Using the Parallel Curriculum Model in Urban Settings, Grades K-8
Featuring 16 field-tested lesson plans, this book presents a high-quality curriculum that helps urban youth develop key learning skills such as resiliency, self-motivation, and collaboration.
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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.
Introduction The Purposes of the Parallel Curriculum Model 11 Scholarly Dispositions 192 Participation Skills 473 Self-Advocacy 674 Presentation Skills 83Appendix A Designing Curriculum Using the Parallel Curriculum Model 99Appendix B Teaching the Prompts of Depth and Complexity 101References 107Index 109
\ Robert Grubb“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. The opportunity to define themselves as learners is informative and empowering.”\ \ \ \ \ Paige A. McGinty"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. Mc Ginty"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."\ \
