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Lori Voss-Schoonover

JCCC MATH 116


Intermediate Algebra

Curriculum Compacting

Purpose/Focus:
Students placed in Intermediate Algebra are only one class away from College Algebra, the first class
that would count toward a college degree. Typical enrollees do not have sufficient content knowledge
and might not have adequate study skills. Occasionally, I have a student who has seen the required
content, but tested poorly or did not prepare for the placement exam. This student likely needs to
solidify content knowledge, but does not require a full 16 week semester of review. Instead of spending
the entire course on pace with the rest of the class, this student could complete enrichment projects
depending on their interests. The student would still be expected to complete the final exam with the
class to verify sufficient content knowledge, but through the semester could spend units working on
projects which fit their interests and perhaps other classes better.
Instructional Groupings
Whole Group
Homogeneous
Small Group
Heterogeneous
Peer Partners
Individual

Readiness

Student Learner Elements


Interest

Differentiation
Content
Process
Product

Learning Profile

Pre-Assessment:
Pre-assessment is a fundamental part of curriculum compacting. As curriculum compacting allows an
individual student to work on their own content or product with their own process, instructors must
know exactly what skills the student already knows and what the student must still learn. Preassessment should be formal and take into account student readiness, interests, and learning profile.

Results of This Lesson:


Students will KNOW (basic facts and essential information)
Their learning profile, how they learn best, and subjects which interest them
How to access additional resources to serve them in future math classes
Particular contacts on campus to support in depth learning of their interests
Students will UNDERSTAND (principles, generalizations, and big ideas)
All required material for the course
Additional related information that pertains to their enrichment activities
Students will BE ABLE TO (essential skills, observable and measurable outcomes)
Relate mathematics topics to other subjects
Demonstrate competency in Math 116 content by passing the final exam
Manage their schedule to allow sufficient time for success

Differentiation Strategy:
Curriculum Compacting allows advanced learners to avoid spending time in class repeating the
acquisition of knowledge they already have. For students in Math 116 who tested poorly or need less
time to review content than the full 16 week course, curriculum compacting allows for independent,
individualized learning that can enrich their knowledge of mathematics and relate mathematics to other
content areas which interest them. The three steps an instructor typically use to compact out a student
include pre-assessment, identifying students who are eligible for compacting, and then an individual
plan tailored to the student and their interests.
Assignments for students who compact out will vary according to the student. These assignments could
be differentiated according to process, product, or content as the student should already have some
experience with the content of Math 116 before compacting. In this scenario, I would expect the
student to still spend some time on class content, but less than the typical student. After the student
completes the required content, I could work with them to create and complete an enrichment
assignment.

When to Use This Strategy


(e.g., introducing a topic, group work, individual work, culminating learning activity)

Using curriculum compacting can happen at any point in a semester, but the opportunity typically only
presents itself after a student has shown extensive knowledge and the instructor suspects improper
placement in Math 116. For that student, we could spend some time reviewing course content at a
faster pace and then cooperatively determine an enrichment project which might help the student make
connections across multiple subject areas.

Problems/Challenges with This Strategy


Choose at least one, and describe how you might overcome the possible challenges.

For students in their first or second semester, the college environment provides its own significant
challenges. Many students are not used to being primarily accountable to themselves and could need
additional support to help manage time or assignments. A student might enter Math 116 and expect an
easy A because they already know the material. It would be up to the student if they wanted to
compact but they must be prepared to continue learning. A point could be made that theyre paying for
the class, they might as well get something out of it, but theres a possibility that they still wont want to
have an individualized activity. At that point, it is the discretion of the student that needs to be honored.

Strategy Evaluation
What are you trying to accomplish? How will you know the strategy is working?

Curriculum compacting is effective when the student gains knowledge beyond the standard curriculum
for the course. Students who compact out of a class should still pass assessments covering the same
material as the rest of the students enrolled, but their schedule and products may be significantly
different. This allows the student to avoid boredom and disengagement and the instructor to minimize
distractions for other learners who need more extensive content coverage. For a compacting student at
a community college, the student may be able to incorporate mathematics ideas into projects for other
classes. Teaching students to make connections across classes is a significant part of college.

Additional Instructor Resources


Curriculum Compacting Presentation: https://www.youtube.com/watch?v=laleoY38GvE
Curriculum Compacting Presentation Resources:
https://drive.google.com/drive/folders/0B4Lca3eKCmb-LXJDT3JkYVQtZXM?usp=sharing
About Curriculum Compacting from National Association for Gifted Children:
https://www.nagc.org/resources-publications/gifted-education-practices/curriculumcompacting

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