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

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

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.

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

Types of CompactingTypes of Compacting

• Basic Skills Compacting• Basic Skills Compacting

• Content Compacting

Step OneStep One

Identify the objectives in a given 

subject area.

Step TwoStep Two

Find appropriate pretestsFind appropriate pretests.

Step ThreeStep Three

Identify students who should be pretestedIdentify students who should be pretested.

Step FourStep Four

Pretest students to determine their mastery level of the chosen objectives.

Step FiveStep Five

Eliminate instructional time for studentsEliminate instructional time for students who show mastery of the objectives.

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.

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.

Step EightStep Eight

Keep records of this process and theKeep records of this process and the

instructional options available to 

d dcompacted students.

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

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

ExperimentExperiment

Keep trying…reflecting on what has worked 

and 

field testing new ideasfield‐testing new ideas.