2. The Holland Opus “I have not met any students who do not want to learn. What we as teachers need to do is to find ways for them to show us what they are learning and to help them connect what they want to learn with what they are expected to learn. Also, we must trust that our students are learning. Therefore, it is imperative that we make our trust that they are learning obvious to them: we give them choices, and we trust the choices they make.”

3. Goal of Compacting and Differentiation To develop the ability to persist with hard work when the learning tasks are challenging Consistent opportunities to learn that hard work and significant effort lead to learning success, rather than simply one’s inherent advanced abilities. Less pressure on always being perfect. Increased student engagement.

4. Compacting Definition To “compact” the curriculum is to give students full credit before you teach the content for what they already know. With new content, we compact by allowing advanced students to move at a faster pace. During “Choice Time” students work on extension activities or projects.

5. Differentiation Definition To differentiate learning, we adjust content, the learning processes, the types of products that are created, and the learning environment through different expectations, places to do work and assessment practices.

6. Motivation and Productivity Gifted students resist work that is repetitive and beneath their learning level. They will stretch themselves to do challenging work if they are convinced They will not have to do more work than their classmates. Their advanced work will not lead to lower recorded marks.

7. Compacting Content Already Mastered Spelling, vocabulary, handwriting, math computation, other basic skills. Students pre-test to receive full credit up front; spend class time working on extensions. Grades come from required curriculum; extensions receive “credit” but grades should not lower student’s average. “Most Difficult First” and “Pre-tests.”

8. Faster Pacing Through New Content Use study guides (student unit outlines) and extension menus. Excuse students from doing work related to required curriculum as long as they do well on the assessments. Students work on extension activities instead- in class. Experience same assessments as the class. Grades come from combination of assessments and independent study work.

9. Legacy Study Unit Be prepared to: 1. Demonstrate a personal understanding of “legacy” through journal reflection (i.e.. Freewrites, leading questions, application questions etc.) 2. Demonstrate an understanding of short story elements using “A Secret Lost in Water” and “Soul Catcher.” 3. Application of theme to short story texts using essay format. Checkpoint: ________________: Assessment for 1-2 4. Demonstrate an understanding of the elements of film using “Les Miserables” 5. Apply an understanding of theme in film through physical representation. 6. Demonstrate an understanding of poetic devices using the poems _________ Checkpoint: _____________________Assessment 1-6 7. Demonstrate an understanding of elements of a Shakespearian Tragedy using Macbeth. 8. Demonstrate an understanding of poetic devices using Macbeth. 9. Application of theme to drama using essay format. Checkpoint: _____________________Assessment 1-9 10. Demonstrate an understanding of elements of non-fiction (speech, article, etc) 11. Identify theme in non-fiction using visuals Checkpoint: ______________: Final Assessment 1-11

10. Related Issue #1 Performance Task Assessment Specific Outcome (Knowledge and Understandings) 1. SO 2.4 2. SO 2.5 3. SO 2.6 Etc. Performance Task Assessment - Checkpoint: Outcomes 2.4-2.6 - Checkpoint: Outcomes 2.4-2.8

11. Extensions and Enrichment Extensions related to regular curriculum Opportunities for independent study Connections to students’ personal interests within the subject area parameters

12. Cooperative/Group Learning Students experiencing differentiation work together in their own groups on advanced content in cooperative learning experiences. Tutoring or helping others learn should be limited and voluntary. Avoid group grades; use other methods for grading the cooperative learning assignments.

13. View a film that has or had been nominated for an academy award. Create a visual representation of the film centered around the theme of legacy. Be sure to include a rationale for your choices. Create a poetry anthology consisting of and even distribution of classical poetry and contemporary poetry revolving around the theme of legacy. Include an analysis of at least five of the poems in the anthology. Research someone in your community who has left a legacy. (Their name is on a recreational center or a school). Write a Come to a conclusion as to what lasting impact this person has had on your community and why his/her actions have been so noteworthy. Create a website centered around legacies. Include both positive and negative examples. The purpose of this site is to educate people your age about legacies, what they are/what impact they have on others. You can include fictional examples as well as examples of real people. student choice

14. Steps for Implementing Curriculum Compacting 1. Teacher identifies required content all students must master. 2. Teacher prepares pre-assessment and extension materials. 3. Students are allowed to briefly examine the upcoming content. 4. Students may volunteer to take a pre-test to demonstrate their previous mastery of upcoming content.

15. Steps for implementing cont… 5. Eliminate practice, drill, and instructional time for students when teaching concepts. 6. Expect students to participate in direct instruction when concepts they have not mastered are being taught. 7. If pre-testing is not possible because content is new, streamline instruction of required content so eligible students con still spend part of the learning time on extension activities.