Differentiating for AIG Learners: Curriculum Compacting Session #4 AIG Booster Shots Differentiating for AIG Learners: Curriculum Compacting Session #4

3-Minute Reflection What should teachers know about tiered assignments? Create a list of 5 things that all teachers should know about tiered assignments.

Tiered Assignments: A review Response to varying readiness levels Teacher assigned…not student selected Focus on the same objective at all tiers Critical to ensuring appropriate challenge for AIGs

Rationale for Curriculum Compacting Some students have already mastered much of the regular curriculum. Many elementary students can earn above 90% on subject area pretests. High stakes testing has promoted focus on struggling learners. Though more rigorous, our new standards still provide room for acceleration, enrichment, and extension for AIGs.

Rationale for Curriculum Compacting Compacting “buys” time for able students to participate in more challenging activities, bypassing material that they already know.

Signs that a student may benefit from compacting: Boredom Finishing work early and accurately Looked to for help by other students High tests scores but relatively poor class work

3-Minute Reflection Brainstorm students who you now teach who may benefit from compacting. In which subject areas? How do you know?

Curriculum Compacting: The 3 Goals Identify standards, objectives, goals Assess students to determine mastery Offer more challenging options

Curriculum Compacting: The 2 Categories Skills: math, ELA (spelling, grammar) Content: science, social studies (particular topics)

Curriculum Compacting: The 8 Steps Identify standards/objectives (goals) for a unit Find or create a pre-assessment aligned with goals Identify students to pre-assess Administer pre-assessment

3-Minute Reflection How can you find out what your students already know about what you’re about to teach? Brainstorm a variety of types of pre-assessments.

Pre-assessment: Sample 3-2-1 3 important understandings from today’s lesson 2 things I’m still confused about 1 thing I already know about our next topic/lesson

Curriculum Compacting: The 8 Steps (continued) Eliminate unnecessary practice and instruction Based on analysis of the pre-assessment, which students do not need some or all of the planned instruction and practice?

A note on mastery levels… Consider the type of content being assessed: How concrete and basic is it? More important: What types of items are students missing?

Curriculum Compacting: The 8 Steps (continued) Streamline needed instruction and practice (“mini-lessons”) Substitute more appropriate and challenging activities

Alternate activities: Consider acceleration, enrichment, and extension Independent/small group studies Centers Internships Mentorships

Curriculum Compacting: The 8 Steps (continued) Keep records How can we ensure that our decisions about Curriculum Compacting are clear and defensible?

Student interest is key! What would a student want to explore deeply if he or she had the time to do it? What topics and activities would provide a real and interesting challenge?

4-Minute Reflection Where in your curriculum will Curriculum Compacting be most useful? Which topics and skills tend to come easily to some of your students?

Upcoming AIG Booster Shots Projects, independent studies, small-group investigations Seminars Concept-based teaching Concept Development