Models


Karnes and Stephens text provides a brief
explanation of a variety of models.
Review the models and respond to these
questions:
o Are any of these models used in your district/school?
o Which ones?
o What are the advantages and disadvantages of these
models?
o Which model was used the most by the participants at
your table?
 All
students need to understand reality, recognize
alternatives, be sensitive to the effect of the
choices, make wise choices, and implement their
choices.
 Gifted education curriculum fits together three
images: giftedness, human potential, educational
model.
 Curriculum building is divided into direct and
indirect models.
3
Direct Models:
Developed solely for the gifted. (Sometimes these models
are too technical.)







Curry Samara Model
Renzulli Enrichment Triad
College of William & Mary - Navigator Literature Model
Parallel Curriculum
(Parnes /Osborn-Creative Problem Solving Model has been
discussed in the DIFFERENTIATION MODULE)
4
Indirect Models:
 Ideas developed for purposes other than the
education of the gifted, but still applies to all
learners, especially gifted.

•
Understanding by Design –UbD
5
 Likert
Scale Chart
Each participant receives 5 different colored dots.
Place your dots indicating your knowledge of the model.





Green - Curry-Samara Model
Light Blue - William & Mary Navigator Lit. Model
Red – Parallel Curriculum
Yellow - Renzulli - Enrichment Triad Model
Orange – Differentiation and Understanding by Design
The purpose of this overview will be to help you decide
which center you will attend to get a deeper
understanding of a model for your classroom.
•Curry/Samara Model
•Renzulli Enrichment Triad
•College of William & Mary - Navigator Literature Model
 •Parallel Curriculum
 •Parnes/Osborn Creative Problem Solving
(overviewed in Differentiation)
•Differentiation and Understanding by Design

