Curriculum compacting is a technique for differentiating instruction that allows teachers to make adjustments to curriculum for students who have already mastered the material to be learned, replacing content students know with new content, enrichment options, or other activities. Elementary teachers can eliminate from 24%-70% of high-ability students’ curriculum by compacting without any negative affect on test scores or performance. In fact, curriculum compacting can have a positive affect on students’ performance. Because many talented students receive little differentiation of instruction from their peers, they spend a great deal of time in school doing work that they have already mastered. Curriculum compacting allows these students to avoid having to relearn material they already know. Skills compacting is easier to accomplish. Pretesting is a simpler process, and mastery can be documented more efficiently. Content compacting, on the other hand, is more flexible, as students can absorb the material at their own speed. In content compacting, the means of evaluation are also less formal; teachers may require an essay, an interview, or an open-ended short answer test. As the name implies, it compresses overall course material that students have already mastered, or are able to master in a fraction of the normal time. Skills compacting, on the other hand, eliminates specific skills that students have already acquired. Content compacting is also designed for general knowledge subjects—social studies, science and literature— whereas skills compacting is intended for mathematics, spelling, grammar, and language mechanics. How to apply curriculum compacting? THE SLIDE TITLE GOES HERE! Researchers recommend that teachers first determine the expected goals of the unit or lesson in terms of the content, skills, or standards students must learn before assessing students to determine which ones have already mastered most or all of the specified learning outcomes. There are eight steps for curriculum compacting Select relevant learning objectives in a subject area or grade level The first step in the compacting process is choosing curricular content and learning objectives. Teachers may refer to the formal curriculum guides issued by school districts or states, or the informal guides provided by textbook publishers. After locating the objectives, teachers must focus on those that are appropriate for their students. After the objectives are selected, they should be listed by priority. Because of their importance, the higher-ranked items are the ones teachers will concentrate on with the entire class, while the less relevant ones are prime candidates for compacting. Simply having a set of learning objectives does not tell a teacher how or if these objectives can be adapted to meet students’ individual needs. Teachers must know the subject matter, as well as their students’ learning styles. Select relevant learning objectives in a subject area or grade level Pretesting, as its name implies, is intended to measure students’ skills and talents before instruction begins. It should provide teachers with precise information on: 1.Which objectives students have already met 2.Which objectives students have not yet attained 3.Any problems that may prevent student progress with the objectives Identify students who should take the pr-tests Teachers identify students who should participate in the pretesting activity. To do this, teachers must first discern students’ specific strengths. This step is critical for two reasons. First, it ensures that when students are excused from class for enrichment activities, they’re absent only during their curricular strength times. Second, it eliminates the need to assign make-up work when the students return to the classroom. Academic records, standardized tests, class performance and evaluations from former teachers are all effective means of pinpointing candidates for pretesting. Another method is observation. Teachers should watch for students who complete tasks quickly and accurately, finish reading assignments ahead of their peers, or seem bored or lost in daydreams. Some students will even tell their teachers that the work assigned is too easy. Pre-test students to determine mastery levels Pre-tests, both formal and informal, help teachers determine student mastery of course material. But what constitutes mastery? Since definitions of mastery vary so, teachers within the same school should strive to reach a consensus. Before starting the testing process, teachers should: 1. Point out that some students will already be familiar with the material. 2. Ask if any students would like to “test out” of some or all of the unit by demonstrating that they already know the objectives being taught. 3. Assure the students that they are not expected to be competent in all the objectives being tested. 4. Tell the students that their curriculum may be streamlined if they can exhibit mastery of some or all of the objectives. 5. Help the students understand that they will not be labelled “poor learners” if they can not pass one or more sections of the test. Streamline practice or instructional time for students who show mastery of the objectives Students who have a thorough grasp of the learning objectives should be allowed to take part in enrichment or acceleration activities. This exposes them, during class time, to material that is not only new and stimulating, but more closely aligned to their learning rates and abilities. For illustration purposes, let’s say that a student has mastered three out of five objectives in a given unit. It follows, then, that the student should not take part in the classroom instruction of those three objectives. Depending upon the teacher, some students may be excused from specific class sessions (for example, the Monday and Wednesday portions of vocabulary building), while others may forego certain chapters or pages in the text or specific sets of learning activities. Provide small group or individualized instruction for students who have not yet mastered all the objectives, but are capable of doing so more quickly than their classmates. How should teachers instruct students who qualify for compacting, but have not yet mastered all the objectives? An obvious solution is to have them engage in the same lessons as their classmates. If the brighter students progress at a faster pace, teachers can condense the material through “content compacting.” Offer