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Learning and knowing

1. LESSON 3.3 CURRICULUM MAPPING AND CURRICULUM QUALITY AUDIT

2. Curriculum Mapping Curriculum mapping is a model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides form, focus and function (Hale and Dunlap, 2010). It is a reflective process that helps teachers understand what has been taught in class., how it has been taught and how learning outcomes are assessed.

3. There are common questions that are asked by different stakeholders, like teachers, colleagues, parents, school officials and the community as well. These questions may include: 1. What do my students learn? 2. What do they study in the first quarter? 3. What are they studying in the school throughout the year?

4. There are common questions that are asked by different stakeholders, like teachers, colleagues, parents, school officials and the community as well. 4. Do my co-teachers who handle the same subject, cover the same content? Achieve the same outcomes? Use similar strategies? 5. How do I help my students understand the connections between my subjects and other subjects within the year? Next year? Curriculum mapping, may be able to answer these questions above. Furthermore, mapping will produce a curriculum map, which is a very functional tool in curriculum development.

5. Benefits of Curriculum Mapping 1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities and assessment of learning. 2. Curriculum mapping addresses the gaps or repetitions in the curriculum. It reveals if certain program goals or learning outcomes are not adequately covered or overly emphasized in the current curriculum. 3. Curriculum mapping verifies, clarifies and establishes alignment between what students do in their courses and what is taught in the classrooms and assessed as their learning. 4. The curriculum maps visually show important elements of the curriculum and how they contribute to student learning.

6. Benefits of Curriculum Mapping 5. Curriculum mapping connects all initiatives from instruction, pedagogies, assessment and professional development. It facilitates the integration of cross-curricular skills.

7. LESSON 3.3 CURRICULUM MAPPING PROCESS

8. Curriculum Mapping Process There are many ways of doing things, according to what outcome one needs to produce. This is also true with curriculum mapping.

9. 1. Make a matrix or a spread sheet. 2. Place a timeline that you need to cover, fone quarter, one semester, one year) This should be dependent on time frame of a particular curriculum that was written. 3. Enter the intended learning outcomes, skills needed to be taught or achieved at the end of the teaching. 4. Enter in the same matrix the content areas/subject areas to be covered. 5. Align and name each resource available such as textbooks, workbooks, module next to subject areas. Example A

10. 6. Enter the teaching-learning methods to be used to achieve the outcomes. 7. Align and enter the assessment procedure and tools to the intended learning outcomes, content areas, and resources. 8. Circulate the map among all involved personnel for their inputs. 9. Revise and refine map based on suggestions and distribute to all concerned. Example A

11. 1. Make a matrix or a spreadsheet. 2. Identify the degree or program outcomes (ex. BEEd , or BSED) 3. Identify the subjects or courses under the degree ( GenEd , Prof. Ed, and Major for BSEd ) 4. List the subjects along the vertical cells of the matrix in a logical or chronological order. Example B (For a degree program in college)

12. 5. List the degree program outcomes along the horizontal cell (use code as POL, PO2... if outcomes are too long to fit in the cell) PO means Program Outcomes 6. Cross the Subject and the Outcome, and determine if such subject accomplishes the outcomes as either Learned (L), Performed (P) or given Opportunity (O). Place the code in the corresponding cell. 7. Fill up all cells. 8. After accomplishing the map, use it as a guide for all teachers teaching the course for students to complete the degree in four years. Example B (For a degree program in college)

13. LESSON 3.3 Curriculum Map

14. Curriculum Map Curriculum maps are visual timelines outlining desired learning outcomes, content, skills, and values taught. They ensure quality control, efficiency, and effectiveness in education, providing a way to track student progress and avoid inconsistencies across different classes and grade levels. Horizontal alignment (pacing guides) ensures that teachers covering the same subject within a grade level follow the same timeline and achieve the same learning outcomes. Vertical alignment ensures that concepts build upon each other, creating a cohesive learning experience. The map is a work in progress, allowing for modification and improvement of the curriculum.

15. The provided text describes two examples of creating curriculum maps: Example A (for a single course or subject): This involves creating a timeline, identifying learning outcomes, skills, and resources, aligning teaching methods and assessment procedures, and circulating the map for feedback before finalizing it. Example B (for a degree program): This uses a matrix or spreadsheet to list subjects vertically and degree program outcomes horizontally. The intersection of each subject and outcome indicates whether the subject fulfills the outcome (Learned) or provides an opportunity to learn it. The completed map guides teachers in ensuring students complete the degree program within the specified timeframe.

16. Benefits of Curriculum Mapping: 1. Alignment: Ensures alignment of learning outcomes, activities, and assessments.   2. Gap Identification: Reveals gaps or repetitions in the curriculum, ensuring adequate coverage of program goals.   3. Verification and Clarification: Verifies and clarifies alignment between what students do in courses and what's taught in the classroom. 4. Visual Representation: Visually shows important curriculum elements and their contribution to student learning.

17. Benefits of Curriculum Mapping: 5. Integration: Connects initiatives from instruction, assessment, and professional development, facilitating the integration of cross-curricular skills.

18. Curriculum mapping is a systematic process for visually representing and analyzing a school's curriculum to ensure its coherence, effectiveness, and alignment with learning standards. It's a dynamic tool, constantly evolving to meet changing needs and updated educational standards. The process isn't standardized, varying based on the specific needs and context of the school or institution. However, several common steps and considerations are consistently employed. Curriculum Mapping Process :

19. Key Steps in the Curriculum Mapping Process: 1. Define Scope and Objectives: Clearly define the scope of the mapping process (e.g., a single course, a grade level, an entire program). Establish clear learning objectives aligned with national or state standards. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). 2. Gather Data: Collect relevant data, including existing curriculum documents (lesson plans, syllabi, assessments), learning materials, and any other relevant information. This step often reveals inconsistencies or gaps in the current curriculum.

20. Key Steps in the Curriculum Mapping Process: 3. Map Current State: Document what is currently being taught, including content, teaching methods, and assessment strategies. This is often the most revealing step, highlighting areas needing improvement. 4. Analyze and Identify Gaps: Analyze the collected data to identify gaps, redundancies, and misalignments in the curriculum. This involves comparing the current state with the defined learning objectives and standards.

21. Key Steps in the Curriculum Mapping Process: 5. Develop the Curriculum Map: Create a visual representation of the curriculum, showing the relationships between learning objectives, content, teaching methods, and assessments. Common formats include tables, matrices, or flowcharts. The map should clearly show the progression of learning across time and grade levels. 6. Review and Refine: Share the draft curriculum map with relevant stakeholders (teachers, administrators, parents, students) for feedback and review. Revise the map based on this feedback, ensuring alignment and coherence.

22. Key Steps in the Curriculum Mapping Process: 7. Implement and Evaluate: Implement the revised curriculum map and monitor its effectiveness. Regularly evaluate student learning and make adjustments as needed. This is an iterative process, with continuous refinement based on data and feedback.  

23. Considerations for Effective Curriculum Mapping: Vertical Alignment: Ensure a logical progression of learning across grade levels, building upon prior knowledge and skills. Horizontal Alignment: Ensure consistency in teaching and assessment within a grade level or across similar courses. Developmental Appropriateness: Align content and activities with students' cognitive, social, and emotional development at each grade level. Differentiation: Consider the diverse learning needs of students and incorporate strategies for differentiated instruction.

24. Considerations for Effective Curriculum Mapping: Assessment Alignment: Ensure that assessments accurately measure student learning and progress toward the defined objectives. Resource Allocation: Consider the resources needed to implement the curriculum effectively. Collaboration: Involve teachers, administrators, and other stakeholders in the mapping process to ensure buy-in and effective implementation. The curriculum mapping process is ongoing and iterative. Regular review and revision are essential to ensure the curriculum remains relevant, effective, and aligned with evolving standards and student needs.

25. LESSON 3.3 CURRICULUM QUALITY AUDIT

26. Curriculum Quality A udit I s a form of curriculum mapping. It is a process of mapping the curricular program or syllabus against established standards.

27. Following question are worth considering: 1. Is the curriculum planned, executed, and assessed in accordance with appropriate standards? 2. How does the school system conform to the standards of quality in instructional organization like specificity, quality and scope for teaching learning and assessment. 3. Are all student achieving success equally and effectively? If not, what can be done about it?

28. Benefits of Curriculum Q uality A udit 1. Identify gaps, under and overrepresentation of the curriculum base on the standards. 2. Ensures alignment of learning outcomes, activity and assessment to the standards. 3. Achieves an internationally comparable curriculum as standards become the basis of the curriculum.

29. Thank you for Listening