What is curriculum mapping?
Curriculum mapping is an important task used to show proper alignment of program goals,
course objectives, instructional support materials, formative assessment activities, summative
outcomes assessments, and finally the instructional plan. Simply put, it is the creation of a map
showing the path of both teaching and learning from start to finish.
What is alignment?
Alignment is an important concept in curriculum
mapping and has a significant impact on instructional
design, instruction, and assessment.
When striving for alignment, it is critical to start with the
end in mind. Some experts refer to this as backwards
design (Wiggins & McTighe, 2005). In the case of the
flower analogy (see Curriculum Alignment
infographic), the flower is often the last part of the plant
to grow and develop. When mapping curriculum, this is
where we need to start. What do you want your students
to do, know, or feel at the end of the program? Once you
know that answer, you can start to align the course
objectives with the program goals and finally ensure that
the instructional support materials, formative and
summative assessments, and instructional plan all align
with the final program goals.
There are 5 curriculum mapping steps critical to
ensuring alignment from beginning to end (or from end
to beginning!).
STEP 1:
WRITE/IDENTIFY
PROGRAM GOALS
First, start with the end in mind! Write or identify the
program goals that specifically relate to the course you
are mapping. Sometimes these program goals are
written for you by an accreditation body or a curriculum
team, and sometimes they need to be written from
scratch. Be sure to visit the Bloom's
Taxonomy and Writing Effective Learning
Objectives posts if the program goals are not yet
written. You must start with the end in mind!
STEP 2:
WRITE/IDENTIFY
COURSE LEARNING
OBJECTIVES
Next, you must decide what skills, knowledge or
attitudes you want the students to achieve by the end of
the course. These must align with the program goals. In
the case of the flower analogy, the stem is what feeds
the flower. The achievement of the course objectives
should provide students what they need to eventually
achieve the program goals. Instructional designers
continually circle back to the previous steps to ensure alignment. Once you have identified or
written the course learning objectives, circle back to ensure alignment with the program goals.
STEP 3: PREPARE INSTRUCTIONAL
SUPPORT MATERIALS
Next, you can start to identify, gather, and prepare the instructional materials that will assist in
your instructional plans and help students achieve the course objectives. This is the information
students will need and might include a textbook, open educational resources, videos,
supplemental resources, learning objects, software or web tools, and others. You are not yet
considering the delivery of the information but simply the information that is needed. Once you
have prepared the support materials, circle back to ensure alignment with previous steps.
STEP 4: PLAN FOR FORMATIVE
COURSE ASSESSMENT
Next, you need to identify and plan activities or assignments that will allow both you and your
students to informally assess their achievement of the course objectives. Students should be
allowed to test the waters before diving directly into a high stakes exam. So, what can students
do to check their own progress and allow you to ensure they are on their way to achieving the
course objectives before that summative assessment? Formative assessments are often informal,
graded or ungraded, lower stakes activities and assignments that allow students to fail and try
again without detrimental consequences. These might include self-check quizzes, classroom
activities as guided practice, independent activities as homework, or even simple partner-pairshare activities. Once you have planned for formative course assessment, circle back to ensure
alignment with previous steps.
STEP 5: PLAN FOR SUMMATIVE
COURSE ASSESSMENT
Next, you need to identify and plan summative assessments that will allow you to formally
assess student achievement of the course objectives. This is the time for students to demonstrate
their levels of achievement. From these assessments, you will be able to collect data to aid in
improving instructional design, instructional strategies, and ultimately student learning. These
assessments are often formal, graded or ungraded, higher stakes activities, assignments, and
exams that call on the students to demonstrate mastery of the course objectives. Examples might
include traditional exams, case studies, research essays, projects, and more. Once you have
planned for summative course assessment, circle back to ensure alignment with all previous
steps.
NEXT STEPS: INSTRUCTIONAL
PLANS
The next step, which will be discussed in future posts, is to plan the delivery or
instruction. This involves lesson planning strategies, instructional strategies, classroom
management, and other considerations. This is the teacher delivery of information and/or the
student discovery of knowledge and should call on students to become involved and
engaged. Simply put, how will you teach so that students can learn and achieve the objectives?
Citation:
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
https://www.linkedin.com/pulse/5-steps-curriculum-mapping-lynn-lease-phd
Complete Guide in Preparing a Daily
Lesson Log (DLL)
K-12 Daily Lesson Log guidelines for daily lesson preparation was hereby issued by DepEd to
institutionalize instructional planning as a critical part of the teaching and learning process in public
schools. These guidelines are meant to support teachers in effectively organizing and managing K to
12 classrooms to be genuinely responsive to learners’ needs.
