Differentiation Using Using Curriculum Compacting Presented by the Ad dA d i D t t AdvancedAcademics Department 713‐556‐6954 Reference: The National Research Center on the Gifted and Talented http://www gifted uconn edu Reference : The National Research Center on the Gifted and Talented http://www .gifted.uconn.edu Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press
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Differentiation UsingUsing
Curriculum Compacting
Presented by the
Ad d A d i D t tAdvanced Academics Department
713‐556‐6954Reference: The National Research Center on the Gifted and Talented http://www gifted uconn eduReference: The National Research Center on the Gifted and Talented http://www.gifted.uconn.edu
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press
Ways to Differentiate Content• Varied Texts
• Accelerated Coverage of• Accelerated Coverage of Material
• Varied Supplementary pp yMaterials
• Varied Graphic Organizers
• Independent Study
• Tiered Assignments
• Interest Development Centers
• Compacting
Goals of Compacting• Create a challenging learning environment in the classroom and the enrichment program for all children!
• Define objectives and guarantee proficiency in basic curriculum.
• Find time for alternative learning activities based on advanced content and individual student interest.
CompactingCompacting
• Assesses what a student knows and• Assesses what a student knows and
what the student still needs to master
• Eliminates content that is already known
• Plans time to be spent in enriched or• Plans time to be spent in enriched or
Identify students who should be pretestedIdentify students who should be pretested.
Step FourStep Four
Pretest students to determine their mastery level of the chosen objectives.
Step FiveStep Five
Eliminate instructional time for studentsEliminate instructional time for students who show mastery of the objectives.
Step SixStep Six
Streamline instruction of thoseStreamline instruction of those objectives students have not yet t d b t bl f t imastered but are capable of mastering more quickly than classmates.
Step SevenStep SevenOffer challenging alternatives for time
provided by compacting.provided by compacting.Four conditions to create effective
individualized instruction:
• It must be high quality.
• It must be appropriate to theIt must be appropriate to the students’ levels.
• Students must be motivated to work on the tasks.
• Students must have adequate time to learnlearn.
Step EightStep Eight
Keep records of this process and theKeep records of this process and the
instructional options available to
d dcompacted students.
Recommendations forImplementation
• Start small
• Select one content area• Select one content area
• Experiment with pretesting tor pre‐assessment
• Compact by topic
• Decide how to document
• Find a variety of alternativesFind a variety of alternatives
Websites• Book Lists http://www.ala.org/yalsa• The WhyFiles? Science Behind the News• The WhyFiles? Science Behind the Newshttp://whyfiles.news.wisc.edu/• Summer Reading Listsghttp://www.fcps.k12.va.us/readlist/• Ologieshttp://ology.amnh.org• Outstanding Books for the College Boundhttp://www org/news/archives/v4n15/obcblist htmlhttp://www.org/news/archives/v4n15/obcblist.html• Think Questhttp://www.thinkquest.org/tqic/index.html