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Differentiating for AIG Learners: Curriculum Compacting Session #4

Learn about creating tiered assignments for AIG learners, curriculum compacting, and identifying students who can benefit from acceleration. Explore strategies and steps for differentiation in the classroom.

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Differentiating for AIG Learners: Curriculum Compacting Session #4

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  1. AIG Booster Shots Differentiating for AIG Learners: Curriculum CompactingSession #4

  2. 3-Minute Reflection What should teachers know about tiered assignments? Create a list of 5 things that all teachers should know about tiered assignments.

  3. Tiered Assignments: A review • Response to varying readiness levels • Teacher assigned…not student selected • Focus on the same objective at all tiers • Critical to ensuring appropriate challenge for AIGs

  4. Rationale for Curriculum Compacting • Some students have already mastered much of the regular curriculum. • Many elementary students can earn above 90% on subject area pretests. • High stakes testing has promoted focus on struggling learners. • Though more rigorous, our new standards still provide room for acceleration, enrichment, and extension for AIGs.

  5. Rationale for Curriculum Compacting Compacting “buys” time for able students to participate in more challenging activities, bypassing material that they already know.

  6. Signs that a student may benefit from compacting: • Boredom • Finishing work early and accurately • Looked to for help by other students • High tests scores but relatively poor class work

  7. 3-Minute Reflection • Brainstorm students who you now teach who may benefit from compacting. • In which subject areas? • How do you know?

  8. Curriculum Compacting: The 3 Goals • Identify standards, objectives, goals • Assess students to determine mastery • Offer more challenging options

  9. Curriculum Compacting: The 2 Categories • Skills: math, ELA (spelling, grammar) • Content: science, social studies (particular topics)

  10. Curriculum Compacting:The 8 Steps • Identify standards/objectives (goals) for a unit • Find or create a pre-assessment aligned with goals • Identify students to pre-assess • Administer pre-assessment

  11. 3-Minute Reflection How can you find out what your students already know about what you’re about to teach? Brainstorm a variety of types of pre-assessments.

  12. Pre-assessment: Sample 3-2-1 • 3 important understandings from today’s lesson • 2 things I’m still confused about • 1 thing I already know about our next topic/lesson

  13. Curriculum Compacting:The 8 Steps (continued) • Eliminate unnecessary practice and instruction Based on analysis of the pre-assessment, which students do not need some or all of the planned instruction and practice?

  14. A note on mastery levels… • Consider the type of content being assessed: How concrete and basic is it? • More important: What types of items are students missing?

  15. Curriculum Compacting:The 8 Steps (continued) • Streamline needed instruction and practice (“mini-lessons”) • Substitute more appropriate and challenging activities

  16. Alternate activities: • Consider acceleration, enrichment, and extension • Independent/small group studies • Centers • Internships • Mentorships

  17. Curriculum Compacting:The 8 Steps (continued) • Keep records How can we ensure that our decisions about Curriculum Compacting are clear and defensible?

  18. Student interest is key! • What would a student want to explore deeply if he or she had the time to do it? • What topics and activities would provide a real and interesting challenge?

  19. 4-Minute Reflection Where in your curriculum will Curriculum Compacting be most useful? Which topics and skills tend to come easily to some of your students?

  20. Upcoming AIG Booster Shots • Projects, independent studies, small-group investigations • Seminars • Concept-based teaching • Concept Development

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