1. CURRICULUM COMPACTING
A STRATEGY FOR “RESPONSIVE TEACHING”
Material drawn from It’s About Time by Alane J. Starko, copyright 1986 Reproduced with permission from Creative Learning Press, Inc., P.O. Box 320, Mansfield Center, CT 06250

2. Differentiating in Mixed-Ability Classrooms
“Teaching should respond to what we know about the learner(s).”
Consider links to Iowa Core Curriculum

3. Student Behaviors Which May Suggest That Compacting is Necessary
Consistently finishes tasks early
Work is usually well done and correct
Seems to have some advanced familiarity with the
material
Expresses interest in pursuing alternate or advanced
topics
Consistent high performance or motivation
Creates own puzzles, games, or other diversions in class
Think about the students you currently have in class. Can you identify one or two students who exhibit many of these behaviors? Keep the student(s) in mind as we discuss this strategy.

4. CURRICULUM Curriculum Compacting 1) What’s important?
2) What can be skipped or eliminated?
3) What do students already know or are able to do?
4) What will they grasp easily?
5) What can be accomplished quickly?

5. It’s About Time
Finding time for students to pursue in-depth learning.

6. It’s about curriculum S T R E A M L I N G
A teaching strategy that “buys time” for acceleration and/or enrichment.
The goal is to modify or “streamline” curriculum to allow students to move at a quicker pace and then have time to pursue an alternate topic or go into greater depth in an area of study.

7. “This is Boring!” Boring A
“I already know that; could you give me an opportunity to show you?”
These words do not bring happiness to the hearts of teachers. One way to respond to this statement is to ask the students to be
more specific in describing their boredom. Ask students to differentiate between “Boring A” situations and
“Boring B” situations.
Boring B
“At the present time I do not know enough about the topic to be interested in it.”

8. Two Kinds of Curriculum Compacting
Basic Skills Compacting
Spelling, Math Computation,
Language Arts Basic Skills
Pretesting is easily used to
document mastery.
Content Compacting
Social Studies, Science, Literature, Math Applications, and Problem-Solving
Students may already know some material or may be able to read advanced material or master objectives more quickly.
Consider your class(es). What are some of the skills you might need to compact? Have you ever seen evidence of the need to compact content? If so, what?

9. MOST DIFFICULT FIRST
See description in handout

10. GOALS OF COMPACTING Create a challenging learning environment
Guarantee proficiency in/mastery of basic curriculum
Buy time for enrichment and acceleration

11. Student’s Name: ________________________________
Areas of Strength
Documenting Mastery
Alternate Activities

12. Student’s Name: Annette _______________________________
Areas of Strength
Documenting Mastery
Alternate Activities
Math ---Decimal Fractions
Score of 85 percent or higher on the pretest
Will work with class on days they learn concepts she has not mastered
Will work on alternate math enrichment activities on other days

13. Student’s Name: Jose, Joanne, Sam, and Linda______________
Areas of Strength
Documenting Mastery
Alternate Activities
Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study
Social Studies---
Colonial Living Unit
High Interest Strong Readers Will read and pick up concepts quickly
Students will read chapters 5 & 6 in text at own pace
Do chapter exercises 3, 7, & 9
Take unit test when ready

14. Student’s Name: ____William____________________________
Areas of Strength
Documenting Mastery
Alternate Activities
Achieved an “A” on
the pretest
Will read to gather
research for his
book about castles
Will write book about
castles INSTEAD of
doing map activities
Map Skills

15. Phases of Curriculum Compacting
Phase I - Establishing the goals and outcomes of the unit or segment of instruction
Phase II - Identifying students who may be candidates for compacting
Phase III - Identifying areas to be considered for compacting
Phase IV - Establish procedures for compacting the basic material
Phase V - Provide options for enrichment or acceleration

16. Progress through the education program at rates faster or at ages younger than conventional; providing instruction at a level and pace appropriate to a child’s achievement and readiness regardless of grade level.

17. Enrichment may include but is not limited to:
Giving students the opportunity to learn in greater depth and breadth.
Enrichment may include but is not limited to:
(1) Complexity of Content
(2) Creative and Original Products
(3) Self-selected Topics

18. Curriculum Compacting
Replacement Activities
Accelerate or Enrich
Math
Reading

19. Curriculum Compacting
Replacement Activities
Accelerate or Enrich
Science
Social Studies
Finding enrichment activities for gifted students

20. Curriculum Areas to be Considered for Compacting
Procedures for Compacting Basic Material
Enrichment and/or Acceleration Activities