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

by Sally M. Reis, Joseph S. Renzulli, Frances A. Karnes

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

Genres: Teaching

72 pages, Paperback

First published January 1, 2005

About the author

Sally M. Reis, Ph.D., is a professor and the Department Head of the Educational Psychology Department in the University of Connecticut Neag School of Education. She was awarded the Distinguished Service Award and named a Distinguished Scholar by the National Association for Gifted Children.

Reviews

[Caitlin · Rating 2 out of 5]

The authors provide an argument for differentiating the content and pacing for students who have either mastered the objectives of a learning unit or require more support in achieving said objectives. While they provide a worksheet for determining how to compact a unit, they do not really explain any strategies beyond pretesting for identifying students who should receive the modified curriculum nor how to identify activities for these students. They also do not discuss how to present additional activities to students. Students who are good at school may resent the additional work, especially if this work is not being graded as the authors suggest. While this book could serve as a primer for teachers who have never heard of differentiated learning or compacted curriculum, I doubt it could be used to actually achieve this objective.

[Barbara Lovejoy · Rating 4 out of 5]

I really like this concept of curriculum compacting...and this book is a fabulous resource.