Models

1. Models

2. Table Buzz • Karnes and Stephens text provides a brief explanation of a variety of models. • Review the models and respond to these questions: • Are any of these models used in your district/school? • Which ones? • What are the advantages and disadvantages of these models? • Which model was used the most by the participants at your table?

3. Curriculum Development for the Gifted • All students need to understand reality, recognize alternatives, be sensitive to the effect of the choices, make wise choices, and implement their choices. • Gifted education curriculum fits together three images: giftedness, human potential, educational model. • Curriculum building is divided into direct and indirect models.

4. Direct Models • Direct Models: • Developed solely for the gifted. (Sometimes these models are too technical.) • Curry Samara Model • Renzulli Enrichment Triad • College of William & Mary - Navigator Literature Model • Parallel Curriculum • (Parnes /Osborn-Creative Problem Solving Model has been discussed in the DIFFERENTIATION MODULE)

5. Indirect Models • Indirect Models: • Ideas developed for purposes other than the education of the gifted, but still applies to all learners, especially gifted. • Understanding by Design –UbD

6. Models Dot Activity • Likert Scale Chart • Each participant receives 5 different colored dots. • Place your dots indicating your knowledge of the model. • Green - Curry-Samara Model • Light Blue - William & Mary Navigator Lit. Model • Red – Parallel Curriculum • Yellow - Renzulli - Enrichment Triad Model • Orange – Differentiation and Understanding by Design

7. It’s Time To Explore! The purpose of this overview will be to help you decide which center you will attend to get a deeper understanding of a model for your classroom. •Curry/Samara Model •Renzulli Enrichment Triad •College of William & Mary - Navigator Literature Model • •Parallel Curriculum • •Parnes/Osborn Creative Problem Solving (overviewed in Differentiation) •Differentiation and Understanding by Design • •Independent Study of another model

8. A Quick Look www.CurriculumProject.com

9. Our Lesson Objective determine which aspects of the Curry/Samara Model are useful in our teaching environments discussion and materials observations.

10. Quality Instructions Involves Balance Content Factual Global Issues Problems Themes Facts Rules Details Product Thinking Traditional Innovative Basic Abstract Diverse Complex Multi-Modality Examine Change Justify Common Simple Single-Modality Memorize Understand Use

11. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study Create a title based on your required curriculum. Develop main topics that break the title into manageable mini units. Use sub-topics to organize the details within each main topic.

12. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study Start with a cognitive verb that matches the level of thinking. Follow the cognitive verb with 6-12 words describing the content to be covered. Finalize the objective with a product (or two) that students will develop in order to learn and to demonstrate understanding. identify absolute and relative locations of rainforests throughout the world a labeled map and a t-chart.

13. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study Factual Global A CSM unit supports differentiation of content through the use of factual to global subject matter. Issues Problems Themes Facts Rules Details

14. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study Basic Abstract A CSM unit supports differentiation of thinking through the use of basic to abstract levels. Examine Change Justify Memorize Understand Use

15. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study A CSM unit supports differentiation of student products through the use of modalities. Product Modalities Written Oral Kinesthetic Oral

16. Knowledge Application Analysis Critical Thinking Creative Thinking Rain Forests Comprehension • 1. Characteristics • a. Locations • b. Land Forms • c. Water Ways • d. Layers • e. Climate 5. Change a rain forest’s location and explain the effects on plants and animals using a descriptive essay. 1. Identify the absolute and relative locations of rain forest s throughout the world using a labeled map and t-chart. 3. Model the floor, understudy, canopy, and emergent layers of a rain forest using a class mural. 4. Examine the importance of rain forest rivers using a magazine article. 6. Decide which layer of the rain forest is best suited for human habitation using an illustrated poem. 2. Describe the land forms in the rain Forest using dictionary entries. 8. Explain the relationship among plants, animals and humans using a cycle diagram/ written explanation. 11. Develop a plant, animal, or person that is suited to live in the rain forest using a video tape documentary. • 2. Life in the Rain Forest • a. Plants • b. Animals • c. Humans • d. Interdependence 7. Recall the animals and plants most commonly found in the rain forest using a word search. 9. Categorize animals according to the rain forest layers in which they live using an animal puzzle. 12. Defend/dispute the concept of protecting a selected plant or animal species using a debate. 10. Compare/contrast two kinds of animals from the same layer of the rain forest using a t-chart. 13. Recount chemical, medicinal, wood-based and food products that originate in rain forest using dictionary entries. 14. Describe the phases through which any rain forest product will evolve when going to market using a time line. 15. Classify various rain forest products into self-generated categories using a classification puzzle. 16. Determine which rain forest products are consumed in the local community using a research presentation. 17. Invent a habitat in which medicine might be produced using a labeled diagram. 18. Decide on environmentally sound ways of harvesting a selected product. • 3. Products from the Rain Forest • a. Chemical • b. Medicinal • c. Wood Products • d. Foods 21. Categorize endangered species by reasons of endangerment using an information table. 19. Restate the causes an types of soil erosion in rain forests using a word search. 20. Describe the cycle of soil erosion using a diagram/ oral presentation. 22. Determine how deforestation impacts habitats within the rain forest using a board game. 23. Speculate how over consumption of rain forest products might be reduced using a campaign speech. 24. Defend/ dispute a selected law that protects endangered species point of view essay. • 4. Rain Forest Issues • a. Deforestation • b. Soil Erosion • c. Endangered Species • 5. Patterns • a. Consists of repeating segments • b. Allow for prediction • c. Can be man-made or natural 27. Categorize endangered species by reasons for endangerment an information table. 25. Identify the repeating segments of a natural cycle in the rain forest using a role play. 28. Examine the patterns of two products that originate in the rain forest using a brochure. 29. Generate a natural or man-made pattern that would help the rain forest using an illustrated poem. 30. Decide which natural pattern within the rain forest is impacted most by man using a persuasive speech. 26. Categorize rain forest patterns as man-made or natural using a Venn diagram. 1.Topic 2. Challenge 3. Plan 4. Gather 5. Organize 6. Present Independent Study Quadrant #2 activities use factual content and abstract thinking. Quadrant #1 activities use factual content and basic thinking. Quadrant #3 uses global content & basic thinking. Quadrant #4 uses global content & abstract thinking.

