수준별 수업에서의 상위 성취 학습자를 위한 교육과정 압축전략 = Curriculum Compacting as a Systemic Procedure of Curriculum Modification for High Ability Students

다국어 초록 (Multilingual Abstract)

In general, educators recognize that students learn in different ways but do not always deal successfully with these differences in regular schools. In every class, there are many students with different interests, problems, abilities, and talents. However, teachers usually focused their lesson planning on the class as a whole, and the current state of whole-group instruction lessons geared to the average students inevitably must be too difficult for some learners and too easy for others in the class. Even-though a little ideal, effective teachers adapted their teaching activities to students` interests, aptitudes, and ability levels. Unfortunately, most teachers have had little, if any, specialized preparation for adapting curriculum and teaching to meet the needs of high level and capable students. Among curriculum specialists and many educators, there is a wide spread consent that differentiation of curriculum and instruction is necessary to accomodate the different needs of students in the regular classes and maximize the development of the high-ability students. In such a context, a sort of curriculum modification process is needed. Until recently, many recommendations of curriculum adaptation or modification for the excellent high ability students have been suggested. Among those suggestions for curriculum modifications, the process of curriculum compacting which has been developed and field-tested over the last twenty years as a method for modifying curriculum for high ability students is most widely known. There are a variety of terms similar to curriculum compacting, for example, telescoping (Tannenbaum, 1986) and compression of content (VanTassel-Baska, 1985). The essence of those processes means that it is necessary and possible to adapt school curriculum to meet the needs of high ability students who continuously express their disappointments in current classroom practices. Curriculum compacting is an instructional technique which can be used as part of any educational program for more capable students and has been mentioned by several other developers of programming models as a method for modifying curriculum for high ability students(Betts, 1986; Treffinger, 1986). In other words, curriculum compacting is a procedure for streamlining the regular curriculum and replacing it with material that is at an appropriate challenge level for high ability students. Typically, the procedure of curriculum compacting involves: (1) defining the goals and outcomes of a particular unit 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(Renzulli & Reis, 1997; 91). And, for the purpose of record-keeping the compacting process, it will be very efficient for teachers to use The Compactor which is divided into compacting areas, compacting procedures, and acceleration and/or enrichment activities relevant to high ability students. Based on many research reports, the use of curriculum compacting may also positively affect students attitudes toward learning. Students who are not provided with a challenging learning environment that is appropriate for their ability level may find school too easy and boring and eagerly seek for an alternative learning opportunities outside the classrooms. In order to stimulate high ability students enjoy learning, we should address the mismatch between what our brightest students are capable of learning and the present regular curriculum which no longer challenges their learning needs. Curriculum compacting as an accelerated learning strategy is worthwhile to be inquired about its characteristics and procedures.