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    Curriculum Compacting: An Easy Start to Differentiating for High Potential Students
    Curriculum Compacting: An Easy Start to Differentiating for High Potential Students
    Curriculum Compacting: An Easy Start to Differentiating for High Potential Students
    Ebook72 pages1 hour

    Curriculum Compacting: An Easy Start to Differentiating for High Potential Students

    By Sally Reis, Joseph Renzulli, Frances Karnes and Kristen Stephens

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    About this ebook

    Curriculum compacting allows learners to move successfully through the curriculum at their own pace. This book focuses on the nuts and bolts of this effective method for differentiating classroom content, process skills, and creative products of gifted learners.

    In this concise introduction, Dr. Sally M. Reis and Joseph S. Renzulli discuss the research on curriculum compacting and the steps employed in implementing it in any classroom. Case studies of its effectiveness on schoolwide enrichment are also included.

    This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.

    Educational Resource
    LanguageEnglish
    PublisherSourcebooks
    Release dateJan 1, 2005
    ISBN9781593637705
    Curriculum Compacting: An Easy Start to Differentiating for High Potential Students
    Author

    Sally Reis

    Sally M. Reis, Ph.D., is the Vice Provost for Academic Affairs, a Board of Trustees Distinguished Professor, and a Teaching Fellow in Educational Psychology at the University of Connecticut. She currently holds the Letitia Neag Chair in Educational Psychology.

    Read more from Sally Reis

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      Book preview

      Curriculum Compacting - Sally Reis

      THE PRACTICAL STRATEGIES SERIES IN GIFTED EDUCATION

      series editors

      FRANCES A. KARNES & KRISTEN R. STEPHENS

      Curriculum Compacting

      An Easy Start to Differentiating

      for High-Potential Students

      Sally M. Reis & Joseph S. Renzulli

      PRUFROCK PRESS, INC.

      Copyright ©2005 by Frances A. Karnes

      and Kristen R. Stephens-Kozak

      All rights reserved.

      No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.

      Printed in the United States of America.

      ISBN-13: 978-1-59363-770-5

      At the time of this book’s publication, all facts and figures cited are the most current available. All telephone numbers, addresses, and Web site URLs are accurate and active. All publications, organizations, Web sites, and other resources exist as described in the book, and all have been verified. The authors and Prufrock Press, Inc., make no warranty or guarantee concerning the information and materials given out by organizations or content found at Web sites, and we are not responsible for any changes that occur after this book’s publication. If you find an error, please contact Prufrock Press, Inc. We strongly recommend to parents, teachers, and other adults that you monitor children’s use of the Internet.

      Prufrock Press, Inc.

      P.O. Box 8813

      Waco, Texas 76714-8813

      (800) 998-2208

      Fax (800) 240-0333

      http://www.prufrock.com

      Contents

      Series Preface

      Introduction

      Curriculum Compacting: Definitions and Steps

      for Implementation

      Defining Curriculum Compacting

      How to Use the Compacting Process

      Eileen: A Sample Compactor Form

      Providing Support for Teachers

      to Implement Compacting

      Examining Curricular Alternatives

      Assessing Students’ Interests

      Interest Centers

      Research on Curriculum Compacting

      Advice From Successful Teachers

      Who Implement Compacting

      Summary

      Frequently Asked Questions and Answers

      About Curriculum Compacting

      Resources

      Language Arts Web Sites

      Math and Science Web Sites

      Social Studies Web Sites

      Contests and Competitions Web Sites

      References

      Series Preface

      The Practical Strategies Series in Gifted Education offers teachers, counselors, administrators, parents, and other interested parties with up-to-date instructional techniques and information on a variety of issues pertinent to the field of gifted education. Each guide addresses a focused topic and is written by scholars with authority on the issue. Several guides have been published. Among the titles are:

      Acceleration Strategies for Teaching Gifted Learners

      Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students

      Enrichment Opportunities for Gifted Learners

      Independent Study for Gifted Learners

      Motivating Gifted Students

      Questioning Strategies for Teaching the Gifted

      Social & Emotional Teaching Strategies

      Using Media & Technology With Gifted Learners

      For a current listing of available guides within the series, please contact Prufrock Press at (800) 998-2208 or visit http://www.prufrock.com.

      Introduction

      In order to accommodate for the needs of students across so many different levels of academic achievement, many teachers have adopted a variety of within-classroom strategies collectively referred to as differentiated instruction. Differentiation is an attempt to address the variation of learners in the classroom through multiple approaches that modify instruction and curricula to match the individual needs of students (Tomlinson, 2000). Tomlinson (1995) emphasized that, when teachers differentiate the curriculum, they stop acting as dispensers of knowledge and instead serve as organizers of learning opportunities. Differentiation of instruction and curricula suggests that students can be provided with materials and work of varied levels of difficulty with scaffolding, diverse kinds of grouping, and different time schedules (Tomlinson, 2000).

      Renzulli (1977a, 1988; Renzulli & Reis, 1997) defined differentiation as encompassing five dimensions: content, process, products, classroom organization and management, and the teacher’s commitment to change him- or herself into a learner, as well as a teacher. The differentiation of content involves adding more depth to the curriculum by focusing on structures of knowledge, basic principles, functional concepts, and methods of inquiry in particular

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