1 curriculum compacting no more “b” word office of teaching and learning tag department december...
TRANSCRIPT
1
CURRICULUM COMPACTING
No More “B” Word
Office of Teaching and Learning
TAG DepartmentDecember 6, 2007
TAG Office 503-916-3358www.tag.pps.k12.or.us
2
Today’s Objectives
What is Curriculum Compacting? Why use Curriculum Compacting? When? How? Resources
3
The Challenge
Students come at different readiness levels
Students learn at different rates
Students have different styles of learning
Students have varying interests
Students have a variety of needs
4
The Problems With Meeting Needs of All Learners
Time constraints Lack of systematic approach Students becoming frustrated with repetitive
work
5
What Is Curriculum Compacting?
Instructional strategy for curriculum adjustments for any curricular area
Students show level of proficiency in basic curriculum, and then they may “buy back time” for other learning experiences
6
Why (research)
To meet the needs of Gifted Students in Regular classrooms and eliminate the repetition of work that is already mastered or that can be mastered quickly
Dr. Rimm #1
Begin Video Tape
7
How To Use the Compacting Process
1. Define goals and outcomes
2. Identify students to participate
3. Provide acceleration; extension opportunities; and depth and complexity
8
Goals & Outcomes Defined
Determine which tasks are new and which are review
Use scope and sequence charts, teacher manuals, curriculum guides and curricular frameworks
9
Identify Candidates
Estimate which students have the potential to master material faster
Look at scores of previous tests Observe students Review student achievement tests Pretest students (students may volunteer,
teacher selects, or pretest the whole class)
10
Plan
Plan and provide for curriculum extensions, enrichment options or acceleration
– Self directed learning activities
– New curriculum on same subject
– Group activities/projects– Seminars– Mentors, community helpers
“The work that we plan for our students is really our work until it represents true learning for them.” ….. Susan Winebrenner
11
When
Compacting and Differentiation for Skill work
Compacting and Differentiation for Content
New: p. 47-66
Old: p. 11-20
New: p. 67-88
Old: p. 21-50
12
The CompactorDeveloped by Joseph Renzulli & Linda H. Smith
Use a separate compactor for each student
Record all Modifications to Curriculum in the compactor for the student
Keep a folder for each student for pre-tests, learning contracts, logs, notes, post-tests
13
Extension Work
Daily logs keep students focused and accountable for independent work
Student “buy back” time should never be used to remediate learning weaknesses
Always allow students to capitalize on strengths that extend abilities
p. 78 (N); p. 76 (O)
14
Self-selected Projects
Students who work on self-selected projects have increased motivation in mastering regular class work
Product choices should reflect a student’s learning styles and interests
Students will forget about the “B” word!
15
Product Choices Chart
p. 80 (N); not in OLD
16
Resources for Extension Activities
AIMS Education Foundation www.aimsedu.org Bertie Kingore www.bertiekingore.com Creative Publications www.creativepublicatications.com Dale Seymour Publications www.pearsonlearning.com ETA/Cuisenaire www.etacuisenaire.com Highline Advance Math Program www.blarg.net Institute for Math Mania members. www.aol.com/rmathmania Marilyn Burns www.mathsolutions.com The Math Forum www.mathforum.com Suntex International www.math24.com
17
References
Reis, Sally M & Renzulli, Joseph S., Curriculum Compacting: “A systematic Procedure for Modifying the Curriculum for Above Average Ability Students” The National Research Center on the Gifted and Talented, University of Connecticut
Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom
-Teaching Gifted Kids in the Regular Classroom 6-12 CD-ROM -Susan Winebrenner
-Differentiating Instruction in the Regular Classroom-Diane Heacox, Ed D
Math Resources to Extend Learning