Curriculum Compacting E-Learning Module Part 3
- 1. + Part 3: Curriculum Compacting in the Math Workshop Working with heterogeneous classrooms; meeting the needs of the range of learners
- 2. A Typical 60-90 minute + differentiated math block: Launch: Introduce skill/concept to whole class (10-15 minutes) Summary: Whole class reflection; Connect to skill/concept of launch (10-15 minutes) Compacting Group Anchor Activities Regular Group: Extended Instruction (15-20 minutes) Compacting Group: Confer or small group instruction Regular Group: Learning activities (15-20 minutes)
- 3. Some examples of a “Week at a Glance” for Students Receiving Compacting… + Mon Tue Wed Thurs Fri EXAMPLE #1 Anchor Activities and Conferring Anchor Activities and Conferring Extension Lesson Independent or group work from extension lesson + Anchor Activities and Conferring Extension Lesson + Independent or group work from extension lesson EXAMPLE #2 Guided ExplorationWhole Class Extension Lesson + Independent or group work from extension lesson Independent or group work from extension lesson + Anchor Activities and Conferring Anchor Activities and Conferring Anchor Activities and Conferring EXAMPLE #3 Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Anchor Activity + Extension Lesson + Independent or group work from extension lesson Guided ExplorationWhole Class
- 4. + Folders and Resources Small Group Instruction/ Conferring Small Group Instruction/ Conferring Meeting Area Compacting Group Materials Computers Regular Group Small Group Instruction/ Conferring Regular Group Small Group Instruction/ Conferring Struggling Learners What might your differentiated math classroom look like?
- 5. + This means SMALL GROUP INSTRUCTION IN MATH It also means building autonomy in ALL your students so you are free to work with different groups at different times.
- 6. + Thinking this through… If advanced learners need ANCHOR ACTIVITIES … games and explorations… while you are working with other students… What anchor activities do your other students need? What sorts of things could these be?
- 7. + What games, manipulatives, and practice activities can you make available to your whole class as anchor activities?
- 8. + Watch Video #3 Then debrief… What would you need to work on first to make this model work in your classroom? How would you build autonomy in students so that they can function in differentiated groups (the way they do during reader’s workshop, for example)?