Introducing the Parallel Curriculum Model in the Classroom by Carol Ann Tomlinson and Sandra Kaplan
Using the Model and Units for Professional Development
1. In Praise of Protocols: Navigating the Design Process Within the Parallel Curriculum Model by Deborah E. Burns
The Purpose, Problems, and Process of Curriculum Writing
The Goal and Sequence of This Essay
The Beginning: Agreeing on the Components of a Curriculum Plan
The Challenge of Writing Well-Aligned PCM Curriculum
Supporting the Work of Creative Professionals
The Parallel Curriculum Model Protocols
2. The Importance of the Focusing Questions in Each of the Curriculum Parallels by Jann H. Leppien
The Nature of a Discipline and How It Relates to the Focusing Questions
Early in the Curriculum Planning Process
Using the Core Curriculum’s Purpose, Characteristics, and Questions to Guide Curricular Decisions
Using the Curriculum of Connections’ Purpose, Characteristics, and Questions to Guide Curricular Decisions
Using the Curriculum of Practice’s Purpose, Characteristics, and Questions to Guide Curricular Decisions
Using the Curriculum of Identity’s Purpose, Characteristics, and Questions to Guide Curricular Decisions
3. Using the Four Parallel Curricula as a Comprehensive Curriculum Model: Philosophy and Pragmatism by Sandra N. Kaplan
The Philosophical Rationale
4. Exploring the Curriculum of Identity in the PCM Model by Jeanne Purcell
What Is the Curriculum of Identity?
5. Ascending Intellectual Demand Within and Beyond the Parallel Curriculum Model by Carol Tomlinson, Sandra Kaplan, and Kelly Hedrick
What Is Ascending Intellectual Demand?
How Does Ascending Intellectual Demand Relate to Other Guides for Challenge?
How Is Ascending Intellectual Demand Different Than Other Approaches to Challenge?
Using Ascending Intellectual Demand to Plan Curriculum and Instruction
When and Where Do Teachers Apply Ascending Intellectual Demand?
Why Does Ascending Intellectual Demand Matter?