Curriculum Compacting
Curriculum compacting is a popular strategy used by educators to accommodate the needs of gifted students in the general education class. With curriculum compacting, students are pre-assessed on the grade level content, and if they have mastered the content, they are given alternative assignments to work on to expand their knowledge on the subject. This prevents them from being uninterested during lessons where they have mastered the curriculum.
"Curriculum Compacting is provided to all eligible students; that is, the regular curriculum is modified by eliminating portions of previously mastered content, and alternative work is substituted." (VanTassel-Baska & Brown, 2009)
Curriculum compacting is important for gifted and talented learners. These students often come to school being ahead of other students and mastering content quicker than others. By using curriculum compacting, teachers are preventing boredom and lack of motivation at school, and children will feel like their time at school is meaningful and not wasted on content they already know.
In the classroom setting, children are typically assessed on their knowledge on math, spelling, grammar, and other skills that are easily pre-tested. Once the teacher has determined the mastery level of the child, they will come up with alternative assessments for them to work on. There is an abundant amount of flexibility on the outcome of the alternative assessments, and there is a significant amount of autonomy on the end of the child to complete the assignments.
Below is a sample document I created of curriculum compacting for a fourth grade girl who reads two grade levels above the rest of her class, but who has trouble with grammar, specifically prepositions, conjunctions, and interjections.
Questions? Suggestions? Sign the guestbook!
"Curriculum Compacting is provided to all eligible students; that is, the regular curriculum is modified by eliminating portions of previously mastered content, and alternative work is substituted." (VanTassel-Baska & Brown, 2009)
Curriculum compacting is important for gifted and talented learners. These students often come to school being ahead of other students and mastering content quicker than others. By using curriculum compacting, teachers are preventing boredom and lack of motivation at school, and children will feel like their time at school is meaningful and not wasted on content they already know.
In the classroom setting, children are typically assessed on their knowledge on math, spelling, grammar, and other skills that are easily pre-tested. Once the teacher has determined the mastery level of the child, they will come up with alternative assessments for them to work on. There is an abundant amount of flexibility on the outcome of the alternative assessments, and there is a significant amount of autonomy on the end of the child to complete the assignments.
Below is a sample document I created of curriculum compacting for a fourth grade girl who reads two grade levels above the rest of her class, but who has trouble with grammar, specifically prepositions, conjunctions, and interjections.
Questions? Suggestions? Sign the guestbook!
References:
Coil, C. (2008). Keys to Successtul Districtwide Differentiation: Training, Time, Practice, and Sharing.E-Zine, Vol. 2, 3. www.carolyncoil.com.
VanTassel-Baska, J & Brown, E. (2009). An Analysis of Gifted Education Curriculum Models. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.
Coil, C. (2008). Keys to Successtul Districtwide Differentiation: Training, Time, Practice, and Sharing.E-Zine, Vol. 2, 3. www.carolyncoil.com.
VanTassel-Baska, J & Brown, E. (2009). An Analysis of Gifted Education Curriculum Models. In Bean, S. (PhD) & Karnes, F. (PhD), Methods and Materials for Teaching the Gifted. Waco, TX: Prufrock Press Inc.