CURRICULUM MAPPING

PREPARING A STANDARDS - BASED CURRICULUM MAP

In the context of St. Joseph School - La Salle

FROM STREAMLINING TO UNPACKING AND ALIGNMENT

• Refresh the rationale and parts of the DepEd MELCS and Curriculum Guide

• Review the process of streamlining, unpacking and aligning K12 standards and competencies

• Review the importance of alignment in streamlining

• Review on how to apply the curriculum mapping process to a selected topic in one’s subject area

​Some text here about the topic of discussion.

OBJECTIVES

Multiple Choice

Which refers to a structured document which delineates the content or unit topic, standards, competencies and instructional resources that comprise a specific educational program?

• Curriculum Map

• Learning Module

• Lesson Plan

• Curriculum Guide

Multiple Choice

FACT or BLUFF: Teachers use the CURRICULUM GUIDE to create effective learning modules that are based on the state's goals and objectives that are intended for students to learn?

• FACT

• BLUFF

Multiple Choice

Which of the following is not a part of the Curriculum Guide?

• Content and Performance Standards

• Competencies

• Learning Materials

• Assessments and Activities

Multiple Choice

Which refers to the chart or table of the content, skills, activities and assessments that describes learning in a classroom?

• Most Essential Learning Competencies

• Curriculum Guide

• Learning Module

• Curriculum Map

Multiple Choice

In the Curriculum Map, where do we lift the assessments, activities and resources?

• CG and MELCs

• Teacher - made

• School's Vision - Mission

Multiple Choice

The first step in preparing a unit Curriculum Map is streamlining. What is meant by STREAMLINING?

• Selecting and clustering most important

  competencies

• Specifying terms in most important

  competencies

• Stating activities and assessments

  that match with most important

  competencies

Multiple Choice

FACT or BLUFF: All competencies in the Curriculum Guide should be covered.

• FACT

• BLUFF

​Some text here about the topic of discussion.

Review DepEd CG/School Curriculum Map and take out competencies that are not directly aligned with

Performance Standard. These competencies may already have been taught or may be taught in another grade or unit.

Multiple Choice

Which of the following set of verbs are matched with the learning goal of Acquisition?

• identify, define, differentiate, list

• model, justify, generalize, predict

• create, propose, compose, campaign

Open Ended

Why is it important for the teacher to identify if a given competency is under acquisition, meaning-making or transfer?

Open Ended

What should the teacher do if there are no competencies intended for meaning-making and transfer in the Curriculum Guide?

Open Ended

With the added competencies, how can the teacher adjust the budget of time?

Multiple Choice

In preparing the Calendar of Activities, which Learning Goal should be allotted with most number of days?

• Transfer

• Meaning - making

• Acquisition

In the context of St. Joseph School - La Salle

Multiple Choice

The 2nd step in preparing a unit Curriculum Map is UNPACKING. What is meant by UNPACKING?

• Specifying terms in most important

  competencies

• Stating activities and assessments

  that match with most important

  competencies

• Selecting and clustering most important

  competencies

Multiple Choice

FACT or BLUFF: Teachers are allowed to enhance or restate the standards and competencies provided in the CG?

• FACT

• BLUFF

Why are teachers allowed to enhance or restate the competencies?

1. To clarify ambiguous or to reconcile conflicting terms in the standards/competency.

EXAMPLE.

Content Standard: The learner is able to demonstrate understanding of the basic concepts of trigonometry.

Restate/Enhance: The learner is able to demonstrate understanding of the basic concepts of trigonometry such as right triangles and trigonometric ratios.​

Some text here about the topic of discussion

Why are teachers allowed to enhance or restate the competencies?

2. To establish explicit connection between the standard and competencies​

​EXAMPLE.

Performance Standard: The learner is able to apply the concept of trigonometric ratios to formulate and solve real-life problems ​with precision and accuracy

Learning Competency: Illustrate laws of sines and cosines

​

THE PROBLEM: There is disconnect between standard and competency. Trig ratios are for right triangles while laws of sines and cosines are for oblique triangles.

ACTION: Restate/enhance the competency to establish connection.

​

Learning Competency: illustrate laws of sines and cosines using the properties of the six trigonometric ratios ​

Some text here about the topic of discussion

What else can the teacher do to establish explicit connection between standards and competencies?

3. Provide missing competencies

3. EXAMPLE:

Learning Competency: ​represents problems on trigonometric ratios using appropriate mathematical models

​

(NOTE: This competency was not provided in the CG, but was added to achieve the Performance Standard) ​

Some text here about the topic of discussion

Other Techniques of Unpacking the Standards and Competencies

• Identify the budget of time as stated in the Competency Code

EXAMPLE: M9GE - IVb - c - 1

MEANS: Mathematics 9, Geometry, 4th Quarter, 2nd-3rd Week, first competency ​

Some text here about the topic of discussion

Other Techniques of Unpacking the Standards and Competencies

• Identify the budget of time as stated in the Competency Code

Take note however that the DepEd calendar might be different from the school calendar, especially in the number of days in a quarter.

- Prioritize competencies that would help the students directly achieve the standards especially the Performance Standards

- Power Competencies​

Some text here about the topic of discussion

Other Techniques of Unpacking the Standards and Competencies

• Break down in explicit terms the coverage or process involved in the standard or competency

EXAMPLE.

Added competency: make recommendations based on the result of mathematical investigation and modeling

​

Broken down into:

1. ​investigate real-life problems involving trigonometric ratios

2. model real-life problems using the concept of trigonometric ratios​​

Some text here about the topic of discussion

Multiple Choice

The last step in preparing a unit Curriculum Map is ALIGNING.

FACT or BLUFF: To ensure alignment, the teacher needs to provide activities and assessments that are matched with the competency.

• FACT

• SIGURO? DI TAYO SURE.

Multiple Choice

Which of the following are appropriate assessments for Acquisition?

• Multiple Choice, Fill in the Blank, True/False

• Product Proposal, Research Paper, Film

• Guided Generalization, Experimentation, Problem Solving with Modeling

Multiple Choice

Which of the following is the most appropriate activity to achieve the competency stated in the CM?

• Venn Diagram

• Sequencing or Flow

• Vocabulary Exercise

• Problem Solving

INSTITUTIONAL CORE VALUES

(LASALLIAN GUIDING PRINCIPLES)​

LGP 1: Challenge learners to realize their full potential.

LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.

​LGP 3: Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful.

LGP 4: Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society and the Church.

LGP 5: Prepare the learners to participate responsibly in the world of work, family, community, nation and Church.

In the context of St. Joseph School - La Salle