+

Part 3: Curriculum Compacting in
the Math Workshop
Working with heterogeneous classrooms; meeting the needs of the
rang...
A Typical 60-90 minute
+
differentiated math block:
Launch: Introduce
skill/concept to
whole class
(10-15 minutes)

Summar...
Some examples of a “Week at a Glance” for Students Receiving Compacting…

+

Mon

Tue

Wed

Thurs

Fri

EXAMPLE #1

Anchor...
+
Folders and Resources
Small Group
Instruction/
Conferring

Small Group
Instruction/
Conferring

Meeting Area

Compacting...
+

This means SMALL GROUP
INSTRUCTION IN MATH

It also means building autonomy in ALL
your students so you are free to wor...
+

Thinking this through…
If advanced learners need

ANCHOR ACTIVITIES … games and
explorations…
while you are working wit...
+ What games, manipulatives, and practice activities
can you make available to your whole class as
anchor activities?
+

Watch Video #3
Then debrief…


What would you need to work on first to make this model work
in your classroom?



How...
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Curriculum Compacting E-Learning Module Part 3

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Curriculum Compacting E-Learning Module Part 3

  1. 1. + Part 3: Curriculum Compacting in the Math Workshop Working with heterogeneous classrooms; meeting the needs of the range of learners
  2. 2. A Typical 60-90 minute + differentiated math block: Launch: Introduce skill/concept to whole class (10-15 minutes) Summary: Whole class reflection; Connect to skill/concept of launch (10-15 minutes) Compacting Group Anchor Activities Regular Group: Extended Instruction (15-20 minutes) Compacting Group: Confer or small group instruction Regular Group: Learning activities (15-20 minutes)
  3. 3. Some examples of a “Week at a Glance” for Students Receiving Compacting… + Mon Tue Wed Thurs Fri EXAMPLE #1 Anchor Activities and Conferring Anchor Activities and Conferring Extension Lesson Independent or group work from extension lesson + Anchor Activities and Conferring Extension Lesson + Independent or group work from extension lesson EXAMPLE #2 Guided ExplorationWhole Class Extension Lesson + Independent or group work from extension lesson Independent or group work from extension lesson + Anchor Activities and Conferring Anchor Activities and Conferring Anchor Activities and Conferring EXAMPLE #3 Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Guided ExplorationWhole Class
  4. 4. + Folders and Resources Small Group Instruction/ Conferring Small Group Instruction/ Conferring Meeting Area Compacting Group Materials Computers  Regular Group Small Group Instruction/ Conferring Regular Group Small Group Instruction/ Conferring Struggling Learners What might your differentiated math classroom look like?
  5. 5. + This means SMALL GROUP INSTRUCTION IN MATH It also means building autonomy in ALL your students so you are free to work with different groups at different times.
  6. 6. + Thinking this through… If advanced learners need ANCHOR ACTIVITIES … games and explorations… while you are working with other students… What anchor activities do your other students need? What sorts of things could these be?
  7. 7. + What games, manipulatives, and practice activities can you make available to your whole class as anchor activities?
  8. 8. + Watch Video #3 Then debrief…  What would you need to work on first to make this model work in your classroom?  How would you build autonomy in students so that they can function in differentiated groups (the way they do during reader’s workshop, for example)?

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