What is curriculum compacting:
Curriculum compacting is a system designed to adopt the regular curriculum to meet the needs of gifted students by eliminating work that has been previously mastered and restructure it at a pace that corresponds with the students' abilities.
Curriculum compacting is a system designed to adopt the regular curriculum to meet the needs of gifted students by eliminating work that has been previously mastered and restructure it at a pace that corresponds with the students' abilities.
How do we compact curriculum?
The 8 Steps of Curriculum Compacting
1. Identify relevant learning objectives in subject area or grade level.
2. Find or develop a means of pre-assessing students on one or more of the objectives prior to instruction.
3. Identify students who may benefit from compacting.
4. Pre-assess to determine mastery levels of the chosen objectives.
5. Eliminate practice, drill or instruction for those who have demonstrated mastery.
6. Streamline instruction of those objectives students have not yet mastered, but are capable of mastering more quickly than their classmates.
7. Provide enrichment or acceleration options.
8. Maintain records and documentation of individual student work that has been compacted.
The 8 Steps of Curriculum Compacting
1. Identify relevant learning objectives in subject area or grade level.
2. Find or develop a means of pre-assessing students on one or more of the objectives prior to instruction.
3. Identify students who may benefit from compacting.
4. Pre-assess to determine mastery levels of the chosen objectives.
5. Eliminate practice, drill or instruction for those who have demonstrated mastery.
6. Streamline instruction of those objectives students have not yet mastered, but are capable of mastering more quickly than their classmates.
7. Provide enrichment or acceleration options.
8. Maintain records and documentation of individual student work that has been compacted.
When do we compact curriculum?
According to Reis and Renzulli, matching the learner’s abilities to the difficulty of the instructional task, is an important part of curriculum compacting. Content should be slightly above the students ability level. If a student is on par with the curriculum content or the content falls below their ability level, its time to compact!
As with many situations in the classroom, it’s hard to know exactly when to use certain tools of differentiation for your students. Here are some red flags that your students may be ready for curriculum compacting:
1. Student demonstrates significantly advanced knowledge in a particular area or unit
2. Pre assessments for each unit are mastered by the student
3. Student seems bored and or disengaged with content
According to Reis and Renzulli, matching the learner’s abilities to the difficulty of the instructional task, is an important part of curriculum compacting. Content should be slightly above the students ability level. If a student is on par with the curriculum content or the content falls below their ability level, its time to compact!
As with many situations in the classroom, it’s hard to know exactly when to use certain tools of differentiation for your students. Here are some red flags that your students may be ready for curriculum compacting:
1. Student demonstrates significantly advanced knowledge in a particular area or unit
2. Pre assessments for each unit are mastered by the student
3. Student seems bored and or disengaged with content
Review and Summary by slideshare
Example:
P.E.
Curriculum compacting is a tool directed towards students who need a challenge. In physical education, there are many students who excel in multiple units or content areas but you cant just make them miss a unit, nor would the student want to sit out, because they usually enjoy participating in the sport. So what do you do?
Personal Story: I started my PS2 at Cardston High School teaching grades 11 and 12 right at the beginning of an ice hockey unit. I noticed there were two students who always were shooting the puck while I was trying to explain the day’s lesson to the rest of the class. Why were they so disengaged? “ We just want to play Ms. T!” they would complain. These students needed a challenge!
Solution: Teachers of this day and age need to provide their students with choice while still encouraging learning. In physical education you want your students to be active in the short time they are with you and take lessons from the gym and apply them outside of the school for an overall well being of health. With this in mind, we don’t want to compact the physical education curriculum but provide a challenge to those who need it by way of Role Playing!
How to execute: So we have pin pointed who needs the challenge in the hockey unit. They have written a unit test with scores above 85% on the rules and techniques of ice hockey to demonstrate mastery. Now, provide them with a role in the unit besides the student, such as:
1) Teach a specific technique, skill, or lesson to the class and provide lesson plan and resources
2) Coach your class to victory in a scrimmage and provide specific plans of execution with formations and diagrams
3) Train your class to optimum performance for power skating!
Click the button below for a Curriculum Compacting form for your classroom!
P.E.
Curriculum compacting is a tool directed towards students who need a challenge. In physical education, there are many students who excel in multiple units or content areas but you cant just make them miss a unit, nor would the student want to sit out, because they usually enjoy participating in the sport. So what do you do?
Personal Story: I started my PS2 at Cardston High School teaching grades 11 and 12 right at the beginning of an ice hockey unit. I noticed there were two students who always were shooting the puck while I was trying to explain the day’s lesson to the rest of the class. Why were they so disengaged? “ We just want to play Ms. T!” they would complain. These students needed a challenge!
Solution: Teachers of this day and age need to provide their students with choice while still encouraging learning. In physical education you want your students to be active in the short time they are with you and take lessons from the gym and apply them outside of the school for an overall well being of health. With this in mind, we don’t want to compact the physical education curriculum but provide a challenge to those who need it by way of Role Playing!
How to execute: So we have pin pointed who needs the challenge in the hockey unit. They have written a unit test with scores above 85% on the rules and techniques of ice hockey to demonstrate mastery. Now, provide them with a role in the unit besides the student, such as:
1) Teach a specific technique, skill, or lesson to the class and provide lesson plan and resources
2) Coach your class to victory in a scrimmage and provide specific plans of execution with formations and diagrams
3) Train your class to optimum performance for power skating!
Click the button below for a Curriculum Compacting form for your classroom!
References
Cossins, J. (2013). Curriculum compacting and contracts. Retrieved October 25, 2013 from http://www.youtube.com
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Differentiation using curriculum compacting.Retrieved September 24, 2013 from
http://www.gifted.uconn.edu/sem/pdf/curriculum_compacting.pdf
Siegle, D and Reis, S. (n.d.). Implementing Curriculum Compacting and Type III Studies to Reverse Underachievement. Retrieved October 17, 2013 from
http://www.gifted.uconn.edu/siegle/curriculumcompacting/section0.html.
Tieso, C. L. (n.d.). Curriculum Compacting and Accountability. Retrieved October 25, 2013 from http://www.scgifted.org/Compacting_Tieso.pdf
Cossins, J. (2013). Curriculum compacting and contracts. Retrieved October 25, 2013 from http://www.youtube.com
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Differentiation using curriculum compacting.Retrieved September 24, 2013 from
http://www.gifted.uconn.edu/sem/pdf/curriculum_compacting.pdf
Siegle, D and Reis, S. (n.d.). Implementing Curriculum Compacting and Type III Studies to Reverse Underachievement. Retrieved October 17, 2013 from
http://www.gifted.uconn.edu/siegle/curriculumcompacting/section0.html.
Tieso, C. L. (n.d.). Curriculum Compacting and Accountability. Retrieved October 25, 2013 from http://www.scgifted.org/Compacting_Tieso.pdf