1. Differentiation Compacting Curriculum Carrollton-Farmers Branch ISD

2. Learner Expectations What is meant by the term Curriculum Compacting?

3. Learner Expectations What is meant by the term Curriculum Compacting? What is the purpose for teachers to compact the curriculum?

4. Learner Expectations What is meant by the term Curriculum Compacting? What is the purpose for teachers to compact the curriculum? When an appropriate time to compact the curriculum? In your discipline and/or grade level, state a situation where you see compacting to be relevant.

5. Learner Expectations Which students benefit from compacting? State an example of a student either from prior experience or currently where compacting would be beneficial.

6. Learner Expectations Which students benefit from compacting? State an example of a student either from prior experience or currently where compacting would be beneficial. What is the first step in Curriculum Compacting? Give an example based on what you teach.

7. Learner Expectations State a pre-assessment question for a unit you teach that would show evidence of mastery for a student.

8. Learner Expectations State a pre-assessment question for a unit you teach that would show evidence of mastery for a student. What would you provide as an extension once a student was determined to be a strong candidate for compacting?

9. Learner Expectations State a pre-assessment question for a unit you teach that would show evidence of mastery for a student. What would you provide as an extension once a student was determined to be a strong candidate for compacting? What is an important organizational component to Curriculum Compacting? How might you do this?

10. Learner Expectations What is your goal(s) for implementing this technique into your teaching?

11. Learner Expectations What is your goal(s) for implementing this technique into your teaching? What facet of this process seems most difficult to achieve in your teaching assignment?

12. Differentiation means to provide students with different tasks and activities than their age peers – tasks that lead to real learning for them. Differentiation

13. Compacting is a strong tool used to condense a unit of learning into a shorter time period. Compacting

14. Why should curriculum be aligned to students’ challenge level? Enable forward progress. Promote active engagement. Create an environment more conducive for learning. Promote positive self-esteem.

15. When is it appropriate to compact curriculum? Student already knows the material. Student shows mastery on assignments. Parent has communicated that their child has already received this instruction.

16. Where can you compact the curriculum? Content-based curriculum lends itself to compacting. Student mastery of the concepts and content being taught indicate differentiation is needed.

17. Who is compacting the curriculum geared for? All grade levels. All ethnicity groups. All socio-economic groups.

18. How do you compact curriculum? Identify the learning objectives or standards all students must learn. Provide assessment for your students to assist in determining what competencies your students have. Plan and offer curriculum extensions for students who are successful with the compacting opportunities.

19. How do you compact curriculum? Eliminate all drill, practice, review, or preparation for state or standardized tests for students who show mastery. Keep accurate records of students’ compacting activities.

20. Strategies to Compact the Curriculum Focus on one subject, one unit, or one class at a time. Use other strategies and classes as the comfort level increases. Use a separate compactor for each student.

21. Keep a record Record all modifications in the curriculum. Record student’s areas of strength. Describe methods used to document mastery. Describe alternate activities.

22. Keep a record Compacting folders should include: Pre-tests and post-tests. Learning contracts. Logs of student work. Evaluation contracts. Notes about parent/student conferences. Other pertinent information.

23. “Most Difficult First” Start by determining the items that represent the most difficult section of an entire task.

24. Gifted Students “Are your gifted students being adequately challenged?”