curriculum compacting (2).ppt · differentiation using curriculum ... regular curriculum for high...
TRANSCRIPT
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Differentiation UsingUsing
Curriculum Compacting
Presented by the
Ad d A d i D t tAdvanced Academics Department
713‐556‐6954Reference: The National Research Center on the Gifted and Talented http://www gifted uconn eduReference: The National Research Center on the Gifted and Talented http://www.gifted.uconn.edu
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press
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Ways to Differentiate Content• Varied Texts
• Accelerated Coverage of• Accelerated Coverage of Material
• Varied Supplementary pp yMaterials
• Varied Graphic Organizers
• Independent Study
• Tiered Assignments
• Interest Development Centers
• Compacting
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Goals of Compacting• Create a challenging learning environment in the classroom and the enrichment program for all children!
• Define objectives and guarantee proficiency in basic curriculum.
• Find time for alternative learning activities based on advanced content and individual student interest.
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CompactingCompacting
• Assesses what a student knows and• Assesses what a student knows and
what the student still needs to master
• Eliminates content that is already known
• Plans time to be spent in enriched or• Plans time to be spent in enriched or
accelerated study
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Types of CompactingTypes of Compacting
• Basic Skills Compacting• Basic Skills Compacting
• Content Compacting
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Step OneStep One
Identify the objectives in a given
subject area.
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Step TwoStep Two
Find appropriate pretestsFind appropriate pretests.
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Step ThreeStep Three
Identify students who should be pretestedIdentify students who should be pretested.
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Step FourStep Four
Pretest students to determine their mastery level of the chosen objectives.
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Step FiveStep Five
Eliminate instructional time for studentsEliminate instructional time for students who show mastery of the objectives.
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Step SixStep Six
Streamline instruction of thoseStreamline instruction of those objectives students have not yet t d b t bl f t imastered but are capable of mastering more quickly than classmates.
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Step SevenStep SevenOffer challenging alternatives for time
provided by compacting.provided by compacting.Four conditions to create effective
individualized instruction:
• It must be high quality.
• It must be appropriate to theIt must be appropriate to the students’ levels.
• Students must be motivated to work on the tasks.
• Students must have adequate time to learnlearn.
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Step EightStep Eight
Keep records of this process and theKeep records of this process and the
instructional options available to
d dcompacted students.
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Recommendations forImplementation
• Start small
• Select one content area• Select one content area
• Experiment with pretesting tor pre‐assessment
• Compact by topic
• Decide how to document
• Find a variety of alternativesFind a variety of alternatives
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Websites• Book Lists http://www.ala.org/yalsa• The WhyFiles? Science Behind the News• The WhyFiles? Science Behind the Newshttp://whyfiles.news.wisc.edu/• Summer Reading Listsghttp://www.fcps.k12.va.us/readlist/• Ologieshttp://ology.amnh.org• Outstanding Books for the College Boundhttp://www org/news/archives/v4n15/obcblist htmlhttp://www.org/news/archives/v4n15/obcblist.html• Think Questhttp://www.thinkquest.org/tqic/index.html
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ExperimentExperiment
Keep trying…reflecting on what has worked
and
field testing new ideasfield‐testing new ideas.