CURRICULUM COMPACTING

A STRATEGY FOR
RESPONSIVE TEACHING
Material drawn from Its About Time by Alane J. Starko, copyright 1986
Reproduced with permission from Creative Learning Press, Inc., P.O. Box 320, Mansfield Center, CT 06250

Curriculum Compacting
Outcomes:
By the end of the training participants will have:
1) considered student behaviors that might suggest a need for compacting.
2) clarified curriculum compacting as a strategy for differentiation.
3) recognized the difference between basic skills compacting and content
compacting.
4) discussed the role of assessment as related to compacting.
5) shared some planning and management tools for compacting.

Differentiating in MixedAbility Classrooms

Teaching should
respond to
what we know
about the
learner(s).

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

Rapid Robin

THE DREADED EARLY FINISHER

Never Finished Freddie

Ittakeshimanhouranda
halftowatchSixtyMinutes.

Curriculum Compacting

1)Whatsimportant?
2)Whatcanbeskippedor
eliminated?
3)Whatdostudentsalready
knoworareabletodo?
4)Whatwilltheygrasp
easily?
5)Whatcanbe
accomplishedquickly?

CURRICULUM
COMPACTING

Its About
Time--Finding time for
students to pursue
in-depth learning.

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.

This is Boring!
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 A Situations
I already know that; could
you give me an opportunity
to show you?

BoringBSituations
AtthepresenttimeIdonot
knowenoughaboutthetopic
tobeinterestedinit.

Two Kinds of Curriculum

Compacting
Basic Skills Compacting

Content Compacting

Spelling, Math Computation,

Language Arts Basic Skills

Social Studies, Science,

Literature, Math Applications,
and Problem-Solving

Pretesting is easily used to

document proficiency.

Students may already know

some material or may be able
to read advanced material or
master objectives more
quickly.

MOST DIFFICULT FIRST

1. The teacher previews the student task and selects the most
difficult examples.
2. The examples are marked (*) and students are given the
opportunity to do these items first as a means of
demonstrating mastery or understanding.
3. If students are able to demonstrate mastery, then they are free
to select alternate activities for that period of time.

GOALS OF COMPACTING
Create a challenging
learning environment
Guarantee proficiency
in basic curriculum
Buy time for
enrichment and
acceleration

Students Name: ________________________________

Areas of Strength

Documenting Mastery Alternate Activities

Students Name: Annette _______________________________

Areas of Strength
Math
---Decimal
Fractions

Documenting Mastery Alternate Activities

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

Students Name: Jose, Joanne, Sam, and Linda______________

Areas of Strength

Documenting Mastery Alternate Activities

Social Studies--Colonial Living

Unit

Students will read

chapters 5 & 6 in
text at own pace

High Interest
Strong Readers---Will read and
pick up concepts
quickly

Do chapter exercises
3, 7, & 9
Take unit test when
ready

Students will select a

topic of interest
from a list of
alternate activities
related to an aspect
of colonial living for
an independent study

Students Name: ____William____________________________

Areas of Strength
Map Skills

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

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

Progress through the education program at rates faster or at ages

younger than conventional; providing instruction at a level and
pace appropriate to a childs achievement and readiness
regardless of grade level.

Acceleration may include but is not limited to:

(1) Advanced Placement in a Subject
(2) Curriculum Compacting
(3) Telescoping Curriculum

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

Curriculum Areas to be
Considered for
Compacting

Procedures for
Compacting Basic
Material

Enrichment and/or
Acceleration
Activities