GT+Weekly+Teaching+Strategy+Curriculum+Compacting

Sally Reis and Joe Renzulli =  = = CURRICULUM COMPACTING =

Curriculum compacting is one way to meet the needs of gifted students in the regular classroom. It involves eliminating the repetition of work that has already been mastered and streamlining lessons so that a student may participate in accelerated or enriched study. The process of compacting includes three phases: ** I. ** Define and identify goals and outcomes for a given unit of instruction. Determine which tasks involve new learning and which tasks involve mostly review. ** II. ** Identify candidates for compacting. Use pretests, both formal and informal, to determine which students have already mastered material. Then eliminate the previously mastered material from a student’s learning plan so the student has time to participate in acceleration and/or enrichment activities. Student behaviors which suggest compacting may be necessary: ** III. ** Provide acceleration and enrichment options. This should be done cooperatively with the student to best increase academic challenge and meet his/her needs. Try to choose activities that fit student interest and strengths rather than //more of the same// seatwork or random games. Recommendations provided by Reis, Burns & Renzulli (1992). __ Recommendation 1 __ : Start the compacting process by targeting a small group of students for whom compacting seems especially appropriate. Reis, Burns & Renzulli (1992) found that in the earliest stages of learning how to compact, it is better to try to implement the service for two or three students than it is to tackle a whole reading group or an entire classroom. Learning how to locate available pretests, identify strengths, modify curriculum and replace with interesting and challenging alternatives takes time and effort. Therefore, starting with two or three students who obviously require the service makes the process easier. __ Recommendation 2 __ : Select one content area in which the targeted student has demonstrated previous mastery or curriculum strengths and in which teachers have the most resources available to pretest for prior mastery and to enrich and accelerate the content. In research (Reis, et al. 1992) with the compacting process, the most frequently compacted content areas are (1) mathematics, (2) language arts and (3) spelling (which is often taught separately from language arts). __ Recommendation 3 __ : Try different methods of pretesting or assessment, and use flexibility in accomplishing this process by experimenting with different systems and asking for assistance from __gifted and talented specialists__, other faculty members, paraprofessionals, or volunteers. Many different methods can be used to assess previous mastery of skills or the potential of students to move through content at a pace commensurate with their ability. End of unit tests for math, spelling, science, social studies, etc can be used as well as benchmark exams and DRAs. Informal checklists, KWL charts, other graphic organizers, essays, student products and portfolios, or short written summaries can be useful as well. __ Recommendation 4 __ : Compact by unit, chapter, or topic rather than by time (marking period or quarter). __ Recommendation 5 __ : Make decisions about how to document compacted material and define proficiency based on staff consensus and district policy. Either the compactor form (Reis, Burns & Renzulli, 1992) can be used or a locally designed alternative form can be used to document the compacting process. “The Compactor” Form __ Recommendation 6 __ : Request help from all available resources in order to create a wide range of opportunities and available alternatives to replace content that has been eliminated through compacting. Help can be sought from __gifted and talented specialists__, content area specialists, and library/media specialists. Enrichment Strategies that can be used in column 3 of “The Compactor” 1. Math puzzles, word problems 2. Projects 3. Free reading 4. Computer time/games 5. Creative games 6. Critical thinking activities 7. Resource room time 8. Crossword puzzles 9. Individualized kits 10. Field trips 11. More challenging words 12. Research 13. Utilization of reference materials 14. Creative thinking activities 15. Practice in research skills 16. Reports 17. Game creation 18. Entering games/contests 19. Learning centers 20. Public speaking 21. Bulletin boards 22. Journal keeping 23. Science experiments 24. Mentor-guided investigation __ Recommendation 7 __ : Keep trying, reflecting on what has worked, and field testing new ideas. The compacting process becomes less difficult as it evolves into more than just a series of testing and record keeping exercises. When teachers have used compacting for a while, it becomes an acceptable alternative and a new way of thinking about learners and the grade level curriculum.
 * What is it? **
 * How is it done? **
 * Consistently finishes tasks early
 * Finishes reading assignments first
 * Regularly daydreams
 * Appears bored during instruction time
 * Creates own puzzles, games, or diversions in class
 * Brings in outside reading material
 * Has consistently high performance in one or more academic areas
 * Scores consistently well on tests
 * Is sought after by other students for assistance
 * Asks questions that reflect in-depth knowledge of material
 * Uses above grade level vocabulary or verbal expression
 * Expresses interest in pursuing alternate or advanced topics
 * How can I realistically implement this in my classroom? **
 * Curriculum areas to be compacted ||  Procedures for compacting basic material  ||  Acceleration and/or enrichment activities  ||
 * Name it! ||  Prove it!  ||  Change it!  ||