Course Mapping

Definition

Explanation

Application

Content and skills

Activities

Materials and Resources

Assessment

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Search the:

Apply Donate Crisis Centre

Teaching and Learning Centre

A course map provides an overview of a course by breaking down components to ensure there is alignment between outcomes, assessment, and instruction, where instruction includes the topics, order of topics, instructional approaches, and resources. The process of mapping a course provides a complete view of the course with the learner in mind.

Adapted from The Online Course Mapping Guide (CC BY-NC-SA 4.0)

After you’ve established learning outcomes and aligned assessments for the course or unit, you need to identify the topics, content, and skills necessary to achieve those outcomes, as well as the order of the content. You also need to identify learning activities, such as active learning strategies, as well as materials and resources.

What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results?

What activities will equip students with the required knowledge and skills?

What materials and resources are best suited to accomplish these goals?

How can diagnostic & formative assessment opportunities be provided throughout teaching/learning?

How is instruction as well as diagnostic and formative assessment leading to summative assessment?

Adapted from Vanderbilt University (CC BY-NC 4.0)

Learning Objectives

Content (knowledge & skills)

Resources (readings, videos)

Instruction & Learning Activities

Assessments