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3.3.3 Supporting the Needs of All Students: Curriculum Compacting
Research has shown that many gifted students spend their time in school with content they have already mastered. Differentiation seems difficult and teachers may be unsure of where to start. In this session, the presenters will share easy steps to implement compacting, along with personal examples of how they have used it in their classrooms in multiple content areas. Participants will walk away with a clear understanding of compacting, steps to implement it, and ideas for what to do with the compacted time.
Author(s):
Kelly Miller
kelly.miller@acps.k12.va.us
Alexandria City Public Schools
United States
Kelly Miller is currently a 6th grade teacher in Alexandria City Public Schools, Virginia. Kelly holds a master's degree in Elementary Education from Marymount University, Virginia and a certificate in Gifted Education from the College of William and Mary. In addition to teaching, Kelly also serves as the Young Scholars lead teacher at her school.
Stacy Hayden
stacy.hayden@uconn.edu
University of Connecticut
United States
Stacy M. Hayden is a second-year doctoral student in the Giftedness, Creativity, and Talent Development program at the University of Connecticut. Stacy received her B.S. in Elementary Education (2012) from Radford University. She is a graduate of the UConn Three Summers Program where she received her M.A. in Giftedness, Creativity, and Talent Development (2016). Prior to coming to UConn, Stacy taught gifted students and coordinated the Young Scholars Program in Alexandria City Public Schools. Virginia. Her research interests include equity, pre-identification programs, and college honors programs.
