Module 3 - The Teacher as a Curiculum Designer Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit i Curriculum Mapping and Curriculum Quality Audit » Define curriculum mapping and curriculum quality audit > Explain the benefits of curriculum mapping and curriculum quality audit » Familiarize oneself of some examples of curriculum maps Cam 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. Before a teacher shall put this plan or design into action, he/she must need to do a curriculum map. Have you ever wondered how to pace your lesson, so that it will cover a period of time like hours, weeks, quarters, semester or the whole year? This lesson will teach us, curricularists, the importance of curriculum mapping and curriculum quality audit as processes in curriculum development. C5! Content Focus ] 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 tat helps teachers understand what has been taught in class., how it has been taught and how learning outcomes are assessed. This process was introduced by Heidi Hayes Jacobs in 2004 in her book Getting results with Curriculum Mapping (ASCD, 2004). This approach is an ongoing process or “work-in-progress”. It is not a one time initiative but 4 continuing action, which involves the teacher and other stakeholders, who have common concerns. Curriculum mapping can be done by 6364 THE TEACHER AND THE SCHOOL CURRICULUM teachers alone, a group of teachers teaching the same subject, the department, the whole school or district or the whole educational system, Some curricularists would describe curriculum mapping as making a map to success. 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, 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. 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. 5. Curriculum mapping connects all initiatives from instruction, pedagogies, assessment and professional development. It facilitates the integration of cross-curricular skills. 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. However, whatever outcome (map) will be made, there are suggeste' steps to follow.Module 3— The Teacher as a Curricuum Designer 65 Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit Example A. 1. Make a matrix or a spread sheet. 2. Place a timeline that you need to cover. (one 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. 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. You will find Example A as a component of an OBE-Inspired syllabus for the higher education. However, this can be modified for basic education to serve the specific purpose as you will see in some maps. Example B (For a degree program in college)* 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. 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.66 THE TEACHER AND THE SCHOOL CURRICULUM The Curriculum Map Curriculum maps are visual timelines that outline desired leamin, outcomes to be achieved, contents, skills and values taught, instructional time, assessment to be used, and the overall student movement towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate that can be used by an individual teacher, a department, the whole school or educational system. A map is geared to a school calendar. Curriculum maps provide quality control of what are taught in schools to maintain excellence, efficiency and effectiveness. It is intended to improve instruction and maintain quality of education that all stakeholders need to be assured of. Sometimes, parents and teachers would ask questions like: “Why is my friend’s son studying decimals in Mr. Bernardo’s class and my own son is not studying the same in Miss Julia’s class when they are of the same grade level?” or “Why do some of my students recognize the parts of speech while others are totally lost?” Parents, teachers and the whole educational community can look at the curriculum map to see that intended outcomes and content are covered. A map can reassure stakeholders specific information for pacing, and alignment of the subject horizontally or vertically. It will also avoid redundancy, inconsistencies and misalignment. Courses that are not correctly aligned will allow teachers to quickly assess the mastery of the skills in the previous grade, to avoid unnecessary reteaching. Horizontal alignment, called sometimes as “pacing guide”, will make all 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 development which may be in hierarchy or in spiral form does not overlap but building from a simple to more complicated concepts 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. Example of a Curriculum Map Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is for a College Level. “Based on the CHED OBE Handbook, 2014Module 3- The Teacher as a Curriculum Designer 67 Lesson 3.3 - Curriculun Mapping and Curriculum Quality Audit Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a map for Quarter | and 2. A column for Code was not included. ELEMENTARY SCIENCE GRADE 3 Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and 4, Heredity: Inheritance and Variation. Content Performance: Learning Learning Content Standards Standards _| Competency Materials Grade 3-Matter FIRST QUARTER/FIRST GRADING PERIOD 1. Properties Charac- teristics liguids, gases Changes that materials undergo L of solids, The Learners demonstrate understanding ff ways of sorting materials and describing them as solid, liquid