Please keep your answers brief (75 – 125 words).

  1. What are three considerations that should be taken into account when planning acceleration for a student?
  2. As a secondary teacher, how would you approach compacting for all students in your advanced classes?
  3. Should an above average student be compacted at all times? Explain why or why not using examples to support your answer.
  4. Describe how the formulation of “talent pool” classes is an effective method for implementing curriculum compacting at the secondary level.
  5. Why is it important to compact a student while doing an independent study, research project or Type III investigation?
  6. How would you work with a compacted student who is consistently disruptive and who does not complete the enrichment/acceleration activities described in his or her compacting contract?
  7. Explain the rationale for group compacting.
  8. Providing classroom teachers with peer coaching after an inservice session is more likely to have a positive outcome than a single workshop. Explain.
  9. Starko describes the process of compacting as “a management device” that allows the teacher to do three basic things. Briefly describe what they are.
  10. Why is administrative support an important element in implementing compacting within a school?
  11. How do you approach compacting in a subject when there is no textbook or a structured curriculum guide?
  12. Discuss how a coaching approach may be a preferable method of acquainting teachers with compacting procedures rather than using an “expert” approach.
  13. Explain Starko’s comment, “While it is certainly possible that students may have weaknesses which require remediation, the compactor is not the place to deal with them.”