MARC Record from marc_nuls

LEADER: 09890pam 22003374a 4500
001 9922112350001661
005 20150423142353.0
008 010828s2002 caua b 000 0 eng
010 $a 2001005340
020 $a076194558X
020 $a0761945598 (pbk.)
035 $a(CSdNU)u100996-01national_inst
035 $a(Sirsi) l2001005340
035 $a(Sirsi) l2001005340
035 $a(Sirsi) 01-AAM-6543
035 $a 2001005340
040 $aDLC$cDLC$dDLC$dOrPss
042 $apcc
050 00 $aLC3993.2$b.P34 2002
245 04 $aThe parallel curriculum :$ba design to develop high potential and challenge high-ability learners /$cby Carol Ann Tomlinson ... [et al.].
260 $aThousand Oaks, Calif. :$bCorwin Press,$cc2002.
300 $axvii, 270 p. :$bill. ;$c29 cm.
500 $a"A service publication of the National Association for Gifted Children."
504 $aIncludes bibliographical references (p. 267-270).
505 0 $aDialogue and Exchange -- Respondents and Developers -- Teachers (Pilot Classrooms) -- The Rationale for an Evolving Conception of Curriculum to Develop Expertise -- Reasons for Curriculum Development -- A Changing Society Can Change Students -- Changing Views of Intelligence and Giftedness -- The Need to Explore Similarities and Differences in Curriculum for All Learners and for Gifted Learners -- A Need to Honor the Past by Building to the Future -- Theoretical Underpinnings of the Model -- Curriculum That Respects the Unique Characteristics of the Learner -- Theories of Knowledge -- Selected Concepts From Theories of Curriculum and Instruction -- The Foundations of Enduring Knowledge -- Representative Topics -- Process Development -- Focus on Methodology -- A Product Orientation -- Effective Curriculum for All Learners -- Ascending Intellectual Demand in the Parallel Curriculum Model -- Student Affect and the Parallel Curriculum Model -- An Overview of the Parallel Curriculum Model -- A Look at the Four Curriculum Parallels -- The Core Curriculum -- The Nature of Effective Core Curriculum -- Ascending Intellectual Demand and the Core Curriculum -- Close-Ups of the Core Curriculum -- The Curriculum of Connections -- The Nature of the Curriculum of Connections -- Ascending Intellectual Demand and the Curriculum of Connections -- Close-Ups of the Curriculum of Connections -- The Curriculum of Practice -- The Nature of the Curriculum of Practice -- Ascending Intellectual Demand and the Curriculum of Practice -- Close-Ups of the Curriculum of Practice -- The Curriculum of Identity -- The Nature of the Curriculum of Identity -- Ascending Intellectual Demand and the Curriculum of Identity -- Close-Ups of the Curriculum of Identity -- A Curriculum Combining Parallels -- The Essentials of Curriculum Design -- Components of a Comprehensive Curriculum Plan -- Content/Standards -- Assessment -- Introductory Activities -- Teaching Methods -- Learning Activities -- Grouping Strategies -- Products -- Resources -- Extension Activities -- Modifications Based on Learner Need -- A Capsule of Components of Comprehensive Curriculum -- Remodeling a Study Unit Using the Comprehensive Curriculum Framework: One Teacher's Approach -- Setting the Course: Aligning Text and Standards -- Revising the Teacher's Guide Assessment -- Planning the Introduction to the Unit -- Determining Teaching Methods and Learning Activities -- Finding Resources for the Unit -- Developing Products for the Unit -- Modifying Basic Plans in Response to Learner Needs -- The Core Curriculum Parallel -- Why Four Approaches to Curriculum Design? Isn't One Good Enough? -- The Novice-Expert Continuum -- Form Follows Function -- Architectural Design -- What Is "Core" in the Core Curriculum Parallel? -- What Is the Purpose of the Core Curriculum Parallel? -- How Are the Key Curriculum Components Reconfigured to Achieve the Goals of the Core Curriculum Parallel? -- The Role of Content/Standards Within the Core Curriculum Parallel -- Assessment Strategies and the Core Curriculum Parallel -- Introductory Activities in the Core Curriculum Parallel -- Revising the Remaining Curriculum Components to Address the Goals of the Core Curriculum Parallel -- Teaching Methods and the Core Curriculum Parallel -- Learning Activities and the Core Curriculum Parallel -- Grouping Practices and the Core Curriculum Parallel -- Resources in the Core Curriculum Parallel -- Products in the Core Curriculum Parallel -- Extension Activities in the Core Curriculum Parallel -- Modification for Learner Need and Ascending Intellectual Demand in the Core Curriculum Parallel -- Using the Goals of the Core Curriculum Parallel for Lydia Janis's Civil War Unit -- Determining Content -- Planning Assessment Strategies -- Planning Introductory Activities -- Selecting Teaching and Learning Activities, Grouping Strategies, Resources, and Products -- Choosing Extension Activities -- Modifying Plans Based on Learner Need, Including Ascending Intellectual Demand -- The Curriculum of