•Independent Study of another model
A Quick Look
www.CurriculumProject.com
Our Lesson Objective
determine
which aspects of the Curry/Samara Model are
useful in our teaching environments
discussion and materials observations.
Quality Instructions Involves Balance
Content
Factual
Facts
Rules
Details
Global
Issues
Problems
Themes
Product
Thinking
Traditional
Innovative
Basic
Common
Simple
SingleModality
Diverse
Complex
MultiModality
Memorize
Understand
Use
Abstract
Examine
Change
Justify
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
2. Life in the Rain Forest
a. Plants
b. Animals
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
3. Products from the Rain
Forest
a. Chemical
b. Medicinal
c. Wood Products
d. Foods
13. Recount chemical,
medicinal, wood-based
and food products that
originate in rain forest
using dictionary entries.
14. Describe the phases 15. Classify various rain 16. Determine which
using a time line.
puzzle.
research presentation.
4. Rain Forest Issues
a. Deforestation
b. Soil Erosion
c. Endangered Species
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
21. Categorize
endangered species by
reasons of
endangerment using
an information table.
5. Patterns
a. Consists of repeating
segments
b. Allow for prediction
c. Can be man-made or
natural
25. Identify the
repeating segments of a
natural cycle in the rain
forest using a role play.
26. Categorize rain
forest patterns as manmade or natural using a
Venn diagram.
Rain Forests
Independent Study
Create a title based on your
required curriculum.
Analysis
4. Examine the
importance of rain
forest rivers using a
magazine article.
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
8. Explain
the
9. Categorize
10. Compare/contrast
two 11. Develop a plant,
Develop
main
topics
thatanimals
break
the
relationship among
according to the rain
kinds of animals from the animal, or person that
plants,
animals and
is suited to live in the
forest layers
in which
same layer of the rain
title into
manageable
mini
units.
humans using a cycle
diagram/ written
explanation.
they live using an
animal puzzle.
forest using a t-chart.
1.Topic
2. Challenge
3. Plan
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
12. Defend/dispute the
concept of protecting a
selected plant or
animal species using a
debate.
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
22. Determine how
deforestation impacts
habitats within the rain
forest using a board
game.
23. Speculate how over
consumption of rain
forest products might
be reduced using a
campaign speech.
24. Defend/ dispute a
selected law that
protects endangered
species point of view
essay.
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
Use sub-topics
to forest
organize
therain forest products are
through which any rain
products into selfforest product will evolve generated categories
in the local
detailswhen
within
eachusing
main
topic.consumed
going to market
a classification
community using a
27. Categorize
endangered species by
reasons for
endangerment an
information table.
rain forest using a
video tape
documentary.
Critical Thinking
4. Gather
5. Organize
6. Present
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
2. Life in the Rain Forest
a. Plants
b. Animals
Start with
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
8. Explain the
relationship among
plants, animals and
humans using a cycle
diagram/ written
explanation.
9. Categorize animals
according to the rain
forest layers in which
they live using an
animal puzzle.
Rain Forests
a cognitive verb that
matches the level of thinking.
Analysis
4. Examine the
importance of rain
forest rivers using a
magazine article.
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
identify
Critical Thinking
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
Defend/dispute the
10. Compare/contrast two 11. Develop a plant,
absolute
and relative locations of12.
concept of protecting a
kinds of animals from the animal, or person that
same layer of the rain
forest using a t-chart.
is suited to live in the
rain forest using a
video tape
documentary.
selected plant or
animal species using a
debate.
rainforests throughout the world
3. Products from the Rain
13. Recount chemical,
14. Describe the phases
Follow the cognitive
verb with
6-which any rain
Forest
medicinal, wood-based
through
a. Chemical
and food products that
forest product will evolve
12 words describing
the
content
b. Medicinal
originate in rain
forest
when going to market
c. Wood Products
using
dictionary
entries.
using a time line.
to be covered.
d. Foods
15. Classify various rain
forest products into selfgenerated categories
using a classification
puzzle.
16. Determine which
rain forest products are
consumed in the local
community using a
research presentation.
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
4. Rain Forest Issues
a. Deforestation
b. Finalize
Soil Erosion the
c. Endangered Species
21. Categorize
endangered species by
reasons of
endangerment using
an information table.
22. Determine how
deforestation impacts
habitats within the rain
forest using a board
game.
23. Speculate how over
consumption of rain
forest products might
be reduced using a
campaign speech.
24. Defend/ dispute a
selected law that
protects endangered
species point of view
essay.
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
objective with a product
(or two) that students will develop in
order to learn and to demonstrate
5. Patterns
25. Identify the
26. Categorize rain
understanding.
a. Consists of repeating
repeating segments of a forest patterns as mansegments
b. Allow for prediction
c. Can be man-made or
natural
Independent Study
natural cycle in the rain
forest using a role play.
1.Topic
27. Categorize
endangered species by
made or natural using a reasons for
endangerment an
Venn diagram.
information table.
2. Challenge
3. Plan
a labeled map and a t-chart.
4. Gather
5. Organize
6. Present
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
2. Life in the Rain Forest
a. Plants
b. Animals
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
3. Products from the Rain
Forest
a. Chemical
b. Medicinal
