Parallel Curriculum Model

Parallel Curriculum Model

Tomlinson, Kaplan, Renzulli, Purcell, Leppien and Burns

By Catherine Nugent

EQ: How can I connect my curriculum to what students are learning in other classes?

Background

​The Parallel Cirriculum Model (PCM) was developed by Dr. Carol Ann Tomlinson in an attempt to take lessons to a more inclusive level. The advantage of this model is that it can be adapted for any learner, subject domain, or grade level.​

There are four dimensions of PCM: Core Curriculum, Curriculum of Connections​, Curriculum of Practice, and Curriculum of Identity. They may be used in any combination or individually.

What is it?

The Parallel Curriculum Model is a way to organize curriculum using four parallels. The model uses a multi-layered approach so that the curriculum can be more adequately altered to meet the needs of diverse learners. It offers possibilities for constructing quality curriculum with multiple choices for implementation.

Basic Structure

Core Curriculum - It is the foundational curriculum that establishes a rich framework of a discipline’s key information, skills, concepts, and principles. It is the starting point for all of the parallels in this model.

The Curriculum of Connections - This parallel expands on the Core Curriculum by guiding students to make connections

of key concepts and principles within or across disciplines, across times, across cultures or places, or in some combination of those elements

Basic Structure cont.

The Curriculum of Practice - This parallel guides learners in understanding and applying the facts, concepts, principles, and methodologies of the discipline in ways that encourage student growth toward expertise in the discipline. Its purpose is to help students function with increasing skill and confidence in a discipline.

The Curriculum of Identity - Curriculum developed according to this parallel guides students in coming to understand their own strengths, preferences, values, and commitment by using the key concepts, principles, and skills of contributors and professionals in a field of study. The goal of this parallel is to help students gain a better understanding of both the discipline and themselves.

Open Ended

Which components are consistently a part of your own unit design? Which components do you wish to address more fully?

How does this model meet the needs of gifted learners?

​• Helps students grapple with complex and ambiguous issues and problems.​

• Provide students opportunities for original, creative, and practical work in the disciplines.

• Help students encounter, accept, and embrace challenge.​

• Helps students apply the essential concepts in each subject area that explain the structure and workings of the discipline, human behavior, and our physical world.

• Help students develop a sense of themselves as well as of their possibilities in the world in which they live.

• Be compelling and satisfying enough to encourage students to persist despite frustration and understand the importance of effort and collaboration.​

Significance for Special Populations

Various individuals within a school can use the parallels differently. A classroom teacher can use the parallels separately for different purposes, or teachers can work collectively—within grade levels, across grade levels, or across subjects—to use the parallels to support the learning for all, some, or a few students. Furthermore, classroom teachers can use the parallels to modify learning opportunities for students who need something beyond the grade-level curriculum. One may draw on the parallels to make curriculum more meaningful, emotive, powerful, engaging, and more likely to energetically advance the abilities and talents of students.

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Where is this being used?

​Brandywine School District (Wilmington, DE)

Brandywine states on their gifted learners page:

"At the heart of the PCM is the notion that each learner should be challenged with incremental sophistication. Curriculum and instruction are designed to move the learner from present ground toward expertise in the subject matter. This expertise is developed over time with careful attention to the balance of challenges and support.  Students receiving gifted education services will also be monitored for learning gains using standardized assessments, district common assessment and formative assessments designed to monitor learning gains in comparison to their grade level peers."

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https://www.brandywineschools.org/Page/6314​

Poll

Do you think this model would be a good fit in your classroom?

• Yes

• No

• Maybe