1. +
Part 3: Curriculum Compacting in
the Math Workshop
Working with heterogeneous classrooms; meeting the needs of the
range of learners

2. A Typical 60-90 minute
+
differentiated math block:
Launch: Introduce
skill/concept to
whole class
(10-15 minutes)
Summary: Whole
class reflection;
Connect to
skill/concept of launch
(10-15 minutes)
Compacting Group Anchor
Activities
Regular Group: Extended
Instruction
(15-20 minutes)
Compacting Group:
Confer or small group
instruction
Regular Group: Learning
activities
(15-20 minutes)

3. Some examples of a “Week at a Glance” for Students Receiving Compacting…
+
Mon
Tue
Wed
Thurs
Fri
EXAMPLE #1
Anchor Activities
and Conferring
Anchor Activities
and Conferring
Extension
Lesson
Independent or
group work from
extension
lesson
+
Anchor Activities
and Conferring
Extension Lesson
+
Independent or
group work from
extension lesson
EXAMPLE #2
Guided
ExplorationWhole Class
Extension
Lesson
+
Independent or
group work from
extension
lesson
Independent or
group work from
extension
lesson
+
Anchor Activities
and Conferring
Anchor Activities
and Conferring
Anchor Activities
and Conferring
EXAMPLE #3
Anchor Activity
+
Extension
Lesson
+
Independent or
group work from
extension
lesson
Anchor Activity
+
Extension
Lesson
+
Independent or
group work from
extension
lesson
Anchor Activity
+
Extension
Lesson
+
Independent or
group work from
extension
lesson
Anchor Activity
+
Extension
Lesson
+
Independent or
group work from
extension
lesson
Guided ExplorationWhole Class

4. +
Folders and Resources
Small Group
Instruction/
Conferring
Small Group
Instruction/
Conferring
Meeting Area
Compacting
Group
Materials
Computers

Regular
Group
Small Group
Instruction/
Conferring
Regular
Group
Small Group
Instruction/
Conferring
Struggling
Learners
What might your differentiated math
classroom look like?

5. +
This means SMALL GROUP
INSTRUCTION IN MATH
It also means building autonomy in ALL
your students so you are free to work
with different groups at different times.

6. +
Thinking this through…
If advanced learners need
ANCHOR ACTIVITIES … games and
explorations…
while you are working with other students…
What anchor activities do your other students
need? What sorts of things could these be?

7. + What games, manipulatives, and practice activities
can you make available to your whole class as
anchor activities?

8. +
Watch Video #3
Then debrief…

What would you need to work on first to make this model work
in your classroom?

How would you build autonomy in students so that they can
function in differentiated groups (the way they do during
reader’s workshop, for example)?