17. Another technique for differentiation and supporting high levels of student performance involves the use of clearly stated standards for the student products that appear at the end of each activity.

18. This Product Guide is for a poster. It consists of a number of parts. The attributes are quality indicators for each part. It is content-free and can be used in any subject area.

19. Renzulli The Enrichment Triad Model A Quick Look www.CurriculumProject.com

20. Type II Group Training Activities Type I General Exploratory Activities Triad Model Type III Individual & Small Group Investigations of Real Problems (Renzulli)

21. Type I - General Exploratory Activities • Provides experiences to bring students into contact with new topics. • Needs an abundance of resources in a variety of fields for exploration.

22. Type II - Group Training Activities • Students develop cognitive and affective skills. Type II activities are focused on process development. • Thinking • Procedural skills • Using reference and resource materials • Communication skills

23. Type III - Individual and Small Group Investigations of Real Problems Students become actual researchers of a real problem by using methods of inquiry appropriate to the discipline. This type of exploration is most appropriate for gifted students.

24. Renzulli Enrichment Triad

25. William and MaryNavigator Literature Model A Quick Look www.CurriculumProject.com

26. Navigator Literature Structure Developed by the Center for Gifted Education at The College of William and Mary as a language arts resource for teachers and students. A navigator is a collection of questions and activities intended to support group or independent study of a selected novel or picture book.

27. Goals of the Navigator • To develop analytical and interpretive skills in literature. • To develop understanding of key literary themes. • To develop linguistic competency through vocabulary and language study. • To develop skills in written and oral communication. • To develop higher level thinking and reasoning skills in language arts. • To develop research skills.

28. Categories of Questions • While you read • Exploring the story • Meeting the characters • Understanding the ideas • Connecting to you

29. Angel for Solomon by Cynthia Rylant1992 Orchard Books NY is an example.

30. The story is about a man named Solomon who lives in a hotel for men in New York. He does not like the hotel because he has nothing that he loves there with him. He can not paint the walls, he can not have a pet, he has no fireplace, no porch swing, and no picture window to look out of. He begins to wander the city and finds a diner, The Westway Café, Where All Your Dreams Come True, and he begins to order things that he wants, like a balcony, a fireplace. The waiter at the Westway was named Angel. This café brought Indiana back to him. Every time he walked there he dreamed. One dream did come true, Solomon has a cat that he sneaked into his hotel room. He is no longer lonely since he found his Angel at the Westway Café.

31. Understanding the ideasAn Angel for Solomon Singer • Example • What does the story tell you about the idea of home? • What are Solomon Singer’s dreams? What do all of his dreams have in common?

32. Connecting to youAn Angel for Solomon Singer • What does it mean to be a “wanderer by nature?” • Do you like wandering? • Describe a time when you wandered. • Explain where it was, why you wandered and how you felt.

33. Reference Section:Internet Sites An Angel for Solomon Singer Information on Housing Laws

34. Strategies and Organizers • Literature Web • Vocabulary Web • Model for Persuasive Writing

35. Center for Gifted Education College of William & Mary

36. Navigators available online (no charge) An Angel for Solomon Singer by Rylant (Grades 2-3) Charlie and the Chocolate Factory by Dahl (Grades 3-5) Who Really Killed Cock Robin? By George (Grades 3-5) The Door in the Wall by de Angeli (Grades 4-6) Underrunners by Mahy (Grades 3-6) The Trumpeter of Krakow by Kelly (Grades 7-12)

37. Other Navigator Units Go to this website http://cfge.wm.edu/curr_language.htm

38. Parallel Curriculum Model A Quick Look www.CurriculumProject.com

39. Theoretical Underpinnings of the Parallel Curriculum Model • Curriculum design should….. • Respect the unique characteristics of the learner; • Be organized around the structure of knowledge; • Reflect content selection and procedures that will help maximize the transfer of knowledge, understanding, and skill; • Select content (representative topics) that best represent the essential structure of the discipline; and • Place a premium on the development of process skills, the appropriate use of methodology within content fields, and consider goals or outcomes in terms of concrete and abstract products.

