Curriculum Compacting

What is curriculum compacting?
Some people confuse it for cross-curricular - that is not what it is. Curriculum compacting is a technique used to modify the regular curriculum to meet the needs of gifted students in the regular education classroom. Skipping curriculum that they already know or mastering curriculum in a faster way. When I was first introduced to curriculum compacting it reminded me of a sign I had on my board "I'm Done Now What", under it I would have three student chosen activities listed. I never tolerated a student doing nothing in my class. I always made sure that they were actively learning in some form or fashion.

We need to stop teaching students what they already know. That just makes school boring and frankly a waste of time. We want to teach them! Why have them be ridiculously bored out of their mind? Boredom can cause behavior problems - let's avoid that.

Who is it for?
Curriculum compacting is not just for the gifted student, but also the high ability kid. Students can be high ability on one unit but not the next. Sometimes students know something because it's their passion. It's for students who demonstrate proficiency on curricular objectives prior to teaching.

Why use curriculum compacting?
We want everyone to have the opportunity to move forward. If done correctly and efficiently, we can then focus our attention on students that need it. Students will not be bored if they think that it is fun. Curriculum compacting is more authentic to students needs.

Their are different ways to use curriculum compacting:
First we need to know what needs compacting. Give a pre-assessment on a unit test (pick a minimum of 5 of the hardest questions/ must stay inside the target and make sure that it is true) and see how they do. Decide what will be your threshold for proficiency. Will it be 85%, 95% or 100? Basic Skills compacting is for spelling, math, language arts. Content compacting is for social studies, science, literature, math applications and problem solving. When showing proficiency they could be given something for meaningful to do - while the others learn the basics. (The task will be different, but not the target. The standard will stay)

You can pre-assess to see if a student is proficient, conduct a student interview, have them create a concept map, use a entrance or exit ticket, give an open ended question, bell ringer, warm-up or give a writing prompt. Their are many ways to assess students. Everybody in the classroom should be able to take the pre-assessment - it is not exclusionary. It guides the curriculum for REAL learning. Why spend time teaching what the students already know? Often gifted students are sitting and waiting for everyone else. If a student gets it - keep going, because what we do is teach!

Goals of curriculum compacting:
First identify standards, objectives and goals. (Unpack & align)- Then assess to determine mastery. Finally offer more challenging options to those who have demonstrated mastery. When students learn that they have mastered something they feel honored, other students may work harder to do what the others are doing.

The three components of compacting are enrichment, extension and enhancement. Enrichment is a focused study within the unit. Extension is a broader study within the field, and enhancement is connection to contents through real world or cross-curricular.

Example:
Beagles
Enrichment: Study how / the history of a Beagle.
Extension: Study how / How have Beagles been used in history and in todays society.
Enhancement: Study how / Beagles compare to other hunting breeds.

The Compacted lesson should include the focused results, a rubric and a timeline for completion. The enrichment, extension or enhancement should match the same timetable others in class have while they receive instruction.

Enrichment strategies:
Put students who like the same things together.
Passion projects, a project based on their personal interests.
Develop a teachable lesson on the topic.
Case studies on real events, people, world topics, news, etc.

Extending Strategies:
Independent study (need to have a conversation with the student on responsibility)
Self-selected topics
Project-Kinetic

Enhancement Strategies:
Analyzing the trends on the topic
Solving problems on the topic
Determining relevance of the topic and how it relates to the real world.


Curriculum Compacting Toolkit (Extensions)

For Elementary Students

Directions: Choose one content catalyst, one process, and one product design to differentiate activities.

