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Angel Rose Diocera

on 27 November 2016

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Transcript of Copy of CURRICULUM MAPPING

Lesson 3
Desired Learning Outcomes
1. Define curriculum mapping as part of curriculum designing.

2. Identify the purpose of curriculum maps.

3. Familiarize oneself of some examples of curriculum maps.

Have you ever wondered how to pace your lessons so that it will cover a period of time like hours, weeks, quarters, semester or the whole year?

While a
curriculum design
is reflected in a written curriculum either as a lesson plan, syllabus, unit plan or a bigger curriculum like K to 12.

Curriculum mapping is a process or procedure that follows curriculum designing. It is done before curriculum implementation or the operationalization of the written curriculum. This process was introduced by
Heidi Hayes Jacobs
in 2004 in her book Getting Results with Curriculum Mapping (ASDC, 2004). This approach is an ongoing process or
. It is not a one time initiative but a continuing action, which involve the teacher and other stakeholders, who have common concerns.

Curriculum Mapping can be done by:

1. Teachers alone.

2. A group of teachers teaching the same subject.

3. The department.

4. The whole school or district.

5. The whole educational system.

Some curricularists would describe curriculum mapping as making a map to success.

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. 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?

Mapping will produce a curriculum map, which is a very functional tool in curriculum development.


There are many ways of doing things, according to what outcome one needs to produce. This is also true with curriculum mapping. However, whatever outcome (map) will be made, there are suggested steps to follow.

1. Make a matrix or a spreadsheet.
2. Place a timeline that you need to cover. This should be dependent on the 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.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align an enter assessment procedure and tools to the intended learning outcome, 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.

The Curriculum Map
Visual Timeline
It may be simple or elaborate
Geared to a school calendar
Provide quality control
Assures stakeholders specific information for pacing and alignment of the subject horizontally or vrtically
Avoids redunduncy, inconsistencies and misallignment

Horizontal alignment or the “pacing guide”, will make teachers, teaching the same subject in a grade level follow the same timeline and accomplishing the same learning outcomes. This is necessary for state-mandated, standard-based assessment that we have in schools.

Vertical alignment, will see to it that concept overlap but building from a simple to more complex concept and skills.

Alignment, either vertical or horizontal, will also develop interdisciplinary connections among teachers and students, between and among courses. Teachers can verify that skills and content are addressed in other courses or to higher levels, thus making learning more relevant.
A curriculum map is ALWAYS a “WORK IN PROGRESS” that enables the teacher or the curriculum review team to create and recreate the curriculum.
It provides a good information for modification of curriculum, changing of standards and competencies in order to find ways to build connections in the elements of the curricula.
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