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The parallel curriculum : a design to develop high potential and challenge high-ability learners

Author: Carol A Tomlinson; National Association for Gifted Children (U.S.)
Publisher: Thousand Oaks, Calif. : Corwin Press, ©2002.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Publisher's description: Offering a new perspective on developing curriculum and instruction, the parallel curriculum model is meant for use in both heterogeneous and homogeneous classroom settings. Whether students are working at a basic level of skill and understanding or at the highest ability ready for more complex learning, teachers can use this model with confidence. The parallel curriculum model offers four  Read more...
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Additional Physical Format: Print version:
Parallel curriculum.
Thousand Oaks, Calif. : Corwin Press, ©2002
(DLC) 2001005340
(OCoLC)47893570
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Carol A Tomlinson; National Association for Gifted Children (U.S.)
OCLC Number: 681489670
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (xvii, 270 pages) : illustrations
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Contents: The rationale for an evolving conception of curriculum to develop expertise --
An overview of the parallel curriculum model --
The essentials of curriculum design --
The core curriculum parallel --
The curriculum of connections parallel --
The curriculum of practice parallel --
The curriculum of identity parallel --
Making decisions about the use of the parallel curriculum model.
Responsibility: by Carol Ann Tomlinson [and others].

Abstract:

The Parallel Curriculum Model can be used for students working at a basic level of skill and understanding, as well as for high-ability students ready for more complex learning options.  Read more...

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Tomlinson<\/span>\n\u00A0\u00A0\u00A0\nschema:contributor<\/a> <http:\/\/viaf.org\/viaf\/123190353<\/a>> ; # National Association for Gifted Children (U.S.)<\/span>\n\u00A0\u00A0\u00A0\nschema:copyrightYear<\/a> \"2002<\/span>\" ;\u00A0\u00A0\u00A0\nschema:datePublished<\/a> \"2002<\/span>\" ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"The rationale for an evolving conception of curriculum to develop expertise -- An overview of the parallel curriculum model -- The essentials of curriculum design -- The core curriculum parallel -- The curriculum of connections parallel -- The curriculum of practice parallel -- The curriculum of identity parallel -- Making decisions about the use of the parallel curriculum model.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0\nschema:description<\/a> \"Publisher\'s description: Offering a new perspective on developing curriculum and instruction, the parallel curriculum model is meant for use in both heterogeneous and homogeneous classroom settings. Whether students are working at a basic level of skill and understanding or at the highest ability ready for more complex learning, teachers can use this model with confidence. The parallel curriculum model offers four parallel approaches to curriculum development to ensure rich curriculum for all learners, and illustrates ascending intellectual demand as a means of extending the intensity of challenge as students develop along a continuum toward expertise in learning. Clearly, education benefits from a variety of models from which teachers and schools can select to most appropriately address the learning needs of students. 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