or gas based on observable properties The learners should be able to group common objects found at home and in school according to solids, liquids and gas. investigate the different changes in materials as affected by temperature The learners should be able to. describe the different objects based on their characteristics (¢.g. Shape, Weight, Volume, Ease 0 Flow) classify objects and materials as solid, liquid, and gas based on some observable characteristics ‘describe ways on the proper use and handling solid, liquid and gas found at home and in school describe changes in materials based on the effect of temperature 4.1 Solid to liquid 4.2 Liquid to solid 4.3 Liquid to gas 4.4 Solid to gas Leaming Guide in Science & Health: Mixtures BEAM-Grade 3 Unit 4 Materials LG-Science 3 Materials Module 1 BEAM-G3 Unit 3Materials-Distance Learning Module BEAM G3 Unit 3 Materials Module 44-4968 = THE TEACHER AND THE SCHOOL CURRICULUM iving Things and Their Environment FCOND, QUARTER/SECOND GRADING PERIOD. Learning Competency | Learning Materaiy The learners shcald 1. Living The learners The learners should Things | demonstrate be be able 10... 1.1 Humans understanding of . . able to 1.2 A Sense | parts and functions of L.describe the parts Organs the sense organs of] practice healthful] and functions of the sense organs of habits in taking care of the sense organs the Jarman body: the human body; BEAM -Grade 3-Unit 2 Animals DLP Science 3 DLP 19 Beam-Grade 3-Unit 2 Animals DLP Science 3 31-32 Learning Guide in Science & 2.enumerate healthful habits to protect the sense organs; 3. describe the animals in their immediate surrounding; parts and functions of animals and 7. describe ways of proper handling of animals Sample A1- Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter on | G3 os os ow, or Gs oo Gio Living Force, Things Earth and er Matter Maer Master Master 0 1 | stat Masten, 7 Facey Environment Living Living Living Living Living ; , | Things & | Things & | Things & | Things & | Things & Earth and ‘ree, 2 | Their Their Their Their Their Space nae Motion, Environment | Environment } Environment | Environment | Environment Energy 7 : Force Force Force Force Force. Living 3 | Motion, Motion, Motion, Motion, Motion, Matter Earth & Things Energy Energy Energy Energy Energy Space and Their | _ ‘Environment : Living Things | Force Eanh & fark | Ean | Farh& =| Banh & ; 4 | space Space Space Space Space and Their Motion & — | Matter Environment | EnergyModule 3 The Teacher as a Curriculum Designer 69 Lesson 3.3 — Curriculum Mapping and Curriculum Quality Audit sample B- Curriculum Map for Bachelor of Elementary Education (Professional Education Courses) Outcomes | POI | PO2 | POS | PO4 | POS | POG | PO7 g Sample Subjects Child Dev P | Learning pow | Facilitating Human P Social Dimensions P tie ron i : | Teaching, Principles of P Learning | Assessment of o|/o|/ojo}/o};o Educational Technology Curniculum Development Reading Developmental Field Study Practice Teaching wlio wlolovlwi[rlvlo;o;o ~ wlio vlolol spel ulrp ole wlOlvlwlw) vi ujuyr) myn wlio wlololwlwopolr| rl o whol o|wlo}o|o|vjo|o|o wlojJoj;o;rjyryic “elle wlrl ulate Legend: L- Learned outcomes (knowledge, skills, values)/outcomes achieved in the subject P- Practised the learned outcomes (knowledge, skills, values) 0- Opportunity to learn and practise (opportunities to learn and practise knowledge, skills and values but not taught formally) Note: 1. Not all professional subjects are entered in the matrix. 2. Desired outcomes for the professional courses are: PO! - PO? - PO3 - PO4 - POS - PO6 - PO7 - PO8 - Applied basic and higher 21st century skills. Acquired deep understanding of the learning process. Comprehended knowledge of the content they will teach. Applied teaching process skills (curriculum designing, materials development, educational assessment, teaching approaches). Facilitated learning of different types of learners in diverse learning environments Directed experiences in the field and classrooms (observation, teaching, assistance, practice teaching) Demonstrated professional and ethical standards of the profession. Demonstrated creative and innovative thinking and practice of alternative teaching approaches.) THE TEACHER AND THE SCHOOL CURRICULUM Giz Activity ]- Let’s Apply 1. Using the Sample Al for Science Curriculum Map, what knowledge and understanding have you learned? Analyze the matrix and answer the questions that follow: LL 1.2 13 1.4 What are the main clusters of science content that students should learn from G 3 to G10? How does science content progress from Grade 3 to Grade 10? When you look at and analyze the map, what summary ideas can you give? Science curriculum is spiral. How do you explain that in terms of what you see in the map? 2. Using Sample B, analyze and answer the following questions briefly: 2.1 2.2 2.3 What is the meaning of “Practised” with a green background for subject Teaching Profession and PO! “Applied basic and higher 21* century skills?” What is your interpretation of the colored cell with “Learned” that crossed between subject Social Dimensions and POS, Facilitate learning of different types of learners in diverse learning environment? What does the colored “Opportunity” in the cell of the subject Curriculum Development that crosses with the PO6 “Direct experience in the field and classroom” (observations, teaching assistance, practice teaching)? CREED Make a wise decision. Show me that you understood the lesson. Know the difference between YES and NO answer to each of the question. 