Defining Goals and Outcomes
The first of three phases of the compacting process consists of defining the goals and outcomes of a given unit or segment of instruction. This information is readily available in most subjects because specific goals and outcomes can usually be found in teachers’ manuals, curriculum guides, scope-and-sequence charts, and some of the new curricular frameworks that are emerging in connection with outcome based education models. Teachers should examine these objectives to determine which represent the acquisition of new content or thinking skills as opposed to reviews or practice of material that has previously been taught. The scope and sequence charts prepared by publishers, or a simple comparison of the table of contents of a basal series will provide a quick overview of new as opposed to repeated material. A major goal of this phase of the compacting process is to help teachers make individual programming
decisions; a larger professional development goal is to help teachers be better analysts of the material they are teaching and better consumers of textbooks and prescribed curricular material.
Identifying Underachieving Students for Compacting
The second phase of curriculum compacting is identifying students who have already mastered the objectives or outcomes of a unit or segment of instruction that is about to be taught. Many of these students have the potential to master new material at a faster than normal pace; and knowing one’s students well, is, of course, the best way to begin the assessment process. Standardized achievement tests can serve as a good general screen for this step because they allow us to list the names of all students who are scoring one or more years above grade level in particular subject areas.
Being a candidate for compacting does not necessarily mean that a student knows all of the material under consideration. Therefore, the second step of identifying candidates consists of finding or developing appropriate tests or other assessment techniques that can be used to evaluate specific learning outcomes. Unit pretests, or end-of-unit tests that can be administered as pretests are appropriate for this task, especially when it comes to the assessment of basic skills. An analysis of the pretest results enables the teacher to document proficiency in specific skiffs, and to select instructional activities or practice material necessary to bring the student up to a high level on any skill that may need some additional reinforcement.
The process is slightly modified for compacting content areas that are not as easily assessed as basic skills, and for students who have not mastered the material, but are judged to be candidates for more rapid coverage. First, students should understand the goals and procedures of compacting, including the nature of the replacement process. Underachieving students often regard compacting as a bargain as they may able to compact out of a segment of material that they already know (e.g., a unit that includes a series of chapters in a social studies text) and the procedures for verifying mastery at a high level should be specified. These procedures might consist of answering questions based on the chapters, writing an essay, or taking the standard end-of-unit test. The amount of time for completion of the unit should be specified, and procedures such as periodic progress reports or log entries for teacher review should be agreed upon.
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