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Instructional Plan (iPlan) Template Areglado, Ariane Joyce, Jaradal, Rupert Nicho, Bacsal, Bryan G.
Name of Teacher: Teacher: !earning Area: ) $ompetency:
The Teacher as a $urriculum &esigner
Grade/ear !e"el: 'uarter:
(odule No.:
&e*ne curriculum mapping as part of curriculum designing
!esson No.:
)
ey 0nderstandings to e de"eloped:
$urriculum mapping, purposes of curriculum maps
!earning 23ecti"es: Resources Needed:
&uration +minutes/hours:
- minutes
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56ills
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Atti Attitu tude des s
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References: (aterials: #o4er#oint #resentation +!aptop, T;, ;isual (aterials
(ethodology
Preparations
(oti"ation/7ntroductory Acti"ity
Presentation
#T$ % A
Activity
!et the students 4atch the "ideo: hhttps://444.youtue.com/4atch=">Bhsm!pAfA2' !et the students thin6 of 4hat he/she 4ant to ecome in his or her future career, and let them list do4n the plans in order for them to attain their goal.
Analysis
Five Steps to Career Planning Step 1: Refection and Sel-Evaluation The *rst step step in career career planning should should e to gather information aout yourself to assist in ma6ing a decision aout a career. Step 2: Exploration The second step step in career career planning is to eplore eplore and research your options. <ploring ta6es your self?assessment a step further y loo6ing at your personal interests, interests, s6ills, "alues, and 4or6?life needs and narro4ing do4n areas of possiilities. Step 3: Decision-Making and Goal Setting After ha"ing completed your self?assessment and eplored your options you should e ready to ma6e some career decisions. The @uestion no4 is ho4 you 4ill decide. Step 4: Gaining Experience $areer related eperience can help you de"elop the s6ills, ailities and 6no4ledge to solidify your career goals.
Step : Implementation This is the step in the process where you
implement what you have learned and move forward towards a new job or more advanced education. You should also continue to evaluate your options and make adjustments as needed. Abstraction
!urriculum "appin# 7s a process or procedure that follo4 curriculum designing. 7t is done efore the curriculum implementation of the 4ritten curriculum. This process 4as introduced y eidi ayes Jacos in C in her oo6 Getting Results in $urriculum (apping. is the process of indeing, or diagraming a curriculum to identify academic gaps, redundancies, and misalignments for purposes of impro"ing the o"erall coherence of a course of study and, y etension, its eDecti"eness. a 4ay to ensure that there is congruence among the 4ritten, taught, and tested su3ect matter, courses and content areas. a procedure for creating a culture of continuous learning and impro"ement of student achie"ement •
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!urriculum "appin# Process 1. (a6e a matri or a spreadsheet . #lace a timeline that you need to co"er. +one @uarter, one semester, one year This should e dependent on time frame of a particular curriculum that 4as 4ritten ).
) components of the curriculum and the intended student learning outcomes helps identify opportunities for integration among disciplines pro"ides a re"ie4 of assessment methods and 4hat students ha"e learned, allo4ing identi*es educators to focus on uilding on pre"ious 6no4ledge !urriculum "appin# $oals %ertical !o&erence % $urriculum mapping aims to ensure that teaching is purposefully structured and logically se@uenced across grade le"els so that students are uilding on 4hat they ha"e pre"ious learned and learning the 6no4ledge and s6ills that 4ill progressi"ely prepare them for more challenging, higher?le"el 4or6.
Practice
Application
'oriontal !o&erence % $urriculum mapping aims to ensure that the assessments, tests, and other methods teachers use to e"aluate learning achie"ement and progress are ased on 4hat has actually een taught to students and on the learning standards that the students are epected to meet in a particular course, su3ect area, or grade le"el. Su*ect-area !o&erence % $urriculum mapping aims to ensure that teachers are 4or6ing to4ard the same learning standards in similar courses and that students are also learning the same amount of content, and recei"ing the same @uality of instruction, across su3ect?area courses Interdisciplinar+ !o&erence % $urriculum mapping may focus on s6ills and 4or6 haits that students need to succeed in any academic course or discipline, such as reading s6ills, 4riting s6ills, technology s6ills, and critical?thin6ing s6ills.
5ho4ing some samples of $urriculum (aps and let the students analy9e and understand its content and identify its purpose and importance. 'ui9:
,ssessment
1 % E. (a6e a 4ise decision. 5ho4 me that you understood the lesson. no4 the diDerence et4een <5 or N2 ans4er to each of the @uestion. 1. &oes curriculum mapping help a teacher understand 4hat to accomplish 4ithin the period of time= . 7s a curriculum map a permanent document= ). $an a curriculum map help eplain to parents 4hat their children are learning in school= C. 7s a curriculum mapping a tas6 of only one teacher= E. $an a curriculum map as a tool e used in instructional super"ision= - % 1. 2n the space pro"ided, 4rite TRE if the statement is correct, and .,/SE if other4ise. -. $urriculum map pro"ides a good information for modi*cation of curriculum. F. A curriculum map doesnKt pro"ide @uality control of 4hat are taught in schools thatKs 4hy 4e donKt maintain ecellence, eIciency and eDecti"eness.
C
. Before the curriculum implementation or the operationali9ation of the 4ritten curriculum, a curriculum mapping undergo a process or procedure that follo4s a curriculum designing. H. $urriculum mapping can ans4er to the @uestion, do my co?teachers 4ho handled the same su3ect, use similar strategies= 1. A curricular maps maye simple or elaorate that can e used y indi"idual teacher, a department, the 4hole school or educational system.
