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The document outlines the dynamic process of curriculum development, emphasizing the importance of systematic changes for improvement. It discusses various models by Ralph Tyler, Hilda Taba, and Galen Saylor & William Alexander, detailing their phases: planning, designing, implementing, and evaluating. Each model offers a unique perspective on how to effectively develop and assess educational curricula.

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Edrilyn Omayon
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9 views

Educ-9-Lesson-2.3_120147

The document outlines the dynamic process of curriculum development, emphasizing the importance of systematic changes for improvement. It discusses various models by Ralph Tyler, Hilda Taba, and Galen Saylor & William Alexander, detailing their phases: planning, designing, implementing, and evaluating. Each model offers a unique perspective on how to effectively develop and assess educational curricula.

Uploaded by

Edrilyn Omayon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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26 THE TEACHER AND THE SCHOOL CURRICULUM

Curriculum Development:
