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7 Curriculum Mapping

The document discusses curriculum mapping as a collaborative process to align curriculum, instruction, and assessment. It involves teachers examining the curriculum to identify overlaps, gaps, and opportunities for improvement. The goals are to create coherent learning experiences for students, foster discussion among educators, and ensure continuous reflection and refinement. Curriculum mapping results in shared understanding of what is taught at each grade level and can lead to more integrated, higher-order learning. The process is ongoing rather than static to allow for regular review and enhancement based on student and teacher feedback.

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Moonyeen Banagan
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64 views41 pages

7 Curriculum Mapping

The document discusses curriculum mapping as a collaborative process to align curriculum, instruction, and assessment. It involves teachers examining the curriculum to identify overlaps, gaps, and opportunities for improvement. The goals are to create coherent learning experiences for students, foster discussion among educators, and ensure continuous reflection and refinement. Curriculum mapping results in shared understanding of what is taught at each grade level and can lead to more integrated, higher-order learning. The process is ongoing rather than static to allow for regular review and enhancement based on student and teacher feedback.

Uploaded by

Moonyeen Banagan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Curriculum Implementation

and Supervision
Christian Francis C. Prado
Curriculum Mapping
Research-Based Principles of An
Effective Learning Environment

• Collaboration
• Reflection
• Shared Vision for Professional Growth
• Student Learning
Curriculum
Content
• What students have to know (the
nouns in the standards)
Skills
• What students have to do the verbs in
the standards)
Curriculum
Assessment
• The meaning of learning

Resources
• The supplies, tools or other materials
that aid in instruction
Curriculum is never
“Finished” – rather it is
the beginning of a
Dynamic Process
Curriculum Mapping
The process incorporates all these principles
and brings educators together to learn from
their practice as they share their insights to
create a positive, effective learning
environment for students.
Curriculum is no longer an
individual choice or action
Curriculum Maps are:
• Made Publics • Changed

• Shared • Modified
Curriculum Mapping
• The process of building coherent,
sequential, learning experiences into
units, courses, and programs;

• A system that thematically aligns


assessment, curriculum, and instruction;
Curriculum Mapping
• A process for collecting data that
identifies the core content, processes,
and assessment used in curriculum in
order to improve communication and
instruction among all teachers.
Curriculum Map
• Helping teachers understand what is
taught at all levels;

• Assisting teachers in creating


interdisciplinary units that foster
students’ understanding of concepts,
ideas, and activities;
Curriculum Map
• Fostering conversation about
curriculum and instruction; and

• Reflecting upon and adjusting lesson


and units.
Curriculum Map
Documentation
• The maps themselves

Review Process
• The collaborative examination and
revision of the maps by the teachers
Curriculum Map
• Authentic Alignment
• Eliminate teaching in Isolation
• Identify Repetitions
• Organize learning units
• Unity of concepts, skills and knowledge
10 Tenets of
Curriculum Mapping
1. Curriculum mapping is a multifaceted,
ongoing process designed to improve
student learning.
2. All curricular decisions are data-driven
and in the students' best interest
10 Tenets of
Curriculum Mapping
3. Curriculum maps represent both the
planned and operational learning

4. Curriculum maps are created and


accessible using 21st century
technology
10 Tenets of
Curriculum Mapping
5. Teachers are leaders in curriculum
design and curricular decision-making
processes.
6. Administrators encourage and support
teacher-leader environments.
10 Tenets of
Curriculum Mapping
7. Curriculum reviews are conducted on an
ongoing and regular basis.

8. Collaborative inquiry and dialogue are


based on curriculum maps and other
data sources.
10 Tenets of
Curriculum Mapping
9. Action plans aid in designing, revising,
and refining maps.

10. Curriculum mapping intra-


organizations facilitate sustainability.
Guide Questions
1. What do I want all my students to know
or do as a result of my teaching?
2. How will I judge the quality of my
student’s work?
3. How does my practice impact student
achievement?
Guide Questions
4. Based on data, what do I know about
my students’?
5. How do my schools’ goals and
improvement plan impact my teaching?

6. How can I improve or strengthen my


practice?
Curriculum Map
Content
• What is taught
Skills
• What students will do
Assessment
• This is how you find out if they really know
Curriculum Map
Standards
• Meet by teaching skills
Essential Questions
• Overarching questions
Content
Discipline
• Focus on specific knowledge or
content area
Interdisciplinary
• Combination of one or two disciplines to
examine a common focus
Skills
• Precise skills that can be Assessed,
Observed, Described in specific
terms and connected to assessments
and standards
Assessment
Products/performances that demonstrates
student learning
Formative Assessment
• Conducted by the teacher during the
learning process
Summative Assessment
• Evaluate the student learning at the end
Activities
• Key activities that lead to acquisition
of knowledge and skills

• Describe the “How” for the knowledge


and skills
PHASES OF CURRICULUM MAPPING:
An Introduction & Look at
Mapping Systems
1. Collecting the Data
• Identify content, processes and skills,
the products and performances that
are the assessments of learning.
2. First Read-Through
• Individually look for repetitions, gaps,
meaningful assessments, matches
with standards, potential areas for
integration and timeliness. Reader
simply spots area that needs work.
3. Mixed Group Review
• Teachers share what they found in phase 2

4. Large Group Review


• Post findings, site emerging patterns
5. Determine Immediate
Revision Points
• As large group determine those points
that can be revised immediately. What
are glaring repetitions that can be
addressed?
6. Determine Points Requiring
Research and Planning
• Determine points that require long-term
research and development
7. Plan for Next Review
• The review cycle continues. After
implementation of curriculum, meet to
review horizontally and vertically.
Types of Curriculum Map
Journal Map Diary
• Mapping as you go
Projection Map
• Map what you did last year – use it to
plan or project for this year
Types of Curriculum Map
Consensus Map
• Congregation / district decision to
map when and what things are taught
in the classroom. The “how” is the
individuality.
Summary
• Prepares our students for a sequential process of
learning;
• Provides our teachers an opportunity to closely
examine our present curriculum to find overlaps
or gaps;
• Aligns our learning units with DepEd assessments;
Summary
• Leads to cross-curricular learning units which
call for higher level Bloom’s competencies;
• Creates dialogue and inquiry that leads to a
greater understanding of how individual pieces
fit in a larger picture.
Curriculum Mapping is not
Static, it’s On-Going
Mapping is formal work and takes time. The
improvement in student - and teacher - learning
makes both the work and time worthwhile!
Workshop #3
Design a Simplified Curriculum
Map for One Quarter or Half
of the Semester in your class by
subject area.
Thank You
Caritas Christi Urget Nos

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