Curriculum Compacting Follow-up for Applied Academics

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  • CPS slide, Basketball drill on passing, entrance pass,
  • Curriculum Compacting Follow-up for Applied Academics

    1. 1. Meeting the Needs of the Highly Able “ Assessment is today ’ s means of modifying tomorrow ’ s instruction. ” Carole Tomlinson Applied Academics
    2. 2. What is…… <ul><li>A 3-step process that: </li></ul><ul><ul><li>Assesses what a student knows about material to be studied and what the student still needs to master ( Pre-assessment ) </li></ul></ul><ul><ul><li>Plans for learning what is not known and excuses students from what is known ( That ’s you ) </li></ul></ul><ul><ul><li>Plans for “freed-up” time to be spent in enriched or accelerated study???? ( This is Us ) </li></ul></ul><ul><li>And the answer is…. </li></ul>Curricular Compacting
    3. 3. What goals will you achieve through compacting the curriculum? <ul><li>Create a challenging learning environment </li></ul><ul><li>Provide motivating material for students who have already mastered material </li></ul><ul><li>Adapt curriculum to the learning needs, rates, and interests of students </li></ul>
    4. 4. What steps do I take as a teacher? <ul><li>Pre-assess what a student knows about content/skills to be studied </li></ul><ul><li>Modify learning activities so that the student only receives direct instruction about what he/she does not already know </li></ul><ul><li>Provide alternate learning activities that offer acceleration or meaningful & challenging enrichment </li></ul>Adapted from Tomlinson & Renzulli
    5. 5. What kinds of pre-assessment can you provide? <ul><li>Informational surveys, questionnaires, inventories (CPS clickers) </li></ul><ul><li>Warm up games </li></ul><ul><li>Entrance/Exit tickets </li></ul><ul><li>Concept Maps </li></ul><ul><li>Observation checklist </li></ul><ul><li>Student self assessment </li></ul><ul><li>Informal surveys such as EPR </li></ul><ul><li>Student demonstrations and discussion </li></ul><ul><li>Student product and work samples </li></ul><ul><li>Portfolio analysis </li></ul>
    6. 7. Checklist Troubleshoot Recharge battery Image focus Holds camera level Close up shots Control flash Turn on camera Tom Stacy Annie Marc Sue Eric Photography
    7. 8. Student comments: ____________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ I always perform and/or listen with enthusiasm when I am in music class. I can readily identify each member of the string section of the orchestra by sight and sound. When dances are performed, I remember the sequence of steps and move appropriately. I can perform an ostinato independently. I do not need to rely on someone else in order to maintain my part. I feel comfortable identifying whether a piece is in double or triple meter. I treat the classroom instruments with respect and always try to produce a beautiful tone. My diction is precise. I pay attention to beginning and ending sounds in words. When singing, I use good breath support in order to produce good tone quality. CRITERIA NO SOMETIMES YES Student Self-Assessment Student Name ________________________Date___________
    8. 10. Small group discussion <ul><li>Think about a unit of study </li></ul><ul><li>How you will pre-assess? </li></ul><ul><li>What adjustments can you make for students? </li></ul><ul><li>What choices can you provide? </li></ul>
    9. 11. Simplified steps to follow when compacting the curriculum: <ul><li>Define goals and outcomes through </li></ul><ul><li>pre-assessment activities </li></ul><ul><li>Identify candidates for compacting </li></ul><ul><li>Provide accelerated adjustments and student choice </li></ul>

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