONENTS OF A UNIT

6.  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

7.  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

8.  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

9. TOMLINSON’S EQUALIZER

10.  Inter or Intra –disciplinary between  Times  Cultures  Places  Events  Perspectives  Topics  Macroconcepts /Generalizations /Themes PARALLEL OF CONNECTIONS

11.  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

12.  “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

13.  Problem Based Learning  Contracts  Center  Agendas  Independent Study  Choice board/ Menus WAYS TO DELIVER PCM* *List developed by Carol Tieso, PhD

14.  National Association for Gifted Children. (2003). Parallel Curriculum Model (PCM) Support Materials and Distance Learning Opportunities. Retrieved from http://www.nagc.org/index2.aspx?id=1069 http://www.nagc.org/index2.aspx?id=1069  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 http://people.wm.edu/~clties/PCM_Shelby_short.pdf http://people.wm.edu/~clties/PCM_Shelby_short.pdf REFERENCES