Connections Parallel -- What Is the Curriculum of Connections? -- Focusing Questions in the Curriculum of Connections -- The Purpose of a Curriculum of Connections: Why Should a Teacher Emphasize Connections and Relationships? -- The Curriculum of Connections: When Should I Use This Parallel? -- The Characteristics of the Curriculum Components Within the Curriculum of Connections -- Choosing Appropriate Content and Learning Objectives to Support a Curriculum of Connections -- Keara's Cultures Curriculum -- Remodeling Examples -- We Read About It -- Webbing It -- Integrating Subjects -- Reconfiguring Other Curriculum Components for the Curriculum of Connections -- Assessment Strategies in a Curriculum of Connections -- Introductory Activities in a Curriculum of Connections -- Teaching Strategies in a Curriculum of Connections -- Learning Activities in a Curriculum of Connections -- Resources in a Curriculum of Connections -- Products, Grouping Strategies, and Extension Activities in the Curriculum of Connections -- Differentiation and Ascending Intellectual Demand in the Curriculum of Connections -- Lydia's Civil War Unit Using the Goals of the Curriculum of Connections Parallel -- Content Connections -- Blending Content Decisions and Grouping Strategies -- Teaching Methods and Learning Activities -- Student Products and Assessments -- Introductory Activities -- Extension Activities -- Modifications in Response to Learner Need, Including Ascending Intellectual Demand -- Lydia's Reflections -- The Curriculum of Practice Parallel -- What Does It Mean to "Practice" in a Curriculum? -- Why Does It Matter to Have Students Engage in a Curriculum of Practice? -- Key Features of the Key Components of Curriculum in the Curriculum of Practice -- Content/Standards in the Curriculum of Practice -- Assessment in the Curriculum of Practice -- Introductory Activities and the Curriculum of Practice -- Teaching Methods and the Curriculum of Practice -- Learning Activities and the Curriculum of Practice -- An Example of Simulating the Role of an Expert Practitioner -- An Example of Becoming Expert Practitioners in a Field of Study -- Resources in the Curriculum of Practice -- Products in the Curriculum of Practice -- Extension Activities in the Curriculum of Practice -- Student Grouping in the Curriculum of Practice -- Modifications Based on Learner Need, Including Ascending Intellectual Demand -- An Example of the Curriculum of Practice -- Increasing an Understanding of Historical Research -- Identifying the Content/Standards Goals of the Unit -- Gathering the Resources -- Determining the Teaching Methods, Identifying a Strategy for Designing the Learning Activities and Products, and Designing the Assessment -- Developing Extension Activities -- Planning for Student Grouping -- Modifications in Response to Student Need, Including Ascending Intellectual Demand -- The Curriculum of Identity Parallel -- What Does Identity Mean in the Curriculum of Identity? -- Why Should We Be Concerned About a Student's Identity? -- What Are the Key Features and Characteristics of Curriculum Components Within the Curriculum of Identity? -- Content/Standards in the Curriculum of Identity -- Assessments in the Curriculum of Identity -- Introductory Activities in the Curriculum of Identity -- Teaching Methods in the Curriculum of Identity -- Learning Activities in the Curriculum of Identity -- Grouping Strategies in the Curriculum of Identity -- Resources in the Curriculum of Identity -- Products in the Curriculum of Identity -- Extension Activities in the Curriculum of Identity -- Modification in Response to Learner Need, Including Ascending Intellectual Demand in the Curriculum of Identity -- An Example of the Curriculum of Identity -- Adapting the Components of the Curriculum of Identity Based on Learner Need, Including Ascending Intellectual Demand -- Making Decisions About the Use of the Parallel Curriculum Model -- Flexible Options for Using the Parallel Curriculum Model -- The Parallels as Support for Thematic Study -- Parallels to Build From a Common Foundation -- A Layered Approach to Using the Parallels -- Using the Parallels for Varied Purposes Within a Single Unit -- Designing Individual Learning Pathways Using the Parallel Curriculum Model -- Extending Your Options Using the Parallels -- Making Decisions About Use of the Parallel Curriculum Model -- The Nature of the Learning Goals -- The Nature of the Students -- The Nature of the Teacher -- Teaching the Curriculum.
650 0 $aGifted children$xEducation$xCurricula.
650 0 $aCurriculum planning.
700 1 $aTomlinson, Carol A.
710 2 $aNational Association for Gifted Children (U.S.)
948 $a03/13/2002$b03/26/2002
999 $aLC 3993.2 P34 2002$wLC$c1$i31786101422100$d8/26/2009$e5/27/2009 $f8/6/2004$g1$lCIRCSTACKS$mNULS$n3$rY$sY$tBOOK$u3/26/2002