Curricular Compacting

Toolbox of Strategies to Meet the Needs of Highly Able Learners Based on the research & teachings of Carol Ann Tomlinson and Joseph S. Renzulli

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Curriculum Compacting OBJECTIVES to be MASTERED CONTENT to be COVERED How many apples would be left if you bought 12 and then ate 2 of them? I wonder if the Mars spacecraft crashed because the engineers forgot to convert acceleration data from pounds of force into Newton’s?

Definition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Synonyms Compacting

Compacting What do you think was the purpose behind the invention of the trash compactor??

Curriculum Compacting is… ,[object Object],[object Object]

Goals that educators strive to achieve through compacting the curriculum: ,[object Object],[object Object],[object Object],[object Object]

Definition ,[object Object],[object Object],[object Object],[object Object],Dr. Sally Reis

Description ,[object Object],[object Object],[object Object],[object Object],Adapted from Tomlinson & Renzulli

Recommended Use ,[object Object],[object Object],Adapted from Tomlinson & Renzulli

Teacher Implementation Guidelines ,[object Object],[object Object],[object Object],[object Object],Adapted from Tomlinson & Renzulli

Learning Contracts ,[object Object],Used to manage flexible groups based on the results of pre-assessment(s). Enable the teacher to provide direct instruction to one group while individuals in small groups work independently Match skill & content to readiness, interest, and learning profile of student Allow student choice in portions of contract related to process or product Establish clear & challenging criteria for success Provide clear directions & behavioral expectations in writing!! Adapted from Tomlinson & Renzulli

To Make This Easier ,[object Object],Use “The Compactor”

TWO VERSIONS OF CURRICULUM COMPACTING Allowing the core curriculum to be covered without unnecessary repetition and repetitive drilling.

Basic Skill Compacting Spelling, Math, Grammar, Applied Academics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Content Compacting Social Studies, Science, Literature, A.A. ,[object Object],[object Object],[object Object],[object Object],[object Object]

STUDENT BEHAVIORS WHICH MAY SUGGEST THAT COMPACTING IS NECESSARY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Adapted from: It’s About Time by Alane Starko, Creative Learning Press

RATIONALE FOR CURRICULUM COMPACTING A checklist ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Adapted from Reis, S.M., Burns, D.E., & Renzulli, J.S. (1992) Curricular Compacting: The complete guide to modifying the regular curriculum for high ability students . Creative Learning Press

(1)Whose support is needed to help you implement your compacting plan for the “underachieving” student(s) you have identified? (2) What type of assessment tools will you need to identify the students for whom you will compact curriculum? (3) How will you gather resources for enrichment? (4)What options do you have to supply these resources? (5)What problems might you anticipate while implementing your plan to compact curriculum? How will you deal with them? So…where & how do I begin??

Simplified steps to follow when compacting the curriculum: ,[object Object],[object Object],[object Object]

CURRICULUM COMPACTING ,[object Object],[object Object],[object Object],[object Object]

Resources ,[object Object],[object Object],[object Object],[object Object]

C.A.Q. 11 of the most commonly asked questions on Curriculum Compacting

Q1. What is required before you start compacting?

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Q2. Can classroom teachers compact curriculum without the help of “the enrichment specialist”?

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Q3. What should I tell my students about compacting?

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Q4. What are the least difficult subject areas to compact?

Q5. If I teach process writing or the "whole language" approach, is compacting is unnecessary?

Q6. Is it better to compact by time period (every marking period, for instance) or by instructional unit?

Q7. Do you recommend compacting an entire semester, leaving the last two months free for student self-selected projects, or compacting 2 1/2 days a week, leaving the rest of the time for alternative work?

Q8. If I compact for my high ability students, and let them leave the class for alternative activities, won't the quality of my classroom discussions suffer?

Q9. How do I grade when I compact curriculum?

Q10. Is there a way to physically reorganize my classroom space to make compacting easier?

Q11. What advice do teachers who have successfully used compacting give to other teachers?

Curricular Compacting

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Curricular Compacting