c. Wood Products
d. Foods
13. Recount chemical,
medicinal, wood-based
and food products that
originate in rain forest
using dictionary entries.
14. Describe the phases
through which any rain
forest product will evolve
when going to market
using a time line.
4. Rain Forest Issues
a. Deforestation
b. Soil Erosion
c. Endangered Species
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
5. Patterns
a. Consists of repeating
segments
b. Allow for prediction
c. Can be man-made or
natural
25. Identify the
repeating segments of a
natural cycle in the rain
forest using a role play.
26. Categorize rain
forest patterns as manmade or natural using a
Venn diagram.
Rain Forests
Independent Study
Analysis
4. Examine the
importance of rain
forest rivers using a
magazine article.
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
A CSM
unit 9.supports
differentiation of
8. Explain the
Categorize animals 10. Compare/contrast two 11. Develop a plant,
relationship among
according to the rain
kinds of animals from the animal, or person that
content
factual
plants, animalsthrough
and
is suited to liveto
in the
forest layers inthe
which use
same layer of
of the rain
humans using a cycle
rain forest using a
they live using an
forest using a t-chart.
diagram/ written
video tape
animal puzzle.
global
subject
matter.
explanation.
documentary.
1.Topic
15. Classify various rain
forest products into selfgenerated categories
using a classification
puzzle.
Factual
2. Challenge
16. Determine which
rain forest products are
consumed in the local
community using a
research presentation.
Global
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
21. Categorize
Issues
22. Determine
how
23. Speculate how over
Facts
endangered species by deforestation impacts
consumption of rain
Problems
Rules
reasons of
habitats
within the rain forest products might
endangerment using forest using a board
reduced using a
Themes be
Details
an information table.
game.
campaign speech.
27. Categorize
endangered species by
reasons for
endangerment an
information table.
3. Plan
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
4. Gather
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
5. Organize
Critical Thinking
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
12. Defend/dispute the
concept of protecting a
selected plant or
animal species using a
debate.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
24. Defend/ dispute a
selected law that
protects endangered
species point of view
essay.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
6. Present
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
2. Life in the Rain Forest
a. Plants
b. Animals
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
3. Products from the Rain
Forest
a. Chemical
b. Medicinal
c. Wood Products
d. Foods
13. Recount chemical,
medicinal, wood-based
and food products that
originate in rain forest
using dictionary entries.
14. Describe the phases
through which any rain
forest product will evolve
when going to market
using a time line.
4. Rain Forest Issues
a. Deforestation
b. Soil Erosion
c. Endangered Species
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
5. Patterns
a. Consists of repeating
segments
b. Allow for prediction
c. Can be man-made or
natural
25. Identify the
repeating segments of a
natural cycle in the rain
forest using a role play.
26. Categorize rain
forest patterns as manmade or natural using a
Venn diagram.
Rain Forests
Independent Study
Analysis
4. Examine the
importance of rain
forest rivers using a
magazine article.
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
A CSM
unit 9.supports
differentiation of
8. Explain the
Categorize animals 10. Compare/contrast two 11. Develop a plant,
relationship among
according to the rain
kinds of animals from the animal, or person that
thinking
through
use
basic
plants, animals and
is suited to to
live in the
forest layers inthe
which
same
layer ofof
the rain
humans using a cycle
rain forest using a
they live using an
forest using a t-chart.
diagram/ written levels.
video tape
animal puzzle.
abstract
explanation.
documentary.
1.Topic
15. Classify various rain
forest products into selfgenerated categories
using a classification
puzzle.
Basic
16. Determine which
rain forest products are
consumed in the local
community using a
research presentation.
Abstract
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
21. Categorize
Examine
22. Determine
how
23. Speculate how over
Memorize
endangered species by deforestation impacts
consumption of rain
Change
Understand
reasons of
habitats
within the rain forest products might
endangerment using
using a board
be reduced using a
Justify
Usean information table. forest
game.
campaign speech.
2. Challenge
27. Categorize
endangered species by
reasons for
endangerment an
information table.
3. Plan
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
4. Gather
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
5. Organize
Critical Thinking
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
12. Defend/dispute the
concept of protecting a
selected plant or
animal species using a
debate.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
24. Defend/ dispute a
selected law that
protects endangered
species point of view
essay.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
6. Present
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
2. Life in the Rain Forest
a. Plants
b. Animals
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
3. Products from the Rain
Forest
a. Chemical
b. Medicinal
c. Wood Products
d. Foods
13. Recount chemical,
medicinal, wood-based
and food products that
originate in rain forest
using dictionary entries.
14. Describe the phases
through which any rain
forest product will evolve
when going to market
using a time line.
4. Rain Forest Issues
a. Deforestation
b. Soil Erosion
c. Endangered Species
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
5. Patterns
a. Consists of repeating
segments
b. Allow for prediction
c. Can be man-made or
natural
25. Identify the
repeating segments of a
natural cycle in the rain