40. Effective Curriculum for All Learners • Has a clear focus on the essential facts, understandings, and skills that professionals in that discipline value most • Provide opportunities for students to develop in-depth understanding • Is organized to ensure that all student tasks are aligned with the goals of in-depth understanding • Is coherent (organized, unified, sensible) to the student • Is mentally and affectively engaging to the learner • Recognizes and supports the need of each learner to make sense of ideas and information, reconstructing older understandings with new ones • Is joyful-or at least satisfying • Provides choices for the learner • Allows meaningful collaboration

41. Effective Curriculum for All Learners • Is focused on products (sometimes students make or do) that matter to students • Connects with students’ lives and worlds • Is fresh and surprising • Seems real, purposeful, useful to students • Is rich • Deals with profound ideas • Calls on students to use what they learn in interesting and important ways • Aids students in developing a fruitful consciousness of their thinking • Helps learners monitor and adapt their ways of working to ensure competent approaches to problem solving • Involves students in setting goals for their learning and assessing their progress toward those goals • Stretches the student

42. Ascending Levels of Demand Ascending levels of intellectual demand is the process that escalates one or more facets of the curriculum in order to match a learner’s profile and provide appropriate challenge and pacing. Prior knowledge and opportunities, existing scheme, and cognitive abilities are major attributes of a learner’s profile. Teachers reconfigure one or more curriculum components in order to ensure that students are working in their zone of optimal development.

43. Ascending Levels of Intellectual Demand Take Into Consideration Students’ …… Cognitive abilities Prior knowledge Schema Opportunities to learn Learning rate Developmental differences Levels of abstraction

44. Why Provide Ascending Levels of Intellectual Demand? To honor differences among students To address varying levels of prior knowledge, varying opportunities, and cognitive abilities To ensure optimal levels of academic achievement To support continuous learning To ensure intrinsic motivation To provide appropriate levels of challenge

45. Ascending Levels of Intellectual Demand • Vary the depth • Adjust the abstraction • Change the complexity • Make contexts and examples more or less novel or familiar • Adjust the pace • Use more/less advanced materials and text • Provide more/less scaffolding • Provide frequent/intermittent feedback • Provide/let students infer related strategies • Infer concepts from applications and problem solving • Provide more/fewer examples • Be more/less explicit/inductive • Provide simpler/more complex problems and applications • Vary the sophistication level • Provide lengthier/briefer texts • Provide more/less text support • Require more/less independence or collaboration • Require more/less evidence • Ask for/provide analogies • Teach to concepts before/after examples • Teach principles before/after examples or concepts

46. Guiding Questions that Support the Ascending Levels of Intellectual Demand What are the powerful differences among my students’ levels of prior knowledge, cognitive ability, and rates of learning? Which students require greater or lesser degrees of depth, abstraction, and sophistication with regard to this unit, lesson, or task? How might I design lessons and activities that provide varied levels of scaffolding, support, and challenge? Which content, teaching or learning activities, resources or products support varying levels of prior knowledge and cognitive ability within this unit, lesson, or task? How might I assess students’ growth when many of them possess varying levels of abstraction and prior knowledge?

47. What is the Parallel Curriculum Model? The Parallel Curriculum Model is a set of four interrelated designs that can be used singly, or in combination, to create or revise existing curriculum units, lessons, or tasks. Each of the four parallels offers a unique approach for organizing content, teaching, and learning that is closely aligned to the special purpose of each parallel.

48. Why Four Parallels? • Qualitatively differentiated curriculum isn’t achieved by doing only one thing or one kind of thing. • Students are different. • Students have different needs at different times in their lives. • Parallels can be used singly or in combination.

49. So, how does PCM provide qualitatively differentiated curriculum? Opportunities to learn the core knowledge (enduring facts, concepts, principles, and skills) within a discipline Opportunities to learn about the numerous relationships and connections that exist across topics, disciplines, events, time, and cultures Opportunities to transfer and apply knowledge using the tools and methods of the scholar, researcher, and practitioner Opportunities for students to develop intrapersonal qualitiesand develop their affinities within and across disciplines

50. The Parallel Curriculum: Four Facets of Qualitatively Differentiated Curriculum • Core: The essential nature of a discipline • Connections: The relationships among knowledge • Practice: The applications of facts, concepts, principles, skills, and methods as scholars, researchers, developers, or practitioners • Identity: Developing students’ interests and expertise, strengths, values, and character