academic alternatives for students whose curriculum has been compacted. This step has proven to be the most challenging and the most creative for teachers. The possibilities for replacement activities include: •Providing an accelerated curriculum based on advanced concepts •Offering more challenging content (alternative texts, fiction or non-fiction works) •Adapting classwork to individual curricular needs or learning styles •Initiating individual or small group projects using contracts or management plans •Using interest or learning centers. •Providing opportunities for self-directed learning or decision making •Offering mini-courses on research topics or other high interest areas •Establishing small seminar groups for advanced studies •Using mentors to guide in learning advanced content or pursuing independent studies, or •Providing units or assignments that are self-directed, such as creative writing, game creation, and creative and critical thinking training Keep records of the compacting process and instructional options for compacted students Any differentiated program requires added record keeping. Unlike a regular classroom where all students are on the same page or exercise at any given time, teachers who provide a compacted curriculum have students doing different assignments at different levels and different times. all written documentation should contain these basics: 1.Student strength areas, as verified by test scores or performance 2.The pre-tests used to determine mastery, and the learning objectives that were eliminated 3.Recommended enrichment and acceleration activities Acceleration occurs when students move through traditional curriculum at rates faster than typical. Acceleration is an act of intervention to move high-ability students through an educational programme at faster pace or at a younger-than-usual age. It provides study objectives which match the level, complexity, and pace of the curriculum to the readiness, needs, competencies and motivation of the high-ability students. Acceleration typically means moving more quickly through the curriculum. When done well, acceleration includes enriching opportunities offered at an appropriate level and pace for the student. s is an act of intervention to move high-ability students through an educational programme at faster pace or at a younger-than-usual age. It provides study objectives which match the level, complexity, 1 Please refer to Guidelines on School-based Gifted Development Programmes for details. Reference Manual for Implementing GE in School: Acceleration Programmes 6 and pace of the curriculum to the readiness, needs, competencies and motivation of the high-ability students. How to apply curriculum acceleration THE SLIDE TITLE GOES HERE! ? Researchers recommend that teachers first determine the expected goals of the unit or lesson in terms of the content, skills, or standards students must learn before assessing students to determine which ones have already mastered most or all of the specified learning outcomes. There are eight steps for curriculum compacting TABLE OF CONTENTS 03 INTRODUCTION PRESENTATION CONCLUSION You could describe the topic of the section here You could describe the topic of the section here You could describe the topic of the section here HERE YOU HAVE TWO COLUMNS MERCURY VENUS It’s the closest planet to the Sun and the smallest one in the Solar System Venus has a beautiful name and is the second planet from the Sun LET’S REVIEW SOME CONCEPTS MARS MERCURY NEPTUNE Despite being red, Mars is a cold place It’s the closest planet to the Sun It’s the farthest planet from the Sun VENUS SATURN JUPITER Venus has a beautiful name It’s a gas giant and has several rings It’s the biggest planet of them all WHAT ABOUT FOUR COLUMNS? VENUS Venus has a beautiful name and is the second planet from the Sun MARS Despite being red, Mars is actually a cold place full of iron oxide dust SATURN Saturn is a planet composed of hydrogen and helium JUPITER Jupiter is a gas giant and the biggest planet in the Solar System MASS DIAMETER GRAVITY MARS 100 355 370 MERCURY 490 150 890 VENUS 1,000 260 245 (EARTHS) (EARTHS) (EARTHS) TRY USING INFOGRAPHICS! MERCURY Mercury is the closest planet to the Sun SATURN Saturn is composed of hydrogen and helium MARS Despite being red, Mars is actually a cold place “This is a quote, words full of wisdom that someone important said and can make the reader get inspired.” —SOMEONE FAMOUS YOU CAN USE A DIAGRAM SATURN NEPTUNE VENUS MARS MERCURY JUPITER Venus is the second planet from the Sun Despite being red, Mars is a cold place Mercury is the closest planet to the Sun It’s the biggest planet in the Solar System THESE ARE THREE COLUMNS 01 02 03 SATURN NEPTUNE MARS It’s composed mostly of hydrogen and helium Neptune is the farthest planet from the Sun Despite being red, Mars is actually a cold place A TIMELINE ALWAYS WORKS WELL Despite being red, Mars is a cold place Saturn is the ringed one and a gas giant MARS SATURN 01 02 03 JUPITER MERCURY It’s the biggest planet in the Solar System Mercury is the closest planet to the Sun 04 ONE MORE INFOGRAPHIC NEPTUNE It’s the farthest planet from the Sun JUPITER It’s the biggest planet of them all SATURN It’s the ringed planet and a gas giant MARS Despite being red, Mars is a cold place SATURN Saturn has several rings NEPTUNE Neptune is the farthest planet JUPITER 80% 60% 75% It’s the biggest planet of them 90% MARS Mars is a very cold place DO YOU NEED PERCENTAGES? SATURN 70% MARS 40% NEPTUNE 90% THIS IS A MAP LET’S ADD A MIND MAP MERCURY SATURN NEPTUNE VENUS MARS HERE’S ANOTHER TIMELINE 01 02 03 04 JUPITER This is the biggest planet of them all MARS Despite being red, Mars is a cold place VENUS Venus is the second planet from the Sun SATURN It’s composed of hydrogen and helium USE GRAPHS FOR YOUR DATA 20% 80% MARS Mars is actually a cold place VENUS Venus has a beautiful name To modify this graph, click on it, follow the link, change the data and paste the resulting graph here Big numbers catch your audience’s attention 3,000.00 255 Earths is the Sun’s mass in the space days Venus takes to orbit the Sun 36,000 km 24h 37m is the distance from Earth to the Moon is Jupiter’s rotation period OUR TEAM HARVEY GRANT You can replace the image on the screen with your own one HELENA PATTERSON You can replace the image on the screen with your own one DESKTOP SOFTWARE TABLET APP MOBILE WEB THANKS! 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