Curriculum CompactingCurriculum CompactingA Bright IdeaTo Engage Gifted Students

A Bright IdeaTo Engage Gifted Students

Presented by April Coleman

Why Compact? Why Compact?

• Research has shown that…• Textbooks 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.”

• Research has shown that…• Textbooks 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:

Gifted Students’ Reactions to Unchallenging Work:

• Boredom• Behavior problems• Depression• Daydreaming• Poor work habits• Negative or apathetic attitude towards

school

• Boredom• Behavior problems• Depression• Daydreaming• Poor work habits• Negative or apathetic attitude towards

school

Curriculum Compacting Process

Curriculum Compacting Process

1. Identify learning objectives.2. Pre-test students for mastery of

these objectives.3. Eliminate needless teaching

practice if mastery can be documented.

1. Identify learning objectives.2. Pre-test students for mastery of

these objectives.3. Eliminate needless teaching

practice if mastery can be documented.

(Reis, 1981)

Goals of Curriculum Compacting

Goals of Curriculum Compacting

• Create a challenging learning environment

• Guarantee proficiency in basic curriculum

• Buy time for enrichment and acceleration

• Create a challenging learning environment

• Guarantee proficiency in basic curriculum

• Buy time for enrichment and acceleration

(Starko, 1986)

What about the time?

What about the time?• Enrichment activities are

planned in advance.• Teachers use their

instructional time more efficiently.

• Students increase their time spent on-task.

• Enrichment activities are planned in advance.

• Teachers use their instructional time more efficiently.

• Students increase their time spent on-task.

Students Who May Benefit:Students Who May Benefit:• Identified as gifted/talented• Consistently are “quick finishers”• Read at a fast pace• Frequently appear bored• Daydream often• Create own games/diversions in class• Bring in outside reading material• Consistent high grades and/or test scores• Ask advanced questions• Interested in pursuing alternate/advanced

topics• Advanced vocabulary/verbal skills

• Identified as gifted/talented• Consistently are “quick finishers”• Read at a fast pace• Frequently appear bored• Daydream often• Create own games/diversions in class• Bring in outside reading material• Consistent high grades and/or test scores• Ask advanced questions• Interested in pursuing alternate/advanced

topics• Advanced vocabulary/verbal skills

(Starko, 1986)

StepsSteps1. Identify learning objectives in a content /skill area.2. Develop a way to pretest students on these

objectives.3. Identify students to pretest.4. Pretest selected students OR whole class.5. Eliminate practice, drill, or instructional time for

students who show mastery.6. Streamline instruction of objectives students have

not yet mastered.7. Offer enrichment and/or acceleration options for

students whose curriculum has been compacted.8. Document .

1. Identify learning objectives in a content /skill area.2. Develop a way to pretest students on these

objectives.3. Identify students to pretest.4. Pretest selected students OR whole class.5. Eliminate practice, drill, or instructional time for

students who show mastery.6. Streamline instruction of objectives students have

not yet mastered.7. Offer enrichment and/or acceleration options for

students whose curriculum has been compacted.8. Document .

(Reis, Burns, & Renzulli, 1992)

Compacting is SimpleCompacting is Simple

1. Find out what students already know and what they still need to learn.

2. Replace it with more challenging material that they would like to learn.

1. Find out what students already know and what they still need to learn.

2. Replace it with more challenging material that they would like to learn.

(Starko, 1986)

Documentation: The Compactor

Documentation: The Compactor

1. Curriculum Areas to be Considered for Compacting

2. Procedures for Compacting Basic Material

3. Acceleration and/or Enrichment Activities

1. Curriculum Areas to be Considered for Compacting

2. Procedures for Compacting Basic Material

3. Acceleration and/or Enrichment Activities

(Renzulli & Smith, 1978)

Assessment OptionsAssessment Options

Assessing Academics:• Standardized tests• Pretests• End of chapter/unit reviews and tests• Teacher-made tests• Teacher observation

Assessing Interests:• Choice during free reading• Interest inventories• Conference with student or parent• Peer relationships

Assessing Academics:• Standardized tests• Pretests• End of chapter/unit reviews and tests• Teacher-made tests• Teacher observation

Assessing Interests:• Choice during free reading• Interest inventories• Conference with student or parent• Peer relationships

Methods to Ensure Proficiency in Basic Curriculum

Methods to Ensure Proficiency in Basic Curriculum

• Give 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.

• Give 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 OptionsReplacement Options

Enrichment:• Self-selected projects• Teacher-directed

projects• Service-learning• Open-ended/Multilevel

activities• Activity/Extension

Menus• Alternative reading

assignments• Learning center

activities

Enrichment:• Self-selected projects• Teacher-directed

projects• Service-learning• Open-ended/Multilevel

activities• Activity/Extension

Menus• Alternative reading

assignments• Learning center

activities

Acceleration:• Study of next

unit/chapter• Proceed to next

textbook• Advanced work with

assistance from tutor/mentor

Acceleration:• Study of next

unit/chapter• Proceed to next

textbook• Advanced work with

assistance from tutor/mentor

Helpful HintsHelpful Hints

• Start 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.

• Start 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)