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Combating Underachievement in Gifted Students Through Social-Emotional Training and Development

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When gifted and talented students do not perform at their ability level, they can become academically and social-emotionally lost.

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On February 19, 2023, over forty SENG members came together from places as far as Singapore and the Netherlands to meet with us here in the United States virtually via Facebook Live to accomplish the goal of creating a safe space where we could be curious and begin to ask tough questions centered around diversity, equity, inclusion and belonging without judgment. Two of the biggest questions that came out of our virtual conversation were: 1. How do we begin to help our older children understand that they can make a positive impact despite the social and emotional unrest happening in the world today? 2. Where can we find additional resources to help our older children further develop their drive to take action in their communities when it comes to addressing the issues they face regarding diversity, equity, inclusion, and belonging? I am excited to write that over the last six months, several of us have continued to add to our original conversion. Answers, thus far, cover a range of different perspectives. Many have shared that it is important to recognize that gifted students possess so many unique abilities and talents that set them apart from their peers. As a member of our SENG National Board of Directors, veteran GATE educator for over 30+ years, and mother raising two older children identified as gifted, I would like to add to the conversation by sharing what I have experienced in my classroom environment. For the past six months, I have had the opportunity to work with over 800 students in the areas of GATE and STEM and to really focus on trying to get our two main questions answered. I have noticed that when it comes to our gifted students, their remarkable skills often go unnoticed by both themselves and their fellow classmates. When asked if they know the crucial role they play in shaping the classroom environment and ultimately having the potential to make a profound impact on the world, many of my students-- including my own children-- reported that they were unaware of their positive influence. In fact, students reported that they did not even begin to think about their impact until they were assigned the Senior Global STEM Projects in which they had to design and share a project that showed their understanding of human impact on the world. This intrigued me on so many different levels as I began to realize that my students were unaware that their potential to create a positive impact on the world went so much further beyond their academic assignments. During my observations, I noticed that gifted students brought several valuable attributes to our learning environment. Some of the attributes included:

I want to take a moment to thank all of my wonderful students and each of our committed SENG members for taking the time to discuss ways to unleash unrecognized potential and help gifted students in the classroom recognize their positive impact! I hope that this article serves as an encouragement for us all to keep on going as we come together to talk more about diversity, equity, inclusion, and belonging.

Encourage Self-Reflection

Parents and educators should encourage gifted students to reflect on their strengths, talents, and contributions to the classroom. Self-awareness can boost their confidence.

Mentorship and Role Models

Parents and educators can provide individualized support and challenging opportunities tailored to each gifted student's needs, helping them realize their unique potential.

Recognition and Validation

Parents and educators should actively recognize and validate the contributions of gifted students, ensuring they feel valued for their efforts.

________________________________________________________

On February 19, 2023, over forty SENG members came together from places as far as Singapore and the Netherlands to meet with us here in the United States virtually via Facebook Live to accomplish the goal of creating a safe space where we could be curious and begin to ask tough questions centered around diversity, equity, inclusion and belonging without judgment. Two of the biggest questions that came out of our virtual conversation were: 1. How do we begin to help our older children understand that they can make a positive impact despite the social and emotional unrest happening in the world today? 2. Where can we find additional resources to help our older children further develop their drive to take action in their communities when it comes to addressing the issues they face regarding diversity, equity, inclusion, and belonging? I am excited to write that over the last six months, several of us have continued to add to our original conversion. Answers, thus far, cover a range of different perspectives. Many have shared that it is important to recognize that gifted students possess so many unique abilities and talents that set them apart from their peers. As a member of our SENG National Board of Directors, veteran GATE educator for over 30+ years, and mother raising two older children identified as gifted, I would like to add to the conversation by sharing what I have experienced in my classroom environment. For the past six months, I have had the opportunity to work with over 800 students in the areas of GATE and STEM and to really focus on trying to get our two main questions answered. I have noticed that when it comes to our gifted students, their remarkable skills often go unnoticed by both themselves and their fellow classmates. When asked if they know the crucial role they play in shaping the classroom environment and ultimately having the potential to make a profound impact on the world, many of my students-- including my own children-- reported that they were unaware of their positive influence. In fact, students reported that they did not even begin to think about their impact until they were assigned the Senior Global STEM Projects in which they had to design and share a project that showed their understanding of human impact on the world. This intrigued me on so many different levels as I began to realize that my students were unaware that their potential to create a positive impact on the world went so much further beyond their academic assignments. During my observations, I noticed that gifted students brought several valuable attributes to our learning environment. Some of the attributes included:

I want to take a moment to thank all of my wonderful students and each of our committed SENG members for taking the time to discuss ways to unleash unrecognized potential and help gifted students in the classroom recognize their positive impact! I hope that this article serves as an encouragement for us all to keep on going as we come together to talk more about diversity, equity, inclusion, and belonging.

Encourage Self-Reflection

Parents and educators should encourage gifted students to reflect on their strengths, talents, and contributions to the classroom. Self-awareness can boost their confidence.

Mentorship and Role Models

Parents and educators can provide individualized support and challenging opportunities tailored to each gifted student's needs, helping them realize their unique potential.

Recognition and Validation

Parents and educators should actively recognize and validate the contributions of gifted students, ensuring they feel valued for their efforts.

________________________________________________________

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Unleashing Unrecognized Potential: Helping Gifted Students in the Classroom Recognize Their Impact

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By: Denise Michele Hicks, YSBH EdS PMP On February 19, 2023, over forty SENG members came together from places as far as Singapore and the Netherlands to meet with us here in the United States virtually via Facebook Live to accomplish the goal of creating a safe space where we could be curious and begin to ask tough questions centered around diversity, equity, inclusion and belonging without judgment.

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Maybe it sounds like the highs and lows of some other mental health issues. Maybe you're worried about me right now as you read this. I assure you, I'm okay. Giftedness and I are very old friends. I first heard the g word in Kindergarten when I was barely five years old. It followed me around like a phantom, taking on various forms through the years - sometimes it was a teacher's idea that I should be making all A's; other times it was the freedom to develop independent research projects. It was why I needed big books on lots of things, and it was also why certain movies rattled me so badly I cried for days. As an adult, though, the phantom of giftedness - that foggy knowing and not knowing of what it was - has come a bit more in focus.

What I know about being gifted now, as an adult, is that for me it is a quest, a magnetic north whose name is Sacred. I am drawn towards the sacred the way water is drawn to oceans. I am hunting it always. I want to find the sacred in friendships, work, coffee, reading, music, whatever. An inward drive towards the deeper, richer, more complex, more beautiful, more curious keeps me sweeping the world with some kind of unintentional radar-looking, looking, looking--for the blip of Sacred so I can follow it. Have you ever seen the movie Waking Life ? That scene where the two characters are in the bar, talking about the "holy moment"? That's what I'm talking about. I'm on a quest for the "holy moment" forever.

________________________________________________________

Kristy Peloquin is a poet, nonprofit professional, and avid dreamer. After earning her MFA in poetry and creative writing from Texas State University, she began working for the Texas Holocaust and Genocide Commission as their first-ever staff member. After her time with THGC, Kristy went on to serve as Adjunct Assistant Professor of English with Austin Community College for over eight years, during which time she was nominated multiple times for awards in teaching and published several works. In addition, Kristy also created therapeutic creative writing programs for a grief and loss counseling center. In 2018, Kristy published a book of poetry entitled Adrift which explores the complexities of secondary trauma on individuals and society. In 2021, Kristy founded Class Libre, a nonprofit organization dedicated to providing informal, accessible humanities education for adults. She's currently working to grow Class Libre, polishing her fundraising skills in an historic preservation organization, and making progress on a second graduate degree. Her second book of poems, Of No People, is forthcoming.

Maybe it sounds like the highs and lows of some other mental health issues. Maybe you're worried about me right now as you read this. I assure you, I'm okay. Giftedness and I are very old friends. I first heard the g word in Kindergarten when I was barely five years old. It followed me around like a phantom, taking on various forms through the years - sometimes it was a teacher's idea that I should be making all A's; other times it was the freedom to develop independent research projects. It was why I needed big books on lots of things, and it was also why certain movies rattled me so badly I cried for days. As an adult, though, the phantom of giftedness - that foggy knowing and not knowing of what it was - has come a bit more in focus.

What I know about being gifted now, as an adult, is that for me it is a quest, a magnetic north whose name is Sacred. I am drawn towards the sacred the way water is drawn to oceans. I am hunting it always. I want to find the sacred in friendships, work, coffee, reading, music, whatever. An inward drive towards the deeper, richer, more complex, more beautiful, more curious keeps me sweeping the world with some kind of unintentional radar-looking, looking, looking--for the blip of Sacred so I can follow it. Have you ever seen the movie Waking Life ? That scene where the two characters are in the bar, talking about the "holy moment"? That's what I'm talking about. I'm on a quest for the "holy moment" forever.

________________________________________________________

Kristy Peloquin is a poet, nonprofit professional, and avid dreamer. After earning her MFA in poetry and creative writing from Texas State University, she began working for the Texas Holocaust and Genocide Commission as their first-ever staff member. After her time with THGC, Kristy went on to serve as Adjunct Assistant Professor of English with Austin Community College for over eight years, during which time she was nominated multiple times for awards in teaching and published several works. In addition, Kristy also created therapeutic creative writing programs for a grief and loss counseling center. In 2018, Kristy published a book of poetry entitled Adrift which explores the complexities of secondary trauma on individuals and society. In 2021, Kristy founded Class Libre, a nonprofit organization dedicated to providing informal, accessible humanities education for adults. She's currently working to grow Class Libre, polishing her fundraising skills in an historic preservation organization, and making progress on a second graduate degree. Her second book of poems, Of No People, is forthcoming.

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By Kristy Peloquin. I'm gifted, so my prevailing theory of myself goes. When I hear the word, I think - I am not special, accomplished, extraordinary, famous, rich, leading a nation, discovering the cure for cancer, solving the climate crisis, winning Olympic medals, and on and on my list of things I'm not mounts into the sky, my towering stack of ungiftedness wavering into the stratosphere.

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By Dr. Nicole Tetreault.

I believe that compassion is the pillar for effective communication, and is essential in growing your emotional intelligence. Compassion arises from tender acceptance centered in non-judgment and can also be thought of as an empathetic, conscious effort to relieve the suffering of another.

In my work, I have identified five principles for compassionate communication that can help you bring those mirror neurons in your brain online. They are:

1. Practice Mindful Listening : Oh boy, this is a challenge for all of us! Much of the time as someone else is talking we are preparing what we are going to say. Listen, and don't plan what you will say. When you listen fully, you may be joyfully surprised how much more "in sync" you really are with others.

3. Practice Focusing on Yourself: This doesn't mean to be selfish... recognize that your experience of the world is personal to you, while others may have different experiences, thoughts, feelings, background, or perspective. When you speak, acknowledge that you are speaking only from your perspective, experiences and behaviors. Importantly, do not speak for others or make assumptions about others' experiences. Try leading with phrases like: "I feel..." or, "In my experience..." By acknowledging your perspectives as personal to yourself, you make room for others to speak and encourage connection. You might even learn something!

I hope that these principles and practices of compassionate communication will be of benefit to you and your loved ones.

" Our task must be to free ourselves... by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty. "

________________________________________________________

I am a neuroscientist, writer, meditation teacher, and speaker. I specialize in neurodevelopment and neurodegenerative disorders and translate the promise of neuroscience and positive psychology for individuals to live the best quality of life. I am dedicated to enhancing lives through a holistic approach that integrates development of positive thought processes, cultivation of self-compassion and awareness of bodily sensations with our environment.

My mother's diagnosis of Parkinson's disease (PD) propelled me to study and research PD, launching my lifelong dedication to broad scientific training in neuroscience, physiology and behavior at UC Davis, UCLA and Caltech. My latest research efforts focus on the neurodiversity, which encompasses the brain and body experiences of unique thinkers.

I am a scientist and writer who knows "both sides" of the knowledge I have gained through my research studies; I am both a passionate intellectual and a devoted caregiver looking to help people I love. I firmly believe that a healthy body and healthy mind have to work in unity for each of us to reach our highest potential. My mission is to deliver accurate information so you can choose the best practices to live a happy and healthy life.

By Dr. Nicole Tetreault.

I believe that compassion is the pillar for effective communication, and is essential in growing your emotional intelligence. Compassion arises from tender acceptance centered in non-judgment and can also be thought of as an empathetic, conscious effort to relieve the suffering of another.

In my work, I have identified five principles for compassionate communication that can help you bring those mirror neurons in your brain online. They are:

1. Practice Mindful Listening : Oh boy, this is a challenge for all of us! Much of the time as someone else is talking we are preparing what we are going to say. Listen, and don't plan what you will say. When you listen fully, you may be joyfully surprised how much more "in sync" you really are with others.

3. Practice Focusing on Yourself: This doesn't mean to be selfish... recognize that your experience of the world is personal to you, while others may have different experiences, thoughts, feelings, background, or perspective. When you speak, acknowledge that you are speaking only from your perspective, experiences and behaviors. Importantly, do not speak for others or make assumptions about others' experiences. Try leading with phrases like: "I feel..." or, "In my experience..." By acknowledging your perspectives as personal to yourself, you make room for others to speak and encourage connection. You might even learn something!

I hope that these principles and practices of compassionate communication will be of benefit to you and your loved ones.

" Our task must be to free ourselves... by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty. "

________________________________________________________

I am a neuroscientist, writer, meditation teacher, and speaker. I specialize in neurodevelopment and neurodegenerative disorders and translate the promise of neuroscience and positive psychology for individuals to live the best quality of life. I am dedicated to enhancing lives through a holistic approach that integrates development of positive thought processes, cultivation of self-compassion and awareness of bodily sensations with our environment.

My mother's diagnosis of Parkinson's disease (PD) propelled me to study and research PD, launching my lifelong dedication to broad scientific training in neuroscience, physiology and behavior at UC Davis, UCLA and Caltech. My latest research efforts focus on the neurodiversity, which encompasses the brain and body experiences of unique thinkers.

I am a scientist and writer who knows "both sides" of the knowledge I have gained through my research studies; I am both a passionate intellectual and a devoted caregiver looking to help people I love. I firmly believe that a healthy body and healthy mind have to work in unity for each of us to reach our highest potential. My mission is to deliver accurate information so you can choose the best practices to live a happy and healthy life.

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Compassionate Communication; how do we practice?

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By Dr. Nicole Tetreault. I believe that compassion is the pillar for effective communication, and is essential in growing your emotional intelligence. Compassion arises from tender acceptance centered in non-judgment and can also be thought of as an empathetic, conscious effort to relieve the suffering of another.

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Director’s Corner: Holding Multiple Truths

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By Sylvia Bagley. I’ve been reflecting lately on how often we’re asked to hold multiple (competing) truths – that is, two or more realities that don’t seem like they should go together, yet do. “My child taught herself the times tables in first grade – and she cries uncontrollably at a paper cut.” “My teenager can ace all his classes without help – and he has no idea what he wants to do next with his life.” “My partner is so smart – and he drives me crazy with how disorganized he is.” “I love my

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How Can I Get it All Taught Using Compacting and Tiering for Student Success?

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How Can I Get it All Taught Using Compacting and Tiering for Student Success?

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For thousands of years, each generation has taken on the responsibility of educating the generation following. That younger generation has the added responsibility of building on the foundation of knowledge that they have been given. This method of educating the human race has been tried and true for thousands of years regardless of the background, culture, or national origin. It is an understood code of humanity.

What is not understood however, or even agreed upon is a method of passing this knowledge on to the next generation. Supporters of the â€œlearning stylesâ€ method of teaching, argue that each student has a different or preferred way of learning and when the educator utilizes tools that support that learning style to deliver that information, the student will not only absorb his new knowledge faster but will also be able to better retain it.

On the other hand, there are those who argue that there is no such thing as a distinctive â€œlearning styleâ€ for each student. The factors at play in the learning process are not necessarily â€œstylesâ€ in and of themselves but are actually expressions of each studentâ€™s distinct talents, abilities, or level of intelligence. Add to that, each student has different interests that may draw him or her to a particular topic or subject.

Whether youâ€™re a supporter of the learning style theory or not, it would still be worthwhile to get at least a basic fundamental knowledge of it so you can glean certain aspects that can be applied in the classroom.

What is a Learning Style?

The difference in a studentâ€™s abilities to learn is not a new concept. History shows that as far back as 334BC, even Aristotle recognized that each student is an individual with his own set of talents and skills. However, in recent years a new and more thorough understanding has emerged. According to Cortland Education:

â€œLearning styles can be defined, classified, and identified in many different ways. Generally, they are overall patterns that provide direction and learning and teaching. Learning styles can also be described as a set of factors, behaviors, and attitudes that facilitate learning for an individual in a given situation.â€

Basically, the learning style determines how a student will receive and retain the information taught. Each student has certain inborn tendencies that determine a particular style. It is important to note that a student is not limited to one particular style of learning but can switch between several different ones throughout the learning process. The more styles the teacher uses in the instructional process the better the information will be cemented into the studentâ€™s mind.

What are the Different Learning Styles?

The study of different learning styles has been around for many years and with each passing year of research new facts appeared. While there is still some discussion as to how many different learning styles there are, the major ones are listed below.

1. Visual learners often learn by observation and can recall things they have seen. They are good at following written instructions, enjoy reading, and are prolific note takers.

2. Auditory learners usually listen rather than take notes. To verify information they have heard, they are more likely to ask questions rather than refer to a book for the specific details. They are better at remembering what they have heard and can follow verbal instructions quite well. They have a tendency to repeat words aloud as a memorization strategy.

3. Kinesthetic learners are more physically inclined and learn mostly through hands on experience. They remember more when they are taught by example and can retain more information if they are allowed to teach someone else.

4. Tactile learners absorb information by touching and manipulating related objects. They are more inclined to use their motor skills when they are trying to retain information. These students need to have a physical connection to the topics they are studying.

5. Active learners are generally more impulsive than others. They are often identified as risk-takers and have a hard time sitting through long discussions or lectures. They prefer to work with a partner or a group and are very interpersonal.

6. Reflective learners prefer to meditate before doing. They learn by ruminating the information in their mind and then writing it down as a memorization technique. They tend to be more intrapersonal and spend most of their time alone contemplating their lessons.

7. Global understanding learners are intuitive in their learning process and tend to be more creative. They are not afraid to take risks and can draw conclusions very quickly. They are nonlinear thinkers that prefer to take information in large chunks rather than individual details.

8. Analytical or mathematical thinkers are very linear in their thought process. They lean towards a more logical progression of thought and can follow equations easily.

Why We Should Know How to Differentiate Between the Different Learning Styles?

Clearly, a teacher with a mixed class setting cannot provide individual instruction to every student with a different learning style. But, when a teacher can identify a studentâ€™s specific propensity towards a particular learning style they can modify the educational process so that the lesson can have more appeal to each student. The more inclusive a class setting is regarding learning styles, the more likely is that all students will benefit from the educational process.

How Do These Learning Styles Impact the Learning Process?

When a course is designed to take into account these different learning styles the results can be very rewarding. According to The W. A. Franke College of Business at Northern Arizona University:
â€œStudents whose learning styles are compatible with the teaching style of a course instructor tend to retain information longer, apply it more effectively, and have more positive post-course attitudes toward the subject than do their counterparts who experience learning/teaching style mismatches.â€
When teachers understand and recognize the unique differences between each of their students the percentage of success in the classroom can experience a dramatic increase.

Conclusion

The debate about whether a student has a learning style, learning preference, or a different type of intelligence will probably continue for some time. Still, there is one fundamental truth that all instructors from the past down to the present can agree on. Each student is unique in his own special way and taking those differences into account can help all educators change the face of education in even more ways in the future.

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For thousands of years, each generation has taken on the responsibility of educating the generation following. That younger generation has the added responsibility of building on the foundation of knowledge that they have been given. This method of educating the human race has been tried and true for thousands of years regardless of the background, culture, or national origin.

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Sally M. Reis
Joseph S. Renzulli
The National Research Center on the Gifted and Talented
University of Connecticut

As the dialogue about better ways to restructure our schools goes on, students still come to school each morning, and teachers still face the challenge of providing equitably for a broad array of differences in student abilities, interests, and learning styles. When we examine these student differences in juxtaposition to extensive differences in content, teaching styles, and teachers' personal traits, it is easy to realize that all teaching activities require a multitude of adjustments to accommodate the diversity of learning situations that can be found in any classroom. Just as teachers have experienced the frustration and the challenge of adjusting the curriculum for students who experience difficulty in learning, frustration also exists when we realize that for some students, a good deal of the material that is being taught has already been mastered, or could easily be mastered in a fraction of the time that may be required by other students. Discomfort inevitably develops for both teachers and students in these situations. Most teachers want to accommodate the special learning strengths of their above-average ability students, but are hampered by time constraints and the lack of a systematic approach for substituting more challenging work for regular classroom assignments. And students who are academically years ahead of their classmates often become frustrated because they are held accountable for daily requirements that are repetitious and unnecessary, and that often lead to boredom, underdeveloped study skills, and disenchantment with school in general.

Curriculum Compacting ¹ is an instructional technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Essentially, the procedure involves (1) defining the goals and outcomes of a particular unit or segment of instruction, (2) determining and documenting which students have already mastered most or all of a specified set of learning outcomes, and (3) providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student's time. Curriculum Compacting might best be thought of as organized common sense, because it simply recommends the natural pattern that teachers ordinarily would follow if they were individualizing instruction for each student. The specific steps for carrying out Curriculum Compacting in both basic skill and content areas will be described below.

One reason that so many average and above average students demonstrate mastery of the curriculum is because contemporary textbooks have been "dumbed down," a phrase used in 1984 by Terrel Bell, former secretary of education. Chall and Conard (1991) concur with Bell's assessment, documenting a trend of decreasing difficulty in the most widely used textbooks over a thirty-year period from 1945-1975. "On the whole, the later the copyright dates of the textbooks for the same grade, the easier they were, as measured by indices of readability level, maturity level, difficulty of questions and extent of illustration" (p. 2). Kirst (1982) also believes that textbooks have dropped by two grade levels in difficulty over the last 10-15 years. Most recently, Philip G. Altbach (1991), noted scholar and author on textbooks in America, suggests that textbooks, as evaluated across a spectrum of assessment measures, have declined in rigor.

Textbooks are a central part of any educational system. They help define the curriculum and can either significantly help or hinder the teacher. The "excellence movement" has directed its attention to textbooks in the past few years. American textbooks, according to the critics, are boring and designed for the lowest common denominator. They have been "dumbed down" so that content is diluted and "readability" is stressed. Textbooks have evolved over the past several decades into "products" often assembled by committees in response to external pressures rather than a coherent approach to education. Most important to many of the critics, textbooks do not provide the knowledge base for American schools in a period of reform, renewal and improvement. (p. 2)

Researchers have discussed the particular problems encountered by high ability students when textbooks are "dumbed down" because of readability formulas or the politics of textbook adoption. Bernstein (1985) summarizes the particular problem that current textbooks pose for high achieving students, "Even if there were good rules of thumb about the touchy subject of textbook adoption, the issue becomes moot when a school district buys only one textbook, usually at 'grade level,' for all students in a subject or grade. Such a purchasing policy pressures adoption committees to buy books that the least-able students can read. As a result, the needs of more advanced students are sacrificed" (p. 465). Chall and Conard (1991) also cite particular difficulties for the above-average student with regard to less difficult textbooks.

