Curriculum Compacting by: Kimberly Kode Sutton

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Is it practical to expect teachers to tailor instruction to meet the needs of gifted students when many teachers are already taxed by trying to differentiate curriculum for exceptional education students? It seems an impossible task, but teachers can create a learning environment that allows all students to better develop their abilities and interests. The secret is to offer easily manageable alternative learning experiences (Winebrenner, 1994). One such strategy is curriculum compacting, which is described in this article. It allows teachers to test students on upcoming material to avoid teaching them what they already know.

Grades
  • Middle
Publication Date
1/1/2001

Community ActivitySaved in 36 Libraries

Reviews (2)
  • on Sat Nov 12, 2016 1:48 PM

Kimberly Sutton does an excellent job explaining Curriculum Compacting. Her experience with a very mixed group of students has given her expertise in meeting the needs of varied learners. In the article, Sutton clearly explains the process of curriculum compacting. It was easy to follow. She included pros and cons. Additionally, she included the contracts and forms that help to make the program a success. She nailed it when she stated it takes time and effort, but the advantage is a classroom geared for all students actively engaged in learning. It was obvious that Sutton's classroom environment would be conducive for all students to feel success.

Cara Cook
Cara Cook

  • on Sat Aug 20, 2011 11:30 AM

This well-thought out and detailed article will help you to incorporate curriculum compacting into your class to better meet the needs of gifted learners. The author includes a detailed student contract and explains exactly how the process works. You won't have to do much, if any, tweaking to implement compacting in your course.

Patricia McGinnis  (Pottstown, PA)
Patricia McGinnis (Pottstown, PA)


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