Lesson 2.
Curriculum
Development
and Models
Curriculum Development
Curriculum is a dynamic process involving many different people and
procedures.
In curriculum development, there are always changes that occur that
are intended for improvement.
To do this, there are models presented to us from well-known
curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William
Alexander which would help clarify the process of curriculum
development.
To produce positive changes, development should be purposeful, planned and
progressive.
Usually it is linear and follows a logical step-by-step fashion involving the following
phases:
curriculum planning
curriculum design
curriculum implementation
curriculum evaluation
Curriculum
Planning
Generally, most models involve four phases.
1. Curriculum planning considers the school vision, mission and
goals. It also includes the philosophy of strong education belief of
the school.
Curriculum
Designing
2. Curriculum designing is the way curriculum is conceptualized to
include the selection and organization of the content.
Curriculum
Implementing
3. Curriculum implementing is putting into action the plan which is
based on the curriculum design in the classroom setting or the
learning environment.
Curriculum
Evaluating
4. Curriculum evaluating determines the extent to which the
desired outcomes have been achieved.
Ralph Tyler Model
He wrote his ideas in a book Basic
Principles of Curriculum and Instruction for
his students to give them an idea about
principles for to making curriculum.
Deductive
Administrators should design the
curriculum teachers are implementers
(top-bottom).
Ralph Tyler Model
Four fundamental
principles
Determine the school's Identify educational
experiences related to
purposes (aka objectives). purpose.
Organize the Evaluate the
experiences. purposes.
4 Fundamental Principles
1. Determine the school's purposes (objectives)
Step one is determining the objectives of the
school or class. In other words, what do the
students need to do in order to be successful?
Each subject has natural objectives that are
indicators of mastery.
4 Fundamental Principles
2. Identify educational experiences related to purpose
Step two is developing learning experiences that
help the students to achieve step one. This could
be the learning activity to be done to achieve
that outcome.
4 Fundamental Principles
3. Organize the experiences.
Step three is organizing the experiences. The
point is that the teacher needs to determine a
logical order of experiences for the students
(logical arrangement must be done in an
organized fashion.)
4 Fundamental Principles
4. Evaluate the purposes.
Step four is evaluation of the objectives. Now the
teacher assesses the students' critical thinking
skill.
Hilda Taba's Model
Hilda Taba is the developer of the Taba Model of
learning.
This model is used to enhance the thinking skills
of students.
The main concept of this approach to curriculum
development is that teachers must be involved in the
development of the curriculum.
Hilda Taba's Model
Inductive.
The needs of the students are at the forefront.
The grassroots approach or bottom up model.
Hilda Taba's Model
7 STEPS IN TABA'S MOD E L
1. DIAGNOSIS OF LEARNERS NEEDS AND EXPECTATIONS OF THE LARGER SOCIETY
Taba believed that teachers were aware of what students need so they should be the main
creators of the curriculum
2.FORMULATION OF LEARNING OBJECTIVES
Development of overall goals, originates from a variety of sources such as the demands of
society, and the need for students
3. SELECTION OF THE LEARNING CONTENT
In this curriculum model, Taba beloved that the content should match
the objectives.
4. ORGANIZATION OF LEARNING CONTENT
The content is organized based on the students achievement levels.
Hilda Taba's Model
5. SELECTION OF THE LEARNING EXPERIENCES
Instructional methods must keep students engaged. Learning experiences are created
so that they develop multiple objectives: THINKING, ATTITUDE, KNOWLEDGE, SKILLS
6. ORGANIZATION OF LEARNING ACTIVITIES
The learning experiences are organized to allow continuity of learning. Each
activity is pre requisite for those that follow.
This provides the students with a challenge without going beyond what the students are
capable of.
7. DETERMINATION OF WHAT TO EVALUATE AND THE MEANS OF DOING IT
Students progress is monitored throughout of the year.
Evaluations were included at different points to help teachers and students plan and
adapt leaming activities to meet the objectives.
Galen Saylor and William Alexander
Curriculum Model
Curriculum is "a plan for providing sets of
learning opportunities to achieve broad
educational goals and related specific
objectives for an identifiable population
served by a single school center."
Galen Saylor and William Alexander Curriculum Model
1. Goals, Objectives and Domains
Curriculum planners begin by specifying the major educational
goals and specific objectives they wish to accomplish.
The goals, objectives and domains are identified and chosen
based on research findings, accreditation standards, and views
of the different stakeholders.
2. Curriculum Designing
Will the curriculum be designed along the lines of academic disciplines, or will be
based according to student needs and interests
Galen Saylor and William Alexander Curriculum Model
3. Curriculum Implementation
Teachers then prepare instructional plans where instructional objectives are
specified and appropriate teaching methods and strategies are utilized to
achieve the desired learning outcomes among students.
4. Evaluation
The last step of the curriculum model is evaluation. A comprehensive evaluation
using a variety of evaluation techniques is recommended.
It should involve the total educational program of the school and the curriculum plan,
the effectiveness of instruction and the achievement of students.
Thank You!
Balutan, Daniela
Barricante, Marjorie
Borlaza, Glydel Jean
