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Curriculum Compacting

Learn about curriculum compacting, a strategy that allows students to skip mastered lessons to focus on tailored learning opportunities. Discover the importance, implementation steps, and signs that a student may benefit. This guide covers pre-assessment, enrichment activities, and a simulation to practice compacting for students like Michael Decker.

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Curriculum Compacting

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  1. Curriculum Compacting Helping Our Students “BUY BACK” Some of their Time!

  2. Topics to Cover • What is curriculum compacting? • Why is it important? • When should you use it and for who? • How is it done? • Where do I go for ideas?

  3. Are you ready for curriculum compacting?

  4. -

  5. What is curriculum compacting?

  6. Curriculum compacting is a strategy in which students are allowed to opt out of lessons in which they have already mastered the material. During the time they have bought back, they participate in differentiated learning experiences designed to better meet their needs. It was designed by Joseph Renzulli and Linda Smith in the 1970’s.

  7. Goals of Compacting:

  8. How is it done? (An Overview)

  9. Three Basic Steps

  10. Version #1

  11. Version #2

  12. Choose your favorite! Version #3

  13. In small groups, work together to put the steps in Curriculum Compacting into an order that makes the most logical sense.

  14. Who needs curriculum compacting?

  15. Signs a Student Needs Compacting: A good preassessment is:

  16. The Importance of PREASSESSMENT

  17. Preassess!

  18. A good preassessment is: A good preassessment is: Think / Pair / Share Discuss with a partner the list of possible assessments Mr. McIntosh will give you.

  19. A good preassessment is:

  20. A good preassessment is:

  21. A good preassessment is:

  22. A good preassessment is:

  23. A good preassessment is:

  24. A good preassessment is:

  25. Most Difficult First

  26. Think / Pair / Share Discuss with a partner the list of possible assessments Mr. McIntosh will give you.

  27. What do they do with their extra time?

  28. A good preassessment is:

  29. The possibilities are limitless!

  30. Last, but not least!

  31. A Final Check: Think / Pair / Share Listen to the letter Mr. McIntosh will read to you from a student. What can we do to make sure this doesn’t happen again?

  32. A good preassessment is:

  33. SIMULATION

  34. Simulation Good afternoon! You are a sixth grade teacher in Brookside School who has recently had a new student transferred into your class. Michael Decker was previously identified as gifted in another school. Your task is to review available information and prepare recommendations for meeting his instructional needs.

  35. Simulation • Consider the following questions: • In what areas does compacting appear to be warranted? • In what ways can mastery of these areas be determined? • What areas of student interest are indicated? • What enrichment and/or acceleration activities would you recommend?

  36. Information from Previous School

  37. Observations You’ve Made Since His Arrival In Your Classroom

  38. Reading Pretest You Gave Him

  39. Reading Pretest You Gave Him

  40. Reading Pretest You Gave Him

  41. Is compacting needed?

  42. Complete Michael’s “Compactor” for Reading Areas of Strength Documented Mastery Alternative Activities

  43. Michael’s Math Pretest

  44. Is compacting needed?

  45. Complete Michael’s Math Learning Contract

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