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    Parallel Curriculum Model advocates for organizing curriculum using concepts that move a student towards expert level performance. Multiple meaning model focuses on depth increasing levels of difficulty to abstraction through the conceptual through inquiry. The curriculum of practice, the curriculum of Connection and the Curriculum of Identity parallels provide the freedom to accommodate selfdirected learning.

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    Parallel Curriculum Model advocates for organizing curriculum using concepts that move a student towards expert level performance. Multiple meaning model focuses on depth increasing levels of difficulty to abstraction through the conceptual through inquiry. The curriculum of practice, the curriculum of Connection and the Curriculum of Identity parallels provide the freedom to accommodate selfdirected learning.

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    © All Rights Reserved
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    9 views1 page

    Handbook Curriculum Models Chart1

    Uploaded by

    api-261924397
    Parallel Curriculum Model advocates for organizing curriculum using concepts that move a student towards expert level performance. Multiple meaning model focuses on depth increasing levels of difficulty to abstraction through the conceptual through inquiry. The curriculum of practice, the curriculum of Connection and the Curriculum of Identity parallels provide the freedom to accommodate selfdirected learning.

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    of 1

    PrinciplesofCurriculumDesign

    forGiftedLearners(Hockett)

    ParallelCurriculumModel

    IntegratedCurriculumModel

    Usesaconceptualapproachto
    organizeorexplorecontentthatis
    disciplinebasedandintegrative.

    Yes,thePCMadvocatesfor
    organizingcurriculumusing
    conceptsthatmoveastudent
    towardsexpertlevelperformance.

    Pursuesadvancedlevelsof
    understandingbeyondthegeneral
    educationcurriculumthrough
    abstraction,depth,breadthand
    complexity.

    Yes,thePCMadvocates
    Yes,theICMfocuseson
    Yes,theMMMfocusesondepth
    increasinglevelsofdifficultyto
    abstractionthroughtheconceptual throughinquiry.
    helpastudentmovefromanovice lense.
    toanexpertinthediscipline.

    Askslearnerstouseprocesses
    andmaterialsthatapproximate
    thoseofanexpert,disciplinarian
    orpracticingprofessional.

    Yes,itsemphasisonperforming
    asanexpertinthefieldimplies
    thatstudentswillusethe
    processesandmaterialsthatan
    expertwoulduse.

    Yes,theemphasisoninquiryin
    Yes,teachingtheintellectualtools
    sciencecurricula,firstandsecond (conceptsandprinciples)ofa
    handsourcesinsocialstudiesand disciplineisemphasized.
    advancedliteratureinlanguage
    artsdemonstratethisquality.

    Emphasizesproblems,products,
    andperformancesthatare
    truetolifeandoutcomesthatare
    transformational.

    Yes,itsemphasisonperforming
    asanexpertinthefieldimplies
    authenticproblems,productsand
    performances.

    Yes,ICMaccomplishesthis
    Yes,theteacherisguidedto
    throughdevelopingadvanced
    constructauthenticproductsusing
    productsandextensionsbasedon theInstructionalProductsMenu.
    studentcapacityandinterest.

    Isflexibleenoughto
    accommodateselfdirected
    learningfueledbystudent
    interests,adjustmentsforpacing
    andvariety.

    Yes,theCurriculumofPractice,
    theCurriculumofConnectionand
    theCurriculumofIdentityparallels
    providethefreedomto
    accommodateselfdirected
    learning.

    Yes,thecompactedcontent
    leavestimetoexploretopicswith
    moredepthanddoextensions
    basedonstudentcapacityand
    interest.

    Yes,conceptsconnectlearning
    acrossmultipledisciplines.

    MultipleMeaningModel
    Yes,conceptsareadvocated,but
    itseemstofocusprimarilyona
    singlediscipline.

    Yes,thethirdphaseinthe
    KnowledgeMenuallowsstudents
    tofollowupandstudyelements
    thatintriguedthemingreater
    depth.

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