Curriculum CompactingA Bright IdeaTo Engage Gifted StudentsPresented by April Coleman
Why Compact? Research has shown thatTextbooks have dropped by two grade levels in difficulty over the last 10-15 years.
Students in most elementary grades encounter 40-65% new content during the school year. (2-3 days/week)(Reis & Renzulli, 1992)
Many federally and state mandated programs (NCLB) target struggling learners, while many gifted students are being left behind.
Gifted Students Reactions to Unchallenging Work:
BoredomBehavior problemsDepressionDaydreamingPoor work habitsNegative or apathetic attitude towards school
Curriculum Compacting ProcessIdentify learning objectives.Pre-test students for mastery of these objectives.Eliminate needless teaching practice if mastery can be documented.(Reis, 1981)
Goals of Curriculum CompactingCreate a challenging learning environmentGuarantee proficiency in basic curriculumBuy time for enrichment and acceleration(Starko, 1986)
What about the time?Enrichment activities are planned in advance.Teachers use their instructional time more efficiently.Students increase their time spent on-task.
Students Who May Benefit:Identified as gifted/talentedConsistently are quick finishersRead at a fast paceFrequently appear boredDaydream oftenCreate own games/diversions in classBring in outside reading materialConsistent high grades and/or test scoresAsk advanced questionsInterested in pursuing alternate/advanced topicsAdvanced vocabulary/verbal skills(Starko, 1986)
StepsIdentify learning objectives in a content /skill area.Develop a way to pretest students on these objectives.Identify students to pretest.Pretest selected students OR whole class.Eliminate practice, drill, or instructional time for students who show mastery.Streamline instruction of objectives students have not yet mastered.Offer enrichment and/or acceleration options for students whose curriculum has been compacted.Document .(Reis, Burns, & Renzulli, 1992)
Compacting is SimpleFind out what students already know and what they still need to learn.
Replace it with more challenging material that they would like to learn.(Starko, 1986)
Documentation: The CompactorCurriculum Areas to be Considered for CompactingProcedures for Compacting Basic MaterialAcceleration and/or Enrichment Activities(Renzulli & Smith, 1978)
Assessment OptionsAssessing Academics:Standardized testsPretestsEnd of chapter/unit reviews and testsTeacher-made testsTeacher observation
Assessing Interests:Choice during free readingInterest inventoriesConference with student or parentPeer relationships
Methods to Ensure Proficiency in Basic CurriculumGive pre- and posttests.Student participates in lessons with whole class.Teach one-on-one or in small groups at a faster pace.Assign individual work.
Replacement OptionsEnrichment:Self-selected projectsTeacher-directed projectsService-learningOpen-ended/Multilevel activitiesActivity/Extension MenusAlternative reading assignmentsLearning center activities
Acceleration:Study of next unit/chapterProceed to next textbookAdvanced work with assistance from tutor/mentor
Helpful HintsStart with one or two responsible students.Select content with which they feel comfortable.Try a variety of assessment methods. Define proficiency based on a consensus with administrators and parents.Request help from parents, other teachers or community volunteers.(Reis, Burns, & Renzulli, 1992)