1. +
Advanced Differentiation in
the Mathematician’s
Workshop
Introduction to Curriculum Compacting

2. +
Our Learning Targets Today:
I
can describe the procedures,
resources, and rationale for math
compacting.
I can develop a plan to implement
math compacting in my classroom.


3. + Are all students challenged during
math? Do you have kids that already
know the content? Students who master
content quickly?
Tell us about someone.
What did you do for him or her?

4. +
What is CURRICULUM
COMPACTING?
Curriculum Compacting means: Take
what you need and eliminate what you
don’t.

5. +
Pretest students on the learning targets for a unit
of study
The Curriculum
Compacting
Process
Identify students who have already mastered
specific targets
Group students according to their mastered
learning targets
Replace core learning activities and lessons
with appropriately challenging tasks
Teach your differentiated groups
Assess students formatively and summatively

6. +
Thereby ELMINATING some or all
of the text book (core resources)
for certain students.

7. +
So why does our curriculum need to be
compacted in the first place?
Many advanced
learners know 50%
of the content at the
beginning of the
year. (Westberg et
al., 1993)
Curriculum is rarely
rigorous without
differentiation.
(One size does not
fit all)
Many students learn
at a more rapid
pace.
Underchallenged
Students

8. +
Research shows this practice improves
student achievement.
“A sample of 27 school districts and 465 second through sixth
grade classroom teachers throughout the country were selected
for this study.…(Students) whose curriculum was specifically
compacted in mathematics scored significantly higher than
their peers in the control group on the math concepts post test.”
-Renzulli & Reis (1992)

9. +
Our Model Teacher Explains…

Watch Video #1
Think about… How do the practice described relate to work you
are already doing for meet the needs of advanced learners during
math?

10. +
First Impression:
Turn and Talk:
Is
Curriculum Compacting similar
to practices you already use? In
what way(s)?
Is
it dissimilar to your current
practices?