Compacting

Teachers compact curricula to avoid re-teaching already mastered concepts. Instructional repetition disrupts the learning process for "gifted and talented" students. Compacting involves assessing student understanding prior to instruction, and being prepared to provide a more challenging learning experience that appeals to student interests.

According to Renzulli and Reis 1992 and Rogers 2002, compacting can eliminate up to 50% of the general curriculum in the top (10-15%) and 80% in the top (3%) of gifted and talented students.

Pre-Assessment Strategies Include:

Correct responses to 5 most difficult Questions

Formal Interview

Graphic Illustrations of knowledge, experience, interest

Mind map illustrating content relations

Informal Discussions

Past performance

Observations

Unit Tests/ Quizzes

Online Sources:

The Twice Exceptional:

Think TAC toe:

NEAG Center for the Gifted and Talented

Modifications in maths and science

Research Articles

Coleman, M. (2003). Exploring Secondary Options: Four Variables for Success. Gifted Child Today, 26(1), 22-24.

Stamps, L. S. (2004). The Effectiveness of Curriculum Compacting in First Grade Classrooms. Roeper Review, 27(1), 31.

Reis, S. M., & Renzulli, J. S. (1992). Using Curriculum Compacting to Challenge the Above-Average. Educational Leadership, 50(2), 51-57.

Rogers, K.B. (2002). Reforming gifted education. Great Potential Press Inc. Scottsdale AZ.



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