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Using the Parallel Curriculum Model in Urban Settings, Grades K-8

Using the Parallel Curriculum Model in Urban Settings, Grades K-8

Using the Parallel Curriculum Model in Urban Settings, Grades K-8
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Using the Parallel Curriculum Model in Urban Settings, Grades K-8 Paperback - 2009

by Sandra Kaplan

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  • Title Using the Parallel Curriculum Model in Urban Settings, Grades K-8
  • Author Sandra Kaplan
  • Binding Paperback
  • Edition [ Edition: first
  • Condition New
  • Pages 128
  • Volumes 1
  • Language ENG
  • Publisher Corwin Publishers
  • Publication date 2009-10-01
  • Features Bibliography, Index
  • Bookseller's Inventory # 7590420
  • ISBN 9781412972192 / 1412972191
  • Weight 0.8 lbs (0.36 kg)
  • Dimensions 10.9 x 8.4 x 0.5 in (27.69 x 21.34 x 1.27 cm)
  • Category Education / Teaching
  • Library of Congress subjects Curriculum planning, Education, Primary
  • Library of Congress Catalogue Number 2009031803
  • Dewey Decimal Code 375
  • Quantity available 5

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From the publisher

"My experience teaching the lessons to students helped me understand the importance of self-reflection. The students were able to reflect on their own abilities in learning. Defining who you are as a learner is informative and empowering."
--Robert Grubb, Teacher
Los Angeles City Unified School District, CA

"Teaching students how to be ′lifelong learners′ can be realized by helping them develop a sense of responsibility for their learning. These lessons provide that opportunity for students."
--Paige A. McGinty, Doctoral Student in Teacher Education, Multicultural Societies
University of Southern California

Discover how the Parallel Curriculum Model can help urban students achieve!

Teachers in urban schools often find that their students have learning needs that go beyond a standards-based curriculum. Originally developed for gifted learners, the Parallel Curriculum Model is highly effective for helping students of all backgrounds reach new levels of achievement. This book presents a high-quality curriculum that builds key learning skills for academic success for students of diverse cultural and socioeconomic backgrounds.

Easily taught alongside a regular curriculum for Grades K-8, this hands-on resource focuses on student potential in four areas: as scholars, active classroom participants, self-advocates, and articulate presenters. Educators will learn how to forge connections between standard curriculum content and the personal traits that students need to thrive in school and beyond. Readers will find:

  • An enriched, multidisciplinary curriculum for developing resiliency, self-motivation, and collaboration skills in urban youth
  • Sixteen field-tested and ready-to-use lesson plans and related reproducibles
  • Thought-provoking questions and interactive exercises that promote critical and creative thinking and classroom discussion

Mentor your students in developing lifelong skills for learning and success through a holistic approach that challenges and inspires.

About the author

Sandra N. Kaplan has been a teacher and administrator of gifted programs in an urban school district in California. Currently, she is Clinical Professor in Learning and Instruction at the University of Southern California′s Rossier School of Education. She has authored articles and books on the nature and scope of differentiated curriculum for gifted students. Her primary area of concern is modifying the core and differentiated curriculum to meet the needs of inner-city, gifted learners. Sandra is the past president of the California Association for the Gifted (CAG) and the National Association for Gifted Children (NAGC). She has been nationally recognized for her contributions to gifted education.

Irene Guzman has been teaching in the Santa Ana Unified School District for 14 years. She is currently teaching third grade at Heninger Elementary School. She has dedicated her efforts to differentiate the curriculum for Gifted English Language Learners. She has worked closely with teachers to improve the specific needs for gifted students in the urban setting. Ms. Guzman has worked under the USC Javits Grant as a mentor and a coach. She has also been a demonstration teacher and presenter at the California Association for the Gifted Conference and the USC summer institutes.

Carol Ann Tomlinson is the William Clay Parrish, Jr. Professor of Educational Leadership, Foundations, and Policy at the University of Virginia′s Curry School of Education and Department Chair of Leadership, Foundations, and Policy. Prior to joining the University of Virginia′s faculty, she was a classroom teacher for twenty-one years, working at the primary, middle, and high school levels. During that time, she also administered district programs for struggling and advanced learners and was recognized as Virginia′s Teacher of the Year in 1974. Presently, at the University of Virginia, Carol′s work focuses largely on curriculum and differentiated instruction. She was named outstanding Professor at Curry in 2004 and won an All-University Teaching Award in 2008. Carol is the author of over 200 books, book chapters, articles, and professional development materials--many of them on differentiated instruction.

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