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THE PARALLEL CURRICULUM MODEL actually contains varying tracks that involve teacher and students in a rich framework of key information, skills, concepts, and beliefs. The rationale behind Parallel Curriculum is to provide teachers with a framework to design, evaluate and revise new or existing curriculum. Ideally, this will improve the quality of instruction. Teacher and students interact in tandem with the curriculum to accelerate and deepen learning.
The Core Curriculum is the guiding standard for teaching and learning. The standards set forth in each content area provide clear and consistent learning goals to prepare students for college or careers beyond high school.
The Curriculum of Connections expands on the Core Curriculum by guiding students to make connections of key concepts within or across multiple content areas.
The Curriculum of Practice guides learners in understanding and applying the facts, concepts and principles of the content in ways that encourage student growth toward expertise in the discipline. This in turn help students function with increasing skill and confidence in a discipline as professionals and scholars would function.
The Curriculum of Identity Curriculum guides students toward an understanding of 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.
What are the advantages of the Parallel Model?
Offers teachers the ability to lead instruction in multiple standards of learning (accelerate/compact curriculum)
Allows teachers the flexibility to work with the varied interests of learners
Encourages students to development their talent and expertise of the fields of study
Content moves beyond the basics to draw connections among what is known, and what is unknown.
Students become leaders in conducting their own research
Promotes strong social emotional skills through continued success and accomplishments (teachers offer support and instructional reinforcement to support and meet individual needs)
Follows principles of North Carolina General Statute 115C-150.5 by providing differentiated educational opportunities
References
Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., & Burns, D. E. (2001). The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Learners (1st ed.). Corwin.
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