1 CURRICULUM COMPACTING No More “B” Word Office of Teaching and Learning TAG Department December 6, 2007 TAG Office 503-916-3358 .

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CURRICULUM COMPACTING

No More “B” Word

Office of Teaching and Learning

TAG DepartmentDecember 6, 2007

TAG Office 503-916-3358www.tag.pps.k12.or.us

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Today’s Objectives

What is Curriculum Compacting? Why use Curriculum Compacting? When? How? Resources

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The Challenge

Students come at different readiness levels

Students learn at different rates

Students have different styles of learning

Students have varying interests

Students have a variety of needs

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The Problems With Meeting Needs of All Learners

Time constraints Lack of systematic approach Students becoming frustrated with repetitive

work

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What Is Curriculum Compacting?

Instructional strategy for curriculum adjustments for any curricular area

Students show level of proficiency in basic curriculum, and then they may “buy back time” for other learning experiences

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Why (research)

To meet the needs of Gifted Students in Regular classrooms and eliminate the repetition of work that is already mastered or that can be mastered quickly

Dr. Rimm #1

Begin Video Tape

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How To Use the Compacting Process

1. Define goals and outcomes

2. Identify students to participate

3. Provide acceleration; extension opportunities; and depth and complexity

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Goals & Outcomes Defined

Determine which tasks are new and which are review

Use scope and sequence charts, teacher manuals, curriculum guides and curricular frameworks

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Identify Candidates

Estimate which students have the potential to master material faster

Look at scores of previous tests Observe students Review student achievement tests Pretest students (students may volunteer,

teacher selects, or pretest the whole class)

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Plan

Plan and provide for curriculum extensions, enrichment options or acceleration

– Self directed learning activities

– New curriculum on same subject

– Group activities/projects– Seminars– Mentors, community helpers

“The work that we plan for our students is really our work until it represents true learning for them.” ….. Susan Winebrenner

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When

Compacting and Differentiation for Skill work

Compacting and Differentiation for Content

New: p. 47-66

Old: p. 11-20

New: p. 67-88

Old: p. 21-50

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The CompactorDeveloped by Joseph Renzulli & Linda H. Smith

Use a separate compactor for each student

Record all Modifications to Curriculum in the compactor for the student

Keep a folder for each student for pre-tests, learning contracts, logs, notes, post-tests

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Extension Work

Daily logs keep students focused and accountable for independent work

Student “buy back” time should never be used to remediate learning weaknesses

Always allow students to capitalize on strengths that extend abilities

p. 78 (N); p. 76 (O)

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Self-selected Projects

Students who work on self-selected projects have increased motivation in mastering regular class work

Product choices should reflect a student’s learning styles and interests

Students will forget about the “B” word!

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Product Choices Chart

p. 80 (N); not in OLD

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Resources for Extension Activities

AIMS Education Foundation www.aimsedu.org Bertie Kingore www.bertiekingore.com Creative Publications www.creativepublicatications.com Dale Seymour Publications www.pearsonlearning.com ETA/Cuisenaire www.etacuisenaire.com Highline Advance Math Program www.blarg.net Institute for Math Mania members. www.aol.com/rmathmania Marilyn Burns www.mathsolutions.com The Math Forum www.mathforum.com Suntex International www.math24.com

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References

Reis, Sally M & Renzulli, Joseph S., Curriculum Compacting: “A systematic Procedure for Modifying the Curriculum for Above Average Ability Students” The National Research Center on the Gifted and Talented, University of Connecticut

Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom

-Teaching Gifted Kids in the Regular Classroom 6-12 CD-ROM -Susan Winebrenner

-Differentiating Instruction in the Regular Classroom-Diane Heacox, Ed D

Math Resources to Extend Learning