Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Curriculum Compacting Follow-up for Applied Academics

1,241 views

Published on

Published in: Education
  • Be the first to comment

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>

×