forest using a role play.
26. Categorize rain
forest patterns as manmade or natural using a
Venn diagram.
Rain Forests
Independent Study
Analysis
4. Examine the
importance of rain
forest rivers using a
magazine article.
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
A CSM
unit 9.supports
differentiation of
8. Explain the
Categorize animals 10. Compare/contrast two 11. Develop a plant,
relationship among
according to the rain
kinds of animals from the animal, or person that
student
through
the
use
ofin the
plants, animalsproducts
and
is suited to live
forest layers in which
same layer of the
rain
humans using a cycle
rain forest using a
they live using an
forest using a t-chart.
diagram/ written
video tape
animal puzzle.
modalities.
explanation.
documentary.
1.Topic
2. Challenge
Critical Thinking
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
12. Defend/dispute the
concept of protecting a
selected plant or
animal species using a
debate.
15. Classify various rain
forest products into selfgenerated categories
using a classification
puzzle.
16. Determine which
rain forest products are
consumed in the local
community using a
research presentation.
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
27. Categorize
endangered species by
reasons for
endangerment an
information table.
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
Product Modalities
21. Categorize
22. Determine how Written
23. Speculate how over 24. Defend/ dispute a
endangered species by deforestation impacts
consumption of rain
selected law that
Oral
reasons of
habitats within the rain forest products might
protects endangered
endangerment using forest using a board
be reduced using a
species point of view
Kinesthetic
an information table.
game.
campaign speech.
essay.
Oral
3. Plan
4. Gather
5. Organize
6. Present
Knowledge
Comprehension
Application
1. Characteristics
a. Locations
b. Land Forms
c. Water Ways
d. Layers
e. Climate
1. Identify the
absolute and relative
locations of rain forest s
throughout the world
using a labeled map and
t-chart.
2. Describe the land
forms in the rain
Forest using dictionary
entries.
3. Model the floor,
understudy, canopy, and
emergent layers
of a rain forest using a
class mural.
4. Examine the
importance of rain
forest rivers using a
magazine article.
2. Life in the Rain Forest
a. Plants
b. Animals
c. Humans
d. Interdependence
7. Recall the animals
and plants most
commonly found in the
rain forest using a word
search.
8. Explain the
relationship among
plants, animals and
humans using a cycle
diagram/ written
explanation.
9. Categorize animals
according to the rain
forest layers in which
they live using an
animal puzzle.
10. Compare/contrast two 11. Develop a plant,
kinds of animals from the animal, or person that
is suited to live in the
same layer of the rain
rain forest using a
forest using a t-chart.
video tape
documentary.
12. Defend/dispute the
concept of protecting a
selected plant or
animal species using a
debate.
3. Products from the Rain
Forest
a. Chemical
b. Medicinal
c. Wood Products
d. Foods
13. Recount chemical,
medicinal, wood-based
and food products that
originate in rain forest
using dictionary entries.
14. Describe the phases
through which any rain
forest product will evolve
when going to market
using a time line.
15. Classify various rain
forest products into selfgenerated categories
using a classification
puzzle.
16. Determine which
rain forest products are
consumed in the local
community using a
research presentation.
17. Invent a habitat in
which medicine might
be produced using a
labeled diagram.
18. Decide on
environmentally sound
ways of harvesting a
selected product.
4. Rain Forest Issues
a. Deforestation
b. Soil Erosion
c. Endangered Species
19. Restate the causes
an types of soil erosion
in rain forests using a
word search.
20. Describe the cycle
of soil erosion using a
diagram/ oral
presentation.
21. Categorize
endangered species by
reasons of
endangerment using
an information table.
22. Determine how
deforestation impacts
habitats within the rain
forest using a board
game.
23. Speculate how over
consumption of rain
forest products might
be reduced using a
campaign speech.
24. Defend/ dispute a
selected law that
protects endangered
species point of view
essay.
5. Patterns
a. Consists of repeating
segments
b. Allow for prediction
c. Can be man-made or
natural
25. Identify the
repeating segments of a
natural cycle in the rain
forest using a role play.
26. Categorize rain
forest patterns as manmade or natural using a
Venn diagram.
28. Examine the
patterns of two products
that originate in the rain
forest using a brochure.
29. Generate a natural
or man-made pattern
that would help the rain
forest using an
illustrated poem.
30. Decide which
natural pattern within
the rain forest is
impacted most by man
using a persuasive
speech.
Rain Forests
Independent Study
Quadrant #1
activities use factual
content and basic
thinking.
Quadrant #3 uses
global content &
basic thinking.
1.Topic
2. Challenge
27. Categorize
endangered species by
reasons for
endangerment an
information table.
3. Plan
Analysis
Creative Thinking
5. Change a rain
forest’s location and
explain the effects on
plants and animals
using a descriptive
essay.
Critical Thinking
6. Decide which layer
of the rain forest is
best suited for human
habitation using an
illustrated poem.
Quadrant #2
activities use factual
content and abstract
thinking.
Quadrant #4 uses
global content &
abstract thinking.
4. Gather
5. Organize
6. Present
Another technique for
differentiation and
supporting high levels
of student
performance involves
the use of clearly
stated standards for
the student products
that appear at the end
of each activity.
It consists of
a number of
parts.
The attributes
are quality
indicators for
each part.
It is content-free
and can be
used in any
subject area.
This Product Guide is for a poster.
Renzulli
The Enrichment Triad Model
A Quick Look
www.CurriculumProject.com
Type II
Type I
Triad
Model
Group Training
Activities
General
Exploratory
Activities
Type III
Individual &
Small Group
Investigations of
Real Problems
(Renzulli)

