Curriculum Mapping Guide for Improved Student Learning

Curriculum Mapping
Professor Dr. Md. Nazrul Islam
Dept. of Anatomy and Histology
Faculty of Veterinary and Animal Science
and Former Director, IQAC, SAU, Sylhet

Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures

Curriculum Alignment
Curriculum Mapping
Curriculum Pacing
Curriculum Structures
We are here

What is Curriculum Alignment?
• Curriculum
alignment refers to
the process of
interpreting learning
standards, then
developing learning
objectives that are
directly targeted to
the standards

A Curriculum Pacing Guide
is a planning tool that helps
teachers plan the pacing
of their instruction
so that all tested
topics are taught
prior to the
administration
of the SOL test

What is Curriculum Mapping?
• Curriculum
mapping is a
process that helps
teachers keep
track of what has
actually been
taught
throughout an
entire year

Why Curriculum Mapping?
• The map becomes
a tool that is used
to help modify
and refine next
year’s instruction

CURRICULUM MAPPING
• Curriculum mapping is the process of matching
learning outcomes with elements of the curriculum
to create an alignment between goals and learning
opportunities
• May be done at the institutional, program, or
course level
• • For the purposes of assessing program learning
outcomes, curriculum mapping visually represents
key elements of a program and how they contribute
to student learning

Why do it?
• Curriculum mapping makes it possible to
identify where in the program learning
objectives are addressed
• • Use it to create, verify, or clarify an
alignment between what students do in their
courses or co-curricular experiences and what
faculty expect them to learn.
• • Helps identify gaps as well as opportunities
for assessment

What is a curriculum alignment matrix?
• A template with a column for each learning outcome
and a row for each course or event/experience
(additional experiences could include advising sessions,
internships, a departmental symposium, and so on)
• In the boxes, indicate courses or experiences where
students are introduced to each outcome (I), where they
have the opportunity to practice or develop competency
(P), and where they would demonstrate mastery (M)

Other considerations
• Be sure to include special or distinctive program elements, even
if they are not traditional for-credit course experiences.
(Examples: student research symposium, advising sessions,
portfolios, performances, mock interviews, internships, practice)
• Often in looking at a curriculum map, a program is able to
decide that there are enough assessment opportunities already
embedded in the program that there is no need for an “outside”
assessment such as a standardized test (that may not be well
aligned with program objectives).

A Pacing
Guide
is an outline of the
intended
curriculum
A Curriculum
Map
is an outline of the
implemented
curriculum

Steps for mapping...
1. Collect data (record what was
actually taught) using a
calendar-based format:
• Content
• Skills
• Activities
• Assessments

2. Review data
This analytic tool can be used by:
• An individual teacher
• A group of teachers of the same grade level or
the same course
• A group of teachers from varied grade levels or
varied courses within a department

3. Identify changes that can be made to
curriculum alignment or curriculum
pacing guides to correct deficiencies

Description: What?
Analysis: So What?
Reflection: Now What?
Collect data
Review data
Identify possible changes

Some Guidelines...
• Include enough specifics to make
the map useful (so it “tells” you
something upon reflection)
• Use specific vocabulary vs.
vague/generic terms

Some Guidelines...
• Don’t write too much!
• No need to write out objectives or
complete activities

As an individual teacher...
Can review timing, sequence, level
of instruction
Serves as documentation of
successful instructional activities
Assists in monitoring types of
instructional methods used (ex.,
cooperative learning, direct
instruction, etc.)

As a group of teachers of the
same grade level or course...
Can share activities and
assessments (both successful and
unsuccessful)
Collaboration enhances “team”
feeling
Can serve as a guide for new
teachers

As a group of teachers of
varied grade levels or varied
courses within a department...
Can examine for “gaps” in the
curriculum
Can note “repetitions” in the
curriculum
Provides opportunity to collaborate
with colleagues across grade levels
and courses

1. Curriculum mapping is a multifaceted,
ongoing process designed to improve
student learning.
2. All curricular decisions are data-driven
and in the students' best interest.
3. Curriculum maps represent both the
planned and operational learning.
4. Curriculum maps are created and
accessible using 21st century technology.
5. Teachers are leaders in curriculum
design and curricular decision-making
processes.

6. Administrators encourage and support
teacher-leader environments.
7. Curriculum reviews are conducted on an
ongoing and regular basis.
8. Collaborative inquiry and dialogue are
based on curriculum maps and other data
sources.
9. Action plans aid in designing, revising,
and refining maps.
10. Curriculum mapping intra-organizations
facilitate sustainability.
Hale, J. A. (2008). A guide to curriculum mapping: Planning,
implementing, and sustaining the process. Thousand Oaks, CA:
Corwin Press.

CURRICULUM MAPPING REVIEW
Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
describe each teacher’s
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)

Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
Social Studies
Realized while
mapping that
having to write
down what she
was teaching
helped to keep her
on track.
Concluded that
mapping was an
easy way to
ensure she
stayed focused
and followed her
pacing guide.

Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
English
Noticed that
different teachers
were using
different novels
to teach
concepts, and
pacing varied
greatly.
Identified which
novels and pacing
formats seemed
to be most
successful.
Shared successful
learning activities.

Individual Teacher
Same Grade Level
or Course
(Horizontal)
Varied Grade Levels
or Courses
(Vertical)
Description
(What?)
(Individual maps
implemented
curriculum)
Analysis
(So What?)
Reflection
(Now
What?)
Science
Noticed that test
scores were weak in
the area of scientific
investigation.
Realized the process
was not being taught
consistently across
grade levels.
Defined how
process would be
taught across
grades. Agreed to
use consistent
vocabulary/
terminology.

• Make sure that your course
curriculum is aligned with
the Standards of Learning
• Develop a pacing guide to
ensure that all tested topics
are taught prior to the
administration of the SOL
test
• Use curriculum mapping as
a tool to monitor and “fine
tune” your curriculum
A Review...

How does our faculty get
-------->
Standards
of
Learning
Student
Achievement
from here... to here?

Important to
know and do
Assessment
InstructionCurriculum

Important to
know and do
Assessment
InstructionCurriculum
Standards
of
Learning

Assessment
Instruction
Standards
of
Learning

Curriculum Alignment,
Pacing, and Mapping
Can Put You On Target
for Success!

Curriculum Mapping Guide for Improved Student Learning

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