These guidelines in the preparation of K-12 Daily Lesson Log shall instill reflective practice among
teachers by providing them opportunities to think about and reflect on their instructional practices. K12 Daily Lesson Log preparation is part of the teacher’s core function as a facilitator of learning
inside the classroom. Well-prepared and well-planned lessons are fundamental to ensuring the
delivery of quality teaching and learning in schools.
Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The Daily
Lesson Log covers a day’s or a week’s worth of lessons.
Parts of a K-12 Daily Lesson Log (DLL)
1. Objectives
This part of the DLL includes objectives related to content knowledge and competencies. Lesson
objectives describe the “kinds of content knowledge and processes teachers hope their students will
learn from instruction. The lesson objectives describe the behavior or performance teachers want
learners to exhibit in order to consider them competent. The objectives state what the teacher
intends to teach and serve as a guide for instruction and assessment. The content standards refer to
the learning area-based facts, concepts, and procedures that students need to learn, while the
competencies pertain to the knowledge, skills, and attitudes that students need to demonstrate in a
lesson. The competency codes are also logged in this part of the DLL.
2. Content
The topic or subject matter pertains to the particular content that the lesson focuses on.
3. Learning Resources
This part of the DLL asks teachers to log the references and other learning resources that the
teacher will use for the lesson. The references include the particular pages of the TG, LM, textbook,
and the additional materials from the LRMDS portal. The other learning resources refer to materials
such as those that are teacher-made, authentic, and others not included in the references. This part
of the DLL can also include the supplies, equipment, tools and other non-print materials needed for
activities before, during, and after the lesson.
4. Procedures
This part of the DLL contains ten (10) parts including:
a) reviewing previous lesson/s or presenting the new lesson.
b) establishing a purpose for the lesson will motivate the learner to learn the new lesson.
c) presenting examples/instances of the new shows instances of the content and competencies.
d) discussing new concepts leads to the first formative assessment.
e) continuation of the discussion of new concepts leading to the second formative assessment that
deepens the lesson and shows learners new ways of applying learning.
f) developing mastery, which leads to the third formative assessment, can be done through more
individual work activities such as writing, creative ways of representing learning, dramatizing, etc.
g) finding practical applications of concepts and skills in daily living which can develop appreciation
and valuing for students’ learning by bridging the lesson to daily living.
h) making generalizations and abstractions about the lesson will conclude the lesson by asking
learners good questions that will help them crystallize their learning so they can declare knowledge
and demonstrate their skills;
i) evaluating learning is a way of assessing the learners and whether the learning objectives have
been met.
j) additional activities for application or remediation will be based on the formative assessments and
will provide children with enrichment or remedial activities.
Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go through all
ten (10) parts in every lesson. Teachers need to ensure that the procedures of the lesson lead to the
achievement of the stated objectives. The formative assessment methods to be used by the teacher
should determine if the objectives of the lesson are being met. These ten parts should be done
across the week.
5. Remarks
This is a part of the DLL in which teachers shall indicate special cases including but not limited to
continuation of lesson plan to the following day in case of re-teaching or lack of time, transfer of
lesson to the following day in cases of class suspension, etc.
6. Reflection.
This part of the DLL requires teachers to reflect on and assess their effectiveness. In this part of the
DLL, the teacher should make notes on the number of learners who earned 80% in the evaluation,
the number of learners who require additional activities for remediation and those who continue to
require remediation, the effectiveness of the remedial lesson, the teaching strategies or methods
that worked well and why, and the difficulties teachers encountered that their principal or supervisor
can help solve.
As a DepEd guideline, teachers with at least one (1) year of teaching experience, including teachers
with private school and higher education institution (HEI) teaching experience, shall not be required
to make a Detailed Lesson Plan (DLP). Teachers who have been in the service for at least one (1)
year, handling learning areas with available LMs and TGs provided by the Department shall not be
required to prepare a DLP . Instead, they shall be required to fill out a weekly K-12 Daily Lesson Log
(DLL). Teachers are allowed to work together in preparing DLLs. Seasoned or veteran teachers shall
also mentor new or novice teachers in the preparation of DLLs.
https://deped31.rssing.com/chan-63327918/article696.html
https://www.guroforms.com/2020/07/detailed-lesson-plandlp-and-daily_2.html
https://www.slideshare.net/nodnodnod/dll-template-with-explanations-1pdf
https://www.teachpinas.com/deped-melc-k12-most-essential-learningcompetencies/#:~:text=What%20is%20the%20meaning%20of,of%20content%20and%20perfor
mance%20standards.