Provides experiences to bring students into
contact with new topics.
Needs an abundance of resources in a variety of
fields for exploration.
 Students
develop cognitive and affective skills.
Type II activities are focused on process
development.




Thinking
Procedural skills
Using reference and resource materials
Communication skills

Students become actual researchers of a real
problem by using methods of inquiry appropriate
to the discipline.

This type of exploration is most appropriate for
gifted students.
Renzulli Enrichment Triad
William and Mary
Navigator Literature Model
A Quick Look
www.CurriculumProject.com
Developed by the Center for Gifted Education at
The College of William and Mary as a language
arts resource for teachers and students.
A navigator is a collection of questions and activities
intended to support group or independent study of
a selected novel or picture book.






To develop analytical and interpretive skills in
literature.
To develop understanding of key literary themes.
To develop linguistic competency through vocabulary
and language study.
To develop skills in written and oral communication.
To develop higher level thinking and reasoning skills in
language arts.
To develop research skills.
 While
you read
 Exploring the story
 Meeting the characters
 Understanding the ideas
 Connecting to you
29
The story is about a man named Solomon who lives in
a hotel for men in New York. He does not like the
hotel because he has nothing that he loves there with
him. He can not paint the walls, he can not have a
pet, he has no fireplace, no porch swing, and no
picture window to look out of. He begins to wander
the city and finds a diner, The Westway Café, Where
All Your Dreams Come True, and he begins to order
things that he wants, like a balcony, a fireplace. The
waiter at the Westway was named Angel. This café
brought Indiana back to him. Every time he walked
there he dreamed. One dream did come true,
Solomon has a cat that he sneaked into his hotel
room. He is no longer lonely since he found his
Angel at the Westway Café.
30

Example
 What does the story tell you about the idea of home?
 What are Solomon Singer’s dreams? What do all of his
dreams have in common?
What does it mean to be a “wanderer by nature?”
 Do you like wandering?
 Describe a time when you wandered.
 Explain where it was, why you wandered and how
you felt.


Information on Housing Laws
 Literature
Web
 Vocabulary Web
 Model for Persuasive Writing
Center for Gifted
Education
College of William & Mary
An Angel for Solomon Singer by Rylant (Grades 2-3)
Charlie and the Chocolate Factory by Dahl (Grades 35)
Who Really Killed Cock Robin? By George (Grades 35)
The Door in the Wall by de Angeli (Grades 4-6)
Underrunners by Mahy (Grades 3-6)
The Trumpeter of Krakow by Kelly
(Grades 7-12)