Another group not adequately served was those who read about two grades or more above the norm. Their reading textbooks, especially, provided little or no challenge, since they were matched to students' grade placement, not their reading levels. Many students were aware of this and said, in their interviews, that they preferred harder books because they learned harder words and ideas from them. Since harder reading textbooks are readily available, one may ask why they were not used with the more able readers, as were the easier reading textbooks for the less able readers. This practice of using grade-level reading textbooks for those who read two or more grades above the norms has changed little through the years, although it has been repeatedly questioned (see Chall, 1967, 1983). It would appear that, for various administrative reasons, that teachers do not use a reading textbook above the student's grade placement. The reason most often mentioned is really a question: If the third-grade teacher uses fourth grade books, what is the fourth-grade teacher going to do? (p. 111)

Further, Chall and Conard stress the importance of the match between a learner's abilities and the difficulty of the instructional task, stating that the optimal match should be slightly above the learner's current level of functioning. When the match is optimal, learning is enhanced. However, "if the match is not optimal [i.e., the match is below or above the child's level of understanding/knowledge], learning is less efficient and development may be halted" (p. 19). It is clear that the current trend of selecting textbooks which the majority of students can read is a problem for high ability students.

Recent findings by Usiskin (1987) and Flanders (1987) indicate that not only have textbooks decreased in difficulty, but also that they incorporate a large percentage of repetition to facilitate learning. Usiskin argues that even average eighth grade students should study algebra since only 25% of the pages in typical seventh and eighth grade mathematics texts contain new content. Flanders corroborated this finding by investigating the mathematics textbook series of three popular publishers. Students in grades 2-5 who used these math textbooks encountered approximately 40 to 65% new content over the course of the school year which equates to new material two to three days a week. By eighth grade, the amount of new content had dropped to 30% which translates to encountering new material once every one and one half days a week. Flanders (1987) suggests that these estimates are conservative because days for review and testing were not included in his analysis, and concludes, "There should be little wonder why good students get bored: they do the same thing year after year" (p. 22).

In light of the findings by recent researchers, a mismatch seems to exist between the difficulty of textbooks, the repetition of curricular material in these texts, and the needs of our high ability learners. These students spend much of their time in school practicing skills and learning content they already know. All of these factors may be causing our most capable children to learn less and proceed haltingly in their development, thereby creating or encouraging their underachievement. Many of these bright students learn at an early age that if they do their best in school, they will be rewarded with endless more pages of the same kind of practice materials.

Three treatment groups which received escalating levels of staff development were used to examine the most efficient but effective method for training teachers to modify curriculum. Teachers from a fourth set of classrooms served as a control group and therefore received no training. All treatment group teachers received videotape training and a book about the compacting process. Teachers in Treatment Group 2 also received approximately two hours of group compacting simulations conducted by an experienced trainer. The simulations developed by Starko (1986) have been a standard resource in this type of training. Treatment Group 3 received the same training as Group 2, but also had an additional 6 to 10 hours of peer coaching throughout the year, as suggested by Joyce and Showers (1983). Teachers in the control group continued normal teaching practices which did not include the use of Curriculum Compacting.

Treatment and control group teachers were asked to target one or two candidates in their classrooms for Curriculum Compacting, using a set of criteria outlined in the material provided by the research team. All targeted students in treatment and control groups were tested before and after treatment with out-of-level Iowa Tests of Basic Skills (ITBS). Next-grade-level tests were used to compensate for the "topping out" effect that is frequently encountered when measuring the achievement of high ability students.

Although space does not permit a detailed presentation of the descriptive and nonparametric statistical procedures that were used to analyze data from this study, a summary of important findings will be described, and the interested reader is invited to consult a comprehensive technical report that is available from The NRC/GT (Reis, et. al, 1992).

Additional findings are based on an examination of the efficiency and effectiveness of the compacting process and the various training paradigms provided to the three treatment groups. Ninety-five percent of the teachers in the study were able to identify high ability students in their classrooms, and to document individual student strengths. Eighty percent of the teachers were able to document the curriculum that high ability students had yet to master, list appropriate instructional strategies for students to demonstrate mastery, and document an appropriate mastery standard. The most frequently compacted subject was mathematics, followed by reading, language arts, science, and social studies.

Replacement strategies consisted of three categories of activities for students: enrichment, acceleration, and other, which included activities such as peer tutoring, cooperative learning, correcting papers, and other teacher assistance tasks. Ninety-five percent of teachers used enrichment as a replacement strategy and 18% also used acceleration. Many more teachers indicated they would have elected to use acceleration more frequently, but were prevented from doing so because of district policies that prohibit students from working in textbooks beyond their present grade level. Although the majority of replacement strategies reflected student interests, needs, and preferences, replacement strategies often did not reflect the types of advanced content that would be appropriate for high ability students. This finding indicates that additional staff development is necessary, especially as it relates to appropriately challenging replacement strategies. This finding was confirmed through anecdotal records, which indicated that teachers would like more access to consultant assistance from enrichment or gifted education specialists, and more training and assistance in locating and using appropriate enrichment materials.

