COMPACT

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COMPACT
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Compact Curriculum
A teaching strategy that buys time for
acceleration and/or enrichment.
Modifies or streamlines curriculum to allow
students to move at a quicker pace and then have
time to pursue an alternate topic or go into
greater depth in an area of study.
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GOALS OF COMPACTING

• Create a challenging learning environment
• Guarantee proficiency in basic curriculum
• Buy time for enrichment and acceleration

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Differentiating in Mixed-Ability Classrooms
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This is Boring!
These words do not bring happiness to the hearts
of teachers. One way to respond to this statement
is to ask the students to be more specific in
describing their boredom. Ask students to
differentiate between Boring A situations
and Boring B situations.
Boring A Situations I already know that
could you give me an opportunity to show you?
Boring B Situations At the present time
I do not know enough about the topic to be
interested in it.
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Relay Ricky
THE DREADED EARLY FINISHER ??? NOW WHAT DO I
DO???
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Time to Compact Student Characteristics

• Learner consistently finishes tasks early
• Advanced knowledge of curriculum
• Expresses interest in enrichment
• High performance, mastery of material or
  motivation

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Never Finishes Frank
Frankly, it takes him an hour-and-a-half to
watch Sixty Minutes.
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Two Kinds of Curriculum Compacting
CURRICULUM
Basic Skills Compacting Spelling, Math
Computation, Language Arts Basic
Skills Pretesting is easily used to document
proficiency.
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Two Kinds of Curriculum Compacting
CURRICULUM
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.
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Phases of Curriculum Compacting
Phase I - Establishing the goals and outcomes of
the unit or segment of instruction Phase II -
Identifying students who may be candidates for
compacting Phase III - Identifying areas to be
considered for compacting Phase IV - Establish
procedures for compacting the basic
material Phase V - Provide options for
enrichment or acceleration
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MOST DIFFICULT FIRST
1. Teacher previews the student task and selects
the most difficult examples.
2. The examples are marked () and students are
given the opportunity to do these items first as
a means of demonstrating mastery or understanding.
3. If students are able to demonstrate mastery,
then they are free to select alternate activities
for that period of time.
Hmmm ... is this pre-assessment ?
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• All Bottled Up?
• Find time for
• students to pursue
• in-depth learning.

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ACCELERATION
Definition Progress through the education
program at rates faster or at ages younger than
conventional providing instruction at a level
and pace appropriate to a childs achievement and
readiness regardless of grade level.
Acceleration may be accomplished by
(1) Advanced Placement in a Subject (2)
Curriculum Compacting
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ENRICHMENT
Giving students the opportunity to learn in
greater depth and breadth. Enrichment may
include but is not limited to
(1) Acceleration or Complexity (2) Authentic
Activities (3) Student Curriculum Choices
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Curriculum Compacting Assessment
CURRICULUM
1) Teach Power Standards 2) Eliminate
waste 3) Determine readiness
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Compacting Tools
and
Examples
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(No Transcript)
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Students Name ________________________________
Areas of Strength
Documenting Mastery
Alternate Activities
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Curriculum Areas to be Considered for Compacting
Procedures for Compacting Basic Material
Enrichment and/or Acceleration Activities
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Students Name __Relay Ricky_________
Areas of Strength
Documenting Mastery
Alternate Activities
Achieved an A on the pretest
Will read to gather research for his book about
castles Will write book about castles INSTEAD
of doing map activities
Map Skills
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Students Name______________________________
Areas of Strength
Documenting Mastery
Alternate Activities
Students will select a topic of interest from a
list of alternate activities related to an
aspect of colonial living for an independent study
Social Studies--- Colonial Living Unit High
Interest Strong Readers---- Will read and pick
up concepts quickly
Students will read chapters 5 6 in text at own
pace Do chapter exercises 3, 7, 9 Take unit
test when ready