Go to this website
http://cfge.wm.edu/curr_language.htm
Parallel Curriculum Model
A Quick Look
www.CurriculumProject.com
Theoretical Underpinnings
of the Parallel Curriculum Model

Curriculum design should…..
Respect the unique characteristics of the learner;
Be organized around the structure of knowledge;
Reflect content selection and procedures that will help
maximize the transfer of knowledge, understanding, and
skill;
Select content (representative topics) that best represent
the essential structure of the discipline; and
Place a premium on the development of process skills,
the appropriate use of methodology within content fields,
and consider goals or outcomes in terms of concrete and
abstract products.
Has a clear focus on the essential facts, understandings,
and skills that professionals in that discipline value most
 Provide opportunities for students to develop in-depth
understanding
 Is organized to ensure that all student tasks are aligned
with the goals of in-depth understanding
 Is coherent (organized, unified, sensible) to the student
 Is mentally and affectively engaging to the learner
 Recognizes and supports the need of each learner to
make sense of ideas and information, reconstructing older
understandings with new ones
 Is joyful-or at least satisfying
 Provides choices for the learner
 Allows meaningful collaboration

Is focused on products (sometimes students make or do)
that matter to students
 Connects with students’ lives and worlds
 Is fresh and surprising
 Seems real, purposeful, useful to students
 Is rich
 Deals with profound ideas
 Calls on students to use what they learn in interesting and
important ways
 Aids students in developing a fruitful consciousness of their
thinking
 Helps learners monitor and adapt their ways of working to
ensure competent approaches to problem solving
 Involves students in setting goals for their learning and
assessing their progress toward those goals
 Stretches the student

Ascending Levels of Demand

Ascending levels of intellectual demand is the
process that escalates one or more facets of the
curriculum in order to match a learner’s profile and
provide appropriate challenge and pacing. Prior
knowledge and opportunities, existing scheme,
and cognitive abilities are major attributes of a
learner’s profile. Teachers reconfigure one or more
curriculum components in order to ensure that
students are working in their zone of optimal
development.
Ascending Levels of Intellectual Demand
Take Into Consideration Students’ ……
Cognitive abilities
 Prior knowledge
 Schema
 Opportunities to learn
 Learning rate
 Developmental differences
 Levels of abstraction

Why Provide Ascending Levels of
Intellectual Demand?
To honor differences among students
 To address varying levels of prior knowledge,
varying opportunities, and cognitive abilities
 To ensure optimal levels of academic achievement
 To support continuous learning
 To ensure intrinsic motivation
 To provide appropriate levels of challenge

Ascending Levels of Intellectual Demand










Vary the depth
Adjust the abstraction
Change the complexity
Make contexts and examples more
or less novel or familiar
Adjust the pace
Use more/less advanced materials
and text
Provide more/less scaffolding
Provide frequent/intermittent
feedback
Provide/let students infer related
strategies
Infer concepts from applications
and problem solving











Provide more/fewer examples
Be more/less explicit/inductive
Provide simpler/more complex
problems and applications
Vary the sophistication level
Provide lengthier/briefer texts
Provide more/less text support
Require more/less independence or
collaboration
Require more/less evidence
Ask for/provide analogies
Teach to concepts before/after
examples
Teach principles before/after
examples or concepts
Guiding Questions that Support
the Ascending Levels of
Intellectual Demand