Teachers in Treatment Group 3 used significantly more replacement strategies than did teachers in Groups 1 and 2. A significant difference in favor of Group 3 was also found with regard to the overall quality of curriculum compacting. A very encouraging finding was that a majority of teachers in all treatment groups said they would like to continue to compact curriculum (beyond the duration of the research study), and that they would like to gain more skills in using the compacting process and the broader range of materials that could be used for replacement activities.

How to Use the Compacting Process
Defining Goals and Outcomes. The first of three phases of the compacting process consists of defining the goals and outcomes of a given unit or segment of instruction. This information is readily available in most subjects because specific goals and outcomes usually can be found in teachers' manuals, curriculum guides, scope-and-sequence charts, and some of the new curricular frameworks that are emerging in connection with outcome based education models. Teachers should examine these objectives to determine which objectives represent the acquisition of new content or thinking skills as opposed to reviews or practice of material that has previously been taught. The scope and sequence charts prepared by publishers, or a simple comparison of the table of contents of a basal series will provide a quick overview of new versus repeated material. A major goal of this phase of the compacting process is to help teachers make individual programming decisions; a larger professional development goal is to help teachers be better analysts of the material they are teaching and better consumers of textbooks and prescribed curricular material.

Identifying Candidates for Compacting. The second phase of Curriculum Compacting is identifying students who have already mastered the objectives or outcomes of a unit or segment of instruction that is about to be taught. This first step of this phase consists of estimating which students have the potential to master new material at a faster than normal pace. Knowing one's students is, of course, the best way to begin the assessment process. Scores on previous tests, completed assignments, and classroom participation are the best ways of identifying highly likely candidates for compacting. Standardized achievement tests can serve as a good general screen for this step because they allow us to list the names of all students who are scoring one or more years above grade level in particular subject areas.

Being a candidate for compacting does not necessarily mean that a student knows the material under consideration. Therefore, the second step of identifying candidates consists of finding or developing appropriate tests or other assessment techniques that can be used to evaluate specific learning outcomes. Unit pretests, or end-of-unit tests that can be administered as pretests are ready made for this task, especially when it comes to the assessment of basic skills. An analysis of pretest results enables the teacher to document proficiency in specific skills, and to select instructional activities or practice material necessary to bring the student up to a high level on any skill that may need some additional reinforcement.

The process is slightly modified for compacting content areas that are not as easily assessed as basic skills, and for students who have not mastered the material, but are judged to be candidates for more rapid coverage. First, students should have a thorough understanding of the goals and procedures of compacting, including the nature of the replacement process. A given segment of material should be discussed with the student (e.g., a unit that includes a series of chapters in a social studies text), and the procedures for verifying mastery at a high level should be specified. These procedures might consist of answering questions based on the chapters, writing an essay, or taking the standard end-of-unit test. The amount of time for completion of the unit should be specified, and procedures such as periodic progress reports or log entries for teacher review should be agreed upon. And, of course, an examination of potential acceleration and/or enrichment replacement activities should be a part of this discussion.

Another alternative is to assess or pretest all students in a class when a new unit or topic is introduced. Although this may seem like more work for the teacher, it provides the opportunity for all students to demonstrate their strengths or previous mastery in a given area. Using a matrix of learning objectives, teachers can fill in test results and establish small, flexible, and temporary groups for skill instruction and replacement activities.

Providing Acceleration and Enrichment Options. The final phase of the compacting process can be one of the most exciting aspects of teaching because it is based on cooperative decision making and creativity on the parts of both teachers and students. Efforts can be made to gather enrichment materials from classroom teachers, librarians, media specialists, and content area or gifted education specialists. These materials may include self-directed learning activities, instructional materials that focus on particular thinking skills, and a variety of individual and group project oriented activities that are designed to promote hands on research and investigative skills. The time made available through compacting provides opportunities for exciting learning experiences such as small group, special topic seminars that might be directed by students or community resource persons, community based apprenticeships or opportunities to work with a mentor, peer tutoring situations, involvement in community service activities, and opportunities to rotate through a series of self-selected mini-courses.

Decisions about which replacement activities to use are always guided by factors such as time, space, and the availability of resource persons and materials. Although practical concerns must be considered, the ultimate criteria for replacement activities should be the degree to which they increase academic challenge and the extent to which they meet individual needs. Great care should be taken to select activities and experiences that represent individual strengths and interests rather than the assignment of more-of-the-same worksheets or randomly selected kits, games, and puzzles! This aspect of the compacting process should also be viewed as a creative opportunity for an entire faculty to work cooperatively to organize and institute a broad array of enrichment experiences. A favorite mini-course that a faculty member has always wanted to teach, or serving as a mentor to one or two students who are extremely invested in a teacher's beloved topic are just a few of the ways that replacement activities can add excitement to the teachers' part in this process as well as the obvious benefits for students. We have also observed another interesting occurrence that has resulted from the availability of Curriculum Compacting. When some previously bright but underachieving students realized that they could both economize on regularly assigned material and "earn time" to pursue self-selected interests, their motivation to complete regular assignments increased. As one student put it, "Everyone understands a good deal!"

