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+Part 2: Resources for Compacting the Math Curriculum
+Step One: Pre-Assess
Give the pre-assessment to
help you determine if
certain students have mastered any of the learning
targets
Students need to know what the test is for! (Low stakes)
+Pre-assessments in Focused Instruction
Have you used the pre-assessments in focused instruction? What did you do with the data?
What was useful about the pre-test? What was problematic? Where are they?
https://staff.mpls.k12.mn.us/Depts/tl/Pages/Elementary-Guides.aspx
+Step Two: Identify Mastery and Group
+Other evidence to consider..
Compacted GROUP
Regular Group
Slower to grasp concept and skills
Is more more comfortable with concrete (vs. more
abstract) thinkingPoor performance on
standardized testsMore engaged with target
level assignments
Rapid concept and skill acquisitionConsistently finishes tasks quickly and accuratelyExcellent standardized test performanceAffective Considerations: Boredom, daydreaming, creative diversions can indicate a need for greater challenge
+
Poor evidence for
changing groups
Working slowly at mastery tasks (perfectionism) Complaining the
work is too hard (lacking self-
efficacy)
Behavior Issues (need for attention)
Difficulty with independent
problem solving (need for skills)
Parental pressure (Note that when
advanced learners face
challenge for the first time, it can be emotionally
upsetting)
Struggles with specific problem solving (multiple intelligences and learning styles)
+Step Three: Design and Align Replacement Activities
Minnesota’s Unique State
Standards in Mathematics
Anchor Activities
Extension Lessons for Small Group Instruction
Games and Explorations
+What is an Anchor Activity?
Immediate engagement
after the launch
Work to return to when…
Work to show my problem solving skills
Autonomy, independence, and choice
+
Anchor activities: choice boards, task cards, projects
Open Questions
Parallel Tasks
Product Development
+ Extension Lessons for Small Group Instruction
Aligned with
every 2-6
Lessons from Core
Aligned with the
same learning targets as the Core
Pulled from NCTM, M3, and other resources, purchased
for your school and found in your professional library
+A Variety of Games and Explorations for Addressing Student Interest and Choice
Aligned with the unit as a whole
Can be used for homework,
additional anchor activities, and enrichment.
Include paper-based and online
materials…
+Where do we find these resources?
https://staff.mpls.k12.mn.us/Depts/tl/Pages/Curriculum-Guides.aspx
+WATCH VIDEO #2
THEN DEBRIEF…
How would you organize these resources to introduce your advanced students to math compacting?
Which would you focus on? Which might you exclude? How might you teach students to work with these resources?