Curriculum Mapping and Curriculum Quality Audit

Curriculum Mapping Curriculum Quality Audit

• It is a model for designing, refining, upgrading, and reviewing the • Curriculum maps provide quality control of what is supposed to be
curriculum resulting in a framework that provides form, focus, and taught in the school to maintain excellence, efficiency, and
function (Hale and Dunlap, 2010). effectiveness.

• It is also a reflective process that helps the teachers understand • A curriculum map is always a work in progress that enables the
what has been taught in class, how it has been taught, and how teacher or the curriculum review team to create and recreate the
learning outcomes are assessed. curriculum.

• It is an approach considered as an ongoing process or “work-in-

progress.”

• It can be done by a group of teachers teaching the same subject, the

department, the whole school, the district, or the whole educational
system.

Questions to be considered in Curriculum Mapping

• What do my students need to learn?

• What do they need to study in the first quarter? second quarter?

• What are they studying in the school throughout the school year?

• Do my co-teachers who handle the same subject cover the same

content? Achieve the same outcomes?

• How do I help my students understand the connections between

my subjects and other subjects within the year? Next year?

Benefits of Curriculum Mapping

• Ensures alignment of the desired learning outcomes, learning

activities, and assessment of learning.

• Addresses the gaps or repetitions in the curriculum

• Verifies, clarifies, and establishes alignment between what the

students do in their courses, and what is taught in their classrooms
and assessed as their learning.

• Visually show important elements in the curriculum and how they

contribute to their learning

• Connects all initiatives from instruction, assessment, and

professional development
Implementing The Curriculum • Define curriculum implementation as the trying out of a new
practice and what it looks like when used in a school system.
The Teacher as Curriculum Implementor and Manager
• It simply means that implementation should bring the desired
• Being an implementer is very crucial. change and development.
• Oftentimes, unsuccessful implementation of the curriculum becomes the • In the classroom context
root of the educational failure, thus some would say that the ROOT OF
THE EDUCATIONAL PROBLEM IS THE TEACHER • Curriculum implementation means “teaching” what has been
written in the lesson plan.

• Implementing means using the plan as a guide to engage with the

Lesson 1. Implementing the Designed Curriculum as a Change Process learners in the teaching-learning process.
- Following the 3 curriculum models, the next step is curriculum • Involves the different strategies of teaching with the support
implementation.
instructional materials to go with the strategy.
- This is the phase where teacher action takes place.
- It is one of the most crucial processes in curriculum development

3 Curriculum Model Concept of Change

1. Tyler Model 3. Saylor and Alexander Model • Change is a constant law of nature. It
improvements.
2. Taba Model
• Change is an ongoing process.
Curriculum Implementation
• Not all changes lead to improvement, but all improvement requires change.
• Means putting into practice the written curriculum that has been designed in
syllabi, course of study, curricular guides, and subjects. • The ability to develop, test, and implement changes is essential for any
individual, group, or organization that wants to continuously improve.
• It is a process wherein the learners acquire the planned or intended
knowledge, skills, and attitudes that are aimed at enabling the same learners
to function in the society. (SADC MoE Africa, 2000)
The process of curriculum change
• Ornstein and Hunkins 1998 defined curriculum implementation as the
interaction between the curriculum that has been written and planned and • may be assisted by permissiveness and support by a helpful
the persons (Teachers) who are in charge of delivering it. To them, improvement in curriculum.
curriculum implementation implies the following: • Changing curriculum changes individuals.
• Shift from what is current to a new or enhanced curriculum. • It must be necessary to consider whether the resources for the
• Change in knowledge, actions, and attitudes of the persons implementation of the curriculum are available or not.
involved. Kurt Lewin (1951)
• Change in behavior using new strategies and resources.  as the Father of Social Psychology explains the process of change.
• Change requires effort hence goals should be achievable.  The model can be used to explain curriculum change and implementation
• Loucks and Leiberman (1983)
  Kurt Lewin’s force field analysis is used to distinguish which factors within Major change or modification in the school system, degree program, or
a situation or organization drive a person towards or away from a desired educational system. For instance, team teaching, project method, or competency-
state, and which oppose the driving forces. based teaching and evaluation. This change is like restructuring.

 These can be analyzed to inform decisions that will make change more  Perturbation:
acceptable.
Some changes when introduced disturb the program for some time and then later
on they get adjusted or adopted into the program. Ex. Change in schedule

 Value-oriented change:

This change brings a shift from one’s philosophy or basic ideology towards a
particular prescription or orientation. Most of those who resist should adjust to
the changes and accept the same. The teachers who cannot adjust their values to
such changes may not be retained for long.

Elements of Change

1. Developmental

 It should develop multiple perspectives, increase integration

and make learning autonomous, create a climate of
openness and trust, and appreciate and affirm the strengths of the
teacher.
• There are always two forces that oppose each other. These are the Driving
Forces and Restraining Forces.  Stages in the developmental change process
• When these two forces are equal, the state is in equilibrium or balance. 
• There will be a status quo, hence there will be no change  and preparation

• However, when the DF overpowers the RF, then change will occur.  Reflection

• If the opposite happens, change is prevented.  Feedback and refinement

Categories of Curriculum Change 2. Participatory

 Substitution:  Participation builds a learning community

The current curriculum will be replaced or substituted by a new one. i.e. one- 3. Supportive
course paper/one unit is replaced with another.
 Material support like supplies, equipment, conductive learning
 Alternation: environment like classrooms and laboratory should be made
available.
There is a minor change to the current or existing curriculum.
 Human support is very much needed
 Restructuring