1. CURRICULUM COMPACTING A STRATEGY FOR “RESPONSIVE TEACHING” Material drawn from It’s About Time by Alane J. Starko, copyright 1986 Reproduced with permission from Creative Learning Press, Inc., P.O. Box 320, Mansfield Center, CT 06250
2. Curriculum Compacting Outcomes : By the end of the training participants will have: 1) considered student behaviors that might suggest a need for compacting. 2) clarified curriculum compacting as a strategy for differentiation. 3) recognized the difference between basic skills compacting and content compacting . 4) discussed the role of assessment as related to compacting. 5) shared some planning and management tools for compacting.
7. Curriculum Compacting CURRICULUM 1) What’s important? 2) What can be skipped or eliminated? 3) What do students already know or are able to do? 4) What will they grasp easily? 5) What can be accomplished quickly?
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9. A teaching strategy that “buys time” for acceleration and/or enrichment. The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.
10. “ This is Boring!” These words do not bring happiness to the hearts of teachers. One way to respond to this statement is to ask the students to be more specific in describing their boredom. Ask students to differentiate between “Boring A” situations and “ Boring B” situations. Boring A Situations “I already know that; could you give me an opportunity to show you?” Boring B Situations “At the present time I do not know enough about the topic to be interested in it.”
11. Two Kinds of Curriculum Compacting Basic Skills Compacting Spelling, Math Computation, Language Arts Basic Skills Pretesting is easily used to document proficiency. Content Compacting Social Studies, Science, Literature, Math Applications, and Problem-Solving Students may already know some material or may be able to read advanced material or master objectives more quickly .
12. MOST DIFFICULT FIRST 1. The teacher previews the student task and selects the most difficult examples. 2. The examples are marked (*) and students are given the opportunity to do these items first as a means of demonstrating mastery or understanding . 3. If students are able to demonstrate mastery, then they are free to select alternate activities for that period of time.
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14. Areas of Strength Documenting Mastery Alternate Activities Student’s Name : ________________________________
15. Areas of Strength Documenting Mastery Alternate Activities Student’s Name : Annette _______________________________ Math ---Decimal Fractions Score of 85 percent or higher on the pretest Will work with class on days they learn concepts she has not mastered Will work on alternate math enrichment activities on other days
16. Areas of Strength Documenting Mastery Alternate Activities Student’s Name : Jose, Joanne, Sam, and Linda______________ Social Studies --- Colonial Living Unit High Interest Strong Readers---- Will read and pick up concepts quickly Students will read chapters 5 & 6 in text at own pace Do chapter exercises 3, 7, & 9 Take unit test when ready Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study
17. Areas of Strength Documenting Mastery Alternate Activities Student’s Name : ____William____________________________ Map Skills Achieved an “A” on the pretest Will read to gather research for his book about castles Will write book about castles INSTEAD of doing map activities
18. Phases of Curriculum Compacting Phase I - Establishing the goals and outcomes of the unit or segment of instruction Phase II - Identifying students who may be candidates for compacting Phase III - Identifying areas to be considered for compacting Phase IV - Establish procedures for compacting the basic material Phase V - Provide options for enrichment or acceleration
19. Progress through the education program at rates faster or at ages younger than conventional; providing instruction at a level and pace appropriate to a child’s achievement and readiness regardless of grade level. Acceleration may include but is not limited to: (1) Advanced Placement in a Subject (2) Curriculum Compacting (3) Telescoping Curriculum
20. Giving students the opportunity to learn in greater depth and breadth. Enrichment may include but is not limited to: (1) Complexity of Content (2) Creative and Original Products (3) Self-selected Topics
21. Curriculum Areas to be Considered for Compacting Procedures for Compacting Basic Material Enrichment and/or Acceleration Activities