The best way to get an overview of the curriculum compacting process is to examine an actual example of how the management form that guides this process is used. A completed example of this form, entitled "The Compactor," is presented in Figure 1. The form is both an organizational and record keeping tool. Teachers should fill out one form per student, or one form for a group of students with similar curricular strengths. Completed Compactors should be kept in students' academic files, and updated on a regular basis. The form can also be used for small groups of students who are working at approximately the same level (e.g., a reading or math group). The Compactor is divided into three sections:

Click on the figure to see it as a PDF file. Figure 1. The compactor. ( )

The first column should include information on learning objectives and student strengths in those areas. Teachers should list the objectives for a particular unit of study, followed by data on students' proficiency in those objectives, including test scores, behavioral profiles and past academic records.

In the second column, teachers should detail the pretest vehicles they select, along with test results. The pretest instruments can be formal measures, such as pencil and paper tests, or informal measures, such as performance assessments based on observations of class participation and written assignments.
Specificity is extremely important. Recording an overall score of 85% on ten objectives, for example, sheds little light on what portion of the material can be compacted, since students might show limited mastery of some objectives and high levels of mastery on others.

Column three is used to record information about acceleration or enrichment options. In determining these options, teachers must be fully aware of students' individual interests and learning styles. We have used two instruments to help us make decisions about replacement activities that place major emphasis on student preferences. The Interest-A-Lyzer and the Learning Styles Inventory (Renzulli & Smith, 1979) provide profiles of general categories of student interests, and the types of learning activities that students would like to use in pursuing these interests.

Eileen usually took part in language arts lessons one or two days a week. The balance of the time she spent with alternative projects, some of which she selected. This strategy spared Eileen up to six or eight hours a week with language arts skills that were simply beneath her level. She joined the class instruction only when her pretests indicated she had not fully acquired the skills or to take part in a discussion that her teacher thought she would enjoy. In the time saved through compacting, Eileen engaged in a number of enrichment activities. First, she spent as many as five hours a week in a resource room for high ability students. This time was usually scheduled during her language arts class, benefiting both Eileen and her teacher, since he didn't have to search for all of the enrichment options himself. The best part of the process for Eileen was she didn't have make-up regular classroom assignments because she was not missing essential work.

Eileen also visited a regional science center with other students who had expressed a high interest and aptitude for science. Science was a second strength area for Eileen, and based on the results of her Interest-A-Lyzer, famous women was a special interest. Working closely with her teacher, Eileen choose seven biographies of noted women, most of whom had made contributions in scientific areas. All of the books were extremely challenging and locally available. Three were on an adult level, but Eileen had no trouble reading them. Eileen's Compactor, which covered an entire semester, was updated in January. Her teacher remarked that compacting her curriculum had actually saved him time-time he would have spent correcting papers needlessly assigned! The value of compacting for Eileen also convinced him that he should continue the process. The Compactor was also used as a vehicle for explaining to Eileen's parents how specific modifications were being made to accommodate her advanced language arts achievement level and her interest in science. A copy of the Compactor was also passed on to Eileen's sixth grade teacher, and a conference between the fifth and sixth grade teachers and the resource teacher helped to insure continuity in dealing with Eileen's special needs.

The many changes that are taking place in our schools require all educators to examine a broad range of techniques for providing equitably for all students. Curriculum Compacting is one such process. It is not tied to a specific content area or grade level, nor is it aligned with a particular approach to school or curricular reform. Rather, the process is adaptable to any school configuration or curricular framework, and it is flexible enough to be used within the context of rapidly changing approaches to general education. The research study described above, and practical experience gained through several years of field testing and refining the compacting process have demonstrated that many positive benefits can result from this process for both students and teachers. ²

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Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.

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¹ Research for this article was supported under the Javits Act Program (Grant No. R206R00001) as administered by the Office of Educational Research and Improvement, U. S. Department of Education. Grantees undertaking such projects are encouraged to express freely their professional judgment. This article, therefore, does not necessarily represent positions or policies of the Government, and no endorsement should be inferred.

² Persons interested in obtaining information about training in Curriculum Compacting should contact the senior author at The National Research Center on the Gifted and Talented, 2131 Hillside Road, Unit 3007, The University of Connecticut, Storrs CT 06269-3007.

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Curriculum Compacting: A Systematic Procedure for Modifying the Curriculum for Above Average Ability Students | Renzulli Center for Creativity, Gifted Education, and Talent Development

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This article may be copied and distributed without permission. Electronic reproduction is not permitted. Sally M. Reis Joseph S. Renzulli The National Res ...

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