1. Does curriculum mapping help a teacher understand what to accomplish within the period of time? N Is a curriculum map a permanent document? 3. Can a curriculum map help explain to parents what their children are learning in school? 4. Is curriculum mapping a task of only one teacher?Module 3 The Teacher as a Curicuium Designer 74 Lesson 3.2 - Approaches to Cumculum Designing 5. Can a curri curriculum map as a tos in i supervision? iP ol be used in instructional Reflect on the process of curri i . me Pp rriculum mapping and the sample et map in this lesson. As a future teacher, how will the process of mapping and the map as a tool help you in your profession? Curriculum Quality Audit Curriculum Quality Audit (CQA) is a form of curriculum mapping. It is a process of mapping the curricular program or syllabus against established standards. This process is supported by Susan Rafe when she said that the best practice in curriculum development and implementation require that discipline based standards embody curricular and program scopes and sequences (Arafeh, 2016, p. 585) The curriculum quality audit requires a written curriculum and the tested curriculum linked to both the taught and the written curricula. For those who want to engage in curriculum quality audit, the following questions 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 students achieving success equally and effectively? If not, ‘what can be done about it?72 THE TEACHER AND THE SCHOOL CURRICULUM Benefits of Curriculum Quality Audit i, Identify gaps, under and overrepresentation of the curriculum based on the standards. . Ensures alignment of learning outcomes, activities and assessment to the standards. . Achieves an internationally comparable curriculum as standards become the basis of the curriculum analysis. The Philippine Professional Standards for Teachers (PPST) can be used as anchor in curriculum quality audit. The PPST aims to set clear expectations of teachers along well. defined career stages of professional development from beginning to distinguished practice. The Philippines has adopted and implemented the PPST through the Department of Education Order (DO) 42, s. 2017. Teacher educators, program heads, curriculum planners may refer to the PPST to ‘quality audit’ the pre-service teacher education curriculum as basis for quality assurance provision of teacher education. The first CQA in teacher education curriculum in the Philippines was initiated by the Research Center for Teacher Quality (RCTQ), the Philippine Normal University, Cebu Normal University, West Visayas University, Western Mindanao State University and other member universities of the National Network of Normal Schools (3Ns). Using the curriculum quality audit (CQA) process, pre- service syllabi were mapped to the PPST to ensure that standards for beginning teachers (career stage 1) are addressed in the pre-service curriculum. Using the CQA, teacher educators are assured that pre-service teachers embody the competencies of beginning teachers as they practice their profession in the Department of Education. There are other standards that can used in the CQA aside from the PPST. CHED CMOs 74 to 83 are standards set by the Commission on Higher Education, specific to the degree program being offered and the teachers who are the outcomes of the programs. They have both the generic standards for all teacher education degree programs and specific standards for each degree program. For example CMO 74. S. 2017 contain the standards for Bachelor of Elementary Education, or for teachers who will teach in the elementary level and CMO-75, s. 2017 contain the standards for Bachelor of Secondary Education or for teachers who will teach in the secondary level. Aside from the national standards for teachers, there are also international standards for globalization like the Competency Framework for Teachers in Southeast Asia (CFT-SEA) of SEAMEO and SEAMES and the European Tuning Asia Southeast (TASE) teacher competences.Module 3 - The Teacher as a Curriculum Designer 73 Lesson 3.2 — Approaches to Curriculum Designing A. Get a copy of the syllabus in professional education. Identify one or two topics and the corresponding specific outcomes, learning activities and assessment tasks, Determine the beginning teacher indicator/s being addressed if any. Is there alignment in the learning outcomes, activities and assessment tasks that address the beginning teacher indicators? Why and why not? Course Title: Course Description: Course Learning Outcomes: Topic/ Learning Learning | Assessment | Beginning Competency Outcome/s Activities Teacher Indicator/s _ I ; | | | an74 THE TEACHER AND THE SCHOOL CURRICULUM 1, Study the beginning teacher indicators in the PPST. As q Pre service teacher, list the beginning teacher indicators that yoy have already acquired as a result of your teacher education tra; ! ining Share your answers with your seatmate. 8 [7S 1. What happens when a graduate from teacher education Program lacks the competencies/standards of a beginning teacher? 2. How can CQA as a process help the teacher education institutions and teacher educators achieve compliance to standards