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 E-Learning Module Part 1


Published on

Published in: Education, Technology
  • Be the first to comment

Curriculum Compacting E-Learning Module Part 1

  1. 1. + Advanced Differentiation in the Mathematician’s Workshop Introduction to Curriculum Compacting
  2. 2. + Our Learning Targets Today: I can describe the procedures, resources, and rationale for math compacting. I can develop a plan to implement math compacting in my classroom. 
  3. 3. + Are all students challenged during math? Do you have kids that already know the content? Students who master content quickly? Tell us about someone. What did you do for him or her?
  4. 4. + What is CURRICULUM COMPACTING? Curriculum Compacting means: Take what you need and eliminate what you don’t.
  5. 5. + Pretest students on the learning targets for a unit of study The Curriculum Compacting Process Identify students who have already mastered specific targets Group students according to their mastered learning targets Replace core learning activities and lessons with appropriately challenging tasks Teach your differentiated groups Assess students formatively and summatively
  6. 6. + Thereby ELMINATING some or all of the text book (core resources) for certain students.
  7. 7. + So why does our curriculum need to be compacted in the first place? Many advanced learners know 50% of the content at the beginning of the year. (Westberg et al., 1993) Curriculum is rarely rigorous without differentiation. (One size does not fit all) Many students learn at a more rapid pace. Underchallenged Students
  8. 8. + Research shows this practice improves student achievement. “A sample of 27 school districts and 465 second through sixth grade classroom teachers throughout the country were selected for this study.…(Students) whose curriculum was specifically compacted in mathematics scored significantly higher than their peers in the control group on the math concepts post test.” -Renzulli & Reis (1992)
  9. 9. + Our Model Teacher Explains…  Watch Video #1 Think about… How do the practice described relate to work you are already doing for meet the needs of advanced learners during math?
  10. 10. + First Impression: Turn and Talk: Is Curriculum Compacting similar to practices you already use? In what way(s)? Is it dissimilar to your current practices?