1. Curriculum Compacting A Bright Idea To Engage Gifted Students A Bright Idea To Engage Gifted Students Presented by April Coleman

2. Why Compact? Research has shown that… Textbooks have dropped by two grade levels in difficulty over the last 10-15 years. Students in most elementary grades encounter 40- 65% new content during the school year. (2-3 days/week) (Reis & Renzulli, 1992) Many federally and state mandated programs (NCLB) target struggling learners, while many gifted students are being “left behind.”

3. Gifted Students’ Reactions to Unchallenging Work: Boredom Behavior problems Depression Daydreaming Poor work habits Negative or apathetic attitude towards school Boredom Behavior problems Depression Daydreaming Poor work habits Negative or apathetic attitude towards school

4. Curriculum Compacting Process 1. Identify learning objectives. 2. Pre-test students for mastery of these objectives. 3. Eliminate needless teaching practice if mastery can be documented. 1. Identify learning objectives. 2. Pre-test students for mastery of these objectives. 3. Eliminate needless teaching practice if mastery can be documented. (Reis, 1981)

5. Goals of Curriculum Compacting Create a challenging learning environment Guarantee proficiency in basic curriculum Buy time for enrichment and acceleration Create a challenging learning environment Guarantee proficiency in basic curriculum Buy time for enrichment and acceleration (Starko, 1986)

6. What about the time? Enrichment activities are planned in advance. Teachers use their instructional time more efficiently. Students increase their time spent on-task.

7. Students Who May Benefit: Identified as gifted/talented Consistently are “quick finishers” Read at a fast pace Frequently appear bored Daydream often Create own games/diversions in class Bring in outside reading material Consistent high grades and/or test scores Ask advanced questions Interested in pursuing alternate/advanced topics Advanced vocabulary/verbal skills Identified as gifted/talented Consistently are “quick finishers” Read at a fast pace Frequently appear bored Daydream often Create own games/diversions in class Bring in outside reading material Consistent high grades and/or test scores Ask advanced questions Interested in pursuing alternate/advanced topics Advanced vocabulary/verbal skills (Starko, 1986)

8. Steps 1. Identify learning objectives in a content /skill area. 2. Develop a way to pretest students on these objectives. 3. Identify students to pretest. 4. Pretest selected students OR whole class. 5. Eliminate practice, drill, or instructional time for students who show mastery. 6. Streamline instruction of objectives students have not yet mastered. 7. Offer enrichment and/or acceleration options for students whose curriculum has been compacted. 8. Document. 1. Identify learning objectives in a content /skill area. 2. Develop a way to pretest students on these objectives. 3. Identify students to pretest. 4. Pretest selected students OR whole class. 5. Eliminate practice, drill, or instructional time for students who show mastery. 6. Streamline instruction of objectives students have not yet mastered. 7. Offer enrichment and/or acceleration options for students whose curriculum has been compacted. 8. Document. (Reis, Burns, & Renzulli, 1992)

9. Compacting is Simple 1. Find out what students already know and what they still need to learn. 2. Replace it with more challenging material that they would like to learn. 1. Find out what students already know and what they still need to learn. 2. Replace it with more challenging material that they would like to learn. (Starko, 1986)

10. Documentation: The Compactor 1. Curriculum Areas to be Considered for Compacting 2. Procedures for Compacting Basic Material 3. Acceleration and/or Enrichment Activities 1. Curriculum Areas to be Considered for Compacting 2. Procedures for Compacting Basic Material 3. Acceleration and/or Enrichment Activities (Renzulli & Smith, 1978)

11. Assessment Options Assessing Academics: Standardized tests Pretests End of chapter/unit reviews and tests Teacher-made tests Teacher observation Assessing Interests: Choice during free reading Interest inventories Conference with student or parent Peer relationships Assessing Academics: Standardized tests Pretests End of chapter/unit reviews and tests Teacher-made tests Teacher observation Assessing Interests: Choice during free reading Interest inventories Conference with student or parent Peer relationships

12. Methods to Ensure Proficiency in Basic Curriculum Give pre- and posttests. Student participates in lessons with whole class. Teach one-on-one or in small groups at a faster pace. Assign individual work. Give pre- and posttests. Student participates in lessons with whole class. Teach one-on-one or in small groups at a faster pace. Assign individual work.

13. Replacement Options Enrichment: Self-selected projects Teacher-directed projects Service-learning Open-ended/Multilevel activities Activity/Extension Menus Alternative reading assignments Learning center activities Enrichment: Self-selected projects Teacher-directed projects Service-learning Open-ended/Multilevel activities Activity/Extension Menus Alternative reading assignments Learning center activities Acceleration: Study of next unit/chapter Proceed to next textbook Advanced work with assistance from tutor/mentor

14. Helpful Hints Start with one or two responsible students. Select content with which they feel comfortable. Try a variety of assessment methods. Define proficiency based on a consensus with administrators and parents. Request help from parents, other teachers or community volunteers. Start with one or two responsible students. Select content with which they feel comfortable. Try a variety of assessment methods. Define proficiency based on a consensus with administrators and parents. Request help from parents, other teachers or community volunteers. (Reis, Burns, & Renzulli, 1992)