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CURRICULUM COMPACTING

CURRICULUM COMPACTING. Portland Public Schools February/March 2009. Differentiating in Mixed-Ability Classrooms. Grouping Options Tiered Lessons Curriculum Compacting Questioning Strategies and the use of Depth & Complexity. The Challenge. Students come at different readiness levels

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CURRICULUM COMPACTING

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  1. CURRICULUM COMPACTING Portland Public Schools February/March 2009

  2. Differentiating in Mixed-Ability Classrooms • Grouping Options • Tiered Lessons • Curriculum Compacting • Questioning Strategies and the use of Depth & Complexity

  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. Meeting Needs of All Learners • How do you know the rate and level of your students? • How are you adjusting your instruction based on the information you receive about student rate and level of learning?

  5. Word Association: Compact • Visualize and Illustrate • Think of associations for Compact • Examples for Paper… paper, newspaper, paper bag, scrap paper

  6. Today’s Objectives • What is Curriculum Compacting? • How? • When? • Who? • Why use Curriculum Compacting? • Resources

  7. What is Curriculum Compacting?(Reis and Renzulli) • Instructional strategy … • streamlines the grade-level curriculum • allows more time for challenging work • Designed to make appropriate adjustments in rate or level for students in any area or grade-level. • Not just for gifted learners. • eliminates redundancy or work that may be too easy for any student

  8. HOW? CURRICULUM • Identify Curricular Need • Assess content and skills prior to and throughout instruction • Discover that students already meet or exceed standard • Compact the Regular Curriculum: provide opportunity for sufficient evidence at the student’s level of proficiency • Keep Records (get the student involved).

  9. Two Kinds of Curriculum Compacting Content Compacting Social Studies, Science, Literature, Math Applications, and Problem-Solving Students may already know some material or may be able to read advanced material or master objectives more quickly. Basic Skills Compacting Spelling, Math Computation, Language Arts Basic Skills Pretesting or other quick preassessments are used to document proficiency. Pre and Formative assessment data may come from teacher observation, journal entries, writing assignments, Socratic seminars, pre-tests, exit cards…

  10. MOST DIFFICULT FIRST can be an example of basic skills or content compacting Before giving an assignment, start by determining which items are the most difficult examples of the entire task. Offer the whole class the explanation and opportunity to try the most difficult first. Students who are successful in the completion of the most difficult and demonstrate proficiency with this work are given time to explore the content more in depth.

  11. The Score is the Score: Demonstration of Proficiency • Once a student demonstrates proficiency, the “score” or “value” at that point can serve as a final score for that standard or unit.

  12. WHEN should a teacher compact the curriculum? When pre and ongoing formative assessments indicate that a student already demonstrates proficiency in the standard, content, or skill that is the instructional focus for the rest of the class.

  13. Who? -Already meets or exceeds standard -Consistently finishes tasks quickly -Mistakes are careless in nature -Brings in outside materials -Tests well (despite average or below class work) -Consistently performs high in an academic area -Ask questions that suggest advanced familiarity with the material -Express interest in pursuing alternate or advanced topics -Starko

  14. Tools for Compacting Curriculum • Assessments (Pre, Ongoing, Formative, Summative) • Tiered Lesson Templates • Menus of Challenging Activities • Working Agreements or Learning Contracts • Student Planning Guide

  15. WHY? • Dramatically reduces redundancy • Challenges students to new heights of excellence • Makes work particularly relevant for underachieving students • Unless students are consistently challenged, they will lose motivation to learn

  16. Communicating Differentiation • Syllabus • Online • ODE

  17. Room Assignments • Math The Library • English Room 133 • Science Room 132 • Social Studies Room 135

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