+

Part 2: Resources for
Compacting the Math Curriculum
+

Step One: Pre-Assess

Give the preassessment to
help you
determine if
certain students
have mastered
any of the
learnin...
+

Pre-assessments in Focused Instruction

Have

you used the preassessments in focused
instruction? What did you do
with...
+

Step Two: Identify Mastery and Group
Other evidence to consider..

+

Compacted GROUP
Slower to grasp concept and
skills
Is more more comfortable
with concrete...
+
Working slowly at
mastery tasks
(perfectionism)
Struggles with
specific problem
solving (multiple
intelligences and
lear...
+

Step Three: Design and Align
Replacement Activities
Anchor
Activities

Minnesota’s
Unique State
Standards in
Mathematic...
What is an Anchor Activity?
+
Immediate engagement after the
launch

Autonomy, independence, and
choice

Work to return to...
+

Open Questions

Product
Development

Anchor activities: choice boards, task
cards, projects

Parallel
Tasks
+

Extension Lessons for
Small Group Instruction
Aligned
with every
2-6
Lessons
from Core
Aligned
with the
same
learning
t...
+ A Variety of Games and Explorations
for Addressing Student Interest and Choice

Aligned with the unit
as a whole
Can be ...
+

Where do we find these
resources?
https://staff.mpls.k12.mn.us/Depts/tl/Pages/CurriculumGuides.aspx
+

WATCH VIDEO #2
THEN DEBRIEF…



How would you organize these resources to introduce your
advanced students to math com...
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Curriculum Compacting E-learning Module Part 2

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Curriculum Compacting E-learning Module Part 2

  1. 1. + Part 2: Resources for Compacting the Math Curriculum
  2. 2. + Step One: Pre-Assess Give the preassessment to help you determine if certain students have mastered any of the learning targets Students need to know what the test is for! (Low stakes)
  3. 3. + Pre-assessments in Focused Instruction Have you used the preassessments in focused instruction? What did you do with the data? What was useful about the pre-test? What was problematic? Where are they? https://staff.mpls.k12.mn.us/Depts/tl/Pages/ElementaryGuides.aspx
  4. 4. + Step Two: Identify Mastery and Group
  5. 5. Other evidence to consider.. + Compacted GROUP Slower to grasp concept and skills Is more more comfortable with concrete (vs. more abstract) thinking Poor performance on standardized tests More engaged with target level assignments Rapid concept and skill acquisition Consistently finishes tasks quickly and accurately Excellent standardized test performance Affective Considerations: Boredom, daydreaming, creative diversions can indicate a need for greater challenge Regular Group
  6. 6. + Working slowly at mastery tasks (perfectionism) Struggles with specific problem solving (multiple intelligences and learning styles) Complaining the work is too hard (lacking selfefficacy) Poor evidence for changing groups Parental pressure (Note that when advanced learners face challenge for the first time, it can be emotionally upsetting) Behavior Issues (need for attention) Difficulty with independent problem solving (need for skills)
  7. 7. + Step Three: Design and Align Replacement Activities Anchor Activities Minnesota’s Unique State Standards in Mathematics Extension Lessons for Small Group Instruction Games and Explorations
  8. 8. What is an Anchor Activity? + Immediate engagement after the launch Autonomy, independence, and choice Work to return to when… Work to show my problem solving skills
  9. 9. + Open Questions Product Development Anchor activities: choice boards, task cards, projects Parallel Tasks
  10. 10. + Extension Lessons for Small Group Instruction Aligned with every 2-6 Lessons from Core Aligned with the same learning targets as the Core Pulled from NCTM, M3, and other resources, purchased for your school and found in your professional library
  11. 11. + A Variety of Games and Explorations for Addressing Student Interest and Choice Aligned with the unit as a whole Can be used for homework, additional anchor activities, and enrichment. Include paper-based and online materials…
  12. 12. + Where do we find these resources? https://staff.mpls.k12.mn.us/Depts/tl/Pages/CurriculumGuides.aspx
  13. 13. + WATCH VIDEO #2 THEN DEBRIEF…  How would you organize these resources to introduce your advanced students to math compacting?  Which would you focus on? Which might you exclude? How might you teach students to work with these resources?

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