Content Catalyst
Art activity
Article
Artifact
Artwork
Autobiography
Biography
Chart
Comic strip
Cartoon
Demonstration
Diagram
Display
Fable, folk tale, myth
Virtual field trip
Interview
Letter to editor
Mini0lecture
Model
Movie or video
Newspaper
Picture book
Poetry
Power point presentation
Speaker
Speech
Story
Timeline
website
Processes
adapt
Analyze
Appraise
Assess
Calculate
Categorize
Choose
Classify
Compare / contrast
Compose
Construct
Convert
Create
Critique
Decide
Demonstrate
Design
Detect
Determine
Develop
Diagram
Differentiate
Distinguish
Dramatize
Employ
Estimate
Evaluate
Examine
Experiment
Express
Forecast
Formulate
Hypothesize
Illustrate
Implement
Incorporate
Infer
Initiate
Innovate
Integrate
Interpret
Invent
Investigate
Judge
Justify
Make
Manipulate
Model
Operate organize
Practice
Predict
Produce
Question record
Reflect
Research
Respond
Review
Revise
Select
Sequence / order
Solve
Support
Synthesize
Transform
Translate
Use
Value
Verify
write



Products
Advertisements
Advice columns
Animated film
Book jacket
Comic book
Costume design
Critical review
Demonstration
Experiment
Limerick
Magazine article
Mask
Oral presentation
Photo essay
Pictorial tour
Play
Puppet show
Rhyme / riddle
Slide show / power point





Skills List

Great resource list for writing lesson plans

Following are examples of thinking and learning skills associated with analysis, critical thinking, and creative thinking.

Analytical Skills
Critical Thinking Skills
Creative Thinking Skills
Identifying attributes
Observing
Discriminating same / different
Comparing / contrasting
Classifying
Sequencing
Identifying relationships
Identifying patterns
Predicting
Determining cause / effect
Comprehending analogies / metaphors
Summarizing
Making inferences
Setting goals
Making decisions
Developing hypothesis
Testing generalizations
Distinguishing fantasy / reality
Determining advantages / disadvantages
Identifying point of view
Distinguishing fact / opinion
Examining viewpoints
Drawing conclusions

Fluency
Flexibility
Originality
Elaboration
Brainstorming
Visualizing
Inventing
Finding problems
Solving problems


Extension Activity -
Work card sample:

Compose a conversation between yourself and a character in the book. What would you ask this character or discuss with him or her? What would you want to know? What would you want to say? Write out both your dialogue and the dialogue of the character. (Or write a script of the conversation and record it with a partner)

Student Interest Survey:

What kind of school assignments or projects do you like to do? Read the following list, draw a circle around all the different activities you would enjoy doing to show others what you’ve learned.



Writing poetry
Making a speech
Storytelling
Writing an essay
Writing a story
Writing a biography
Making a newspaper article
Creative writing
Making a audio recording
Creating a crossword puzzle
Writing in a journal
Making a pamphlet
Writing a dialogue
Writing a letter to an editor
Writing a fairy tale
Writing a letter
Designing a maze
Solving a number problem
Making a diagram
Constructing a timeline
Constructing a chart
Inventing a code
Designing a survey
Drawing
Sketching
Painting
Creating a pop-up book
Creating a comic strip
Making a clay sculpture
Making paper mâché sculptures
Making a map
Making a poster
Making a collage
Taking photographs
Making a mobile
Making a storyboard
Designing a structure or building
Creating illustrations for an ad
Creating a board game
Designing a postcard
Designing a greeting card
Sewing something
Making jewelry
Making a diorama
Scrapbook
Performing a skit
Performing a dance
Doing an experiment
Composing lyrics
Performing or writing a rap
Coral reading
Singing in a group
Doing volunteer work
Organizing an event
Keeping a diary
Setting personal goals
Classifying objects
Making predictions
Creating a collection
Investigating how something works
Making observations
Identifying a problem






Self- Reflection using metacognition (thinking about thinking)

Name:__________________________________  Date: ____________________



Describe your project: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Write three “I learned” statements to describe something new you learned by doing your project.

1.       I learned…

2.       I learned …

3.       I learned…



What are two things about your project that you are particularly proud of?

1.       First,

2.       Second,



Describe something you would improve or do differently if you had the opportunity to change something about your project.





What was the most difficult part of this project?





What part did you enjoy the most?





On a scale of 1 to 5 (5 id the highest), how would you rate your project? 1  2  3  4  5






Links:

Monthly Themes

My TPT Page
Resources for teachers



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