What are the powerful differences among my students’ levels of
prior knowledge, cognitive ability, and rates of learning?
Which students require greater or lesser degrees of depth,
abstraction, and sophistication with regard to this unit, lesson, or
task?
How might I design lessons and activities that provide varied levels
of scaffolding, support, and challenge?
Which content, teaching or learning activities, resources or products
support varying levels of prior knowledge and cognitive ability within
this unit, lesson, or task?
How might I assess students’ growth when many of them possess
varying levels of abstraction and prior knowledge?
What is the Parallel Curriculum
Model?
The Parallel Curriculum Model is a set of four
interrelated designs that can be used singly, or in
combination, to create or revise existing
curriculum units, lessons, or tasks. Each of the
four parallels offers a unique approach for
organizing content, teaching, and learning that is
closely aligned to the special purpose of each
parallel.
Why Four Parallels?
• Qualitatively differentiated curriculum isn’t
achieved by doing only one thing or one kind of
thing.
• Students are different.
• Students have different needs at different times
in their lives.
• Parallels can be used singly or in combination.
So, how does PCM provide
qualitatively differentiated curriculum?
Opportunities to learn the
core knowledge
(enduring facts,
concepts, principles, and
skills) within a
discipline
Opportunities to learn
about the numerous
relationships and
connections that exist
across topics, disciplines,
events, time, and cultures
Opportunities to transfer
and apply knowledge
using the tools and
methods of the scholar,
researcher, and
practitioner
Opportunities for students
to develop intrapersonal
qualities and develop
their affinities within and
across disciplines
• Core: The essential nature of a discipline
• Connections: The relationships among knowledge
• Practice: The applications of facts, concepts, principles,
skills, and methods as scholars, researchers, developers, or
practitioners
• Identity: Developing students’ interests and expertise,
strengths, values, and character
What are the purposes for the
Parallel Curriculum Model?
• Provides teachers with a comprehensive framework with which they
can design, evaluate, and revise existing curriculum
• Improves the quality of the curriculum units, lessons, and tasks
• Enhances the alignment among the general, gifted, and special
education curricula
• Increases the authenticity and power of the knowledge students
acquire and their related learning activities
• Provides opportunities for continuous professional, intellectual, and
personal growth
• Offers teachers the flexibility to achieve multiple purposes
• Reinforces the need to think deeply about learners and content
knowledge
• Uses high quality curriculum as a catalyst for observing and
developing abilities in learners
• Allows flexibility to address varying needs and interests of learners
Differentiation and
Understanding by Design
A Quick Look
www.CurriculumProject.com
Logical Reason for the Integration
Teachers attend to four elements:
 Whom they teach (students)
 Where they teach (learning environment)
 What they teach (content)
 How they teach (instruction)

Understanding by Design focuses on……

What is taught and curriculum design.

How curriculum is taught, particularly teaching for
student understanding.

Assessments designed first focusing on targets.

Activities are designed to align to the
assessments.
Plan with the end in mind.
 Teach and assess for learning.
 Emphasize Big Ideas
 Essential Questions
 Align instruction with desired learning results.
 Make meaning of the Big Ideas by uncovering
content
 Engaging the learner.

55
Factors That Face Educational Needs







Time
Space
Resources
Student groupings
Teaching strategies
Learning strategies
Teacher partnerships
EACH ONE OF THESE CATEGORIES HAVE MANY SUBCATEGORIES
Understanding by Design and Differentiated Instruction is a marriage
of two researched based practices that make sense for today’s
classroom.
W=What will they be learning? Why it is worth learning?
What evidence shows the learning?
H=How will I Hook and engage learners?
E=Equip students to master the learning with
Experiences that develop and deepen understanding.
R=Encourage Rethinking previous learning. Encourage
Revision and Refinement.
E=Evaluation and reflection of the learning.
T=Tailor the learning activities to address the different
readiness levels, learning profiles, and interests of
students.
0=Organize for maximum engagement and effective
learning.
Models Activity



Select one of the models at the centers.
Table tents on tables.
Move to the center for their selected model.
 Curry/Samara Model (any grade level)
 Renzulli Enrichment Triad (K-8)
 Navigator Literature Model (K-12 Literature)
 Parallel Curriculum (K-12)
 Parnes/Osborn Creative Problem Solving Model (K-12)
 Differentiation and Understanding by Design
 Independent Study (choose another model)
Instructions for Center
Use materials provided at the center.
 Based on your review of the additional materials,
you will elaborate on how you will use this in your
classroom with students
 provide a short five minute presentation using any
product form. (Examples: skit, chart, concept
web, PowerPoint, commercial) to the whole
group.
 This may be done individually or as a group.

 Each
group report out their findings.
Let’s Celebrate
Think of a word that describes what you learned about
the models.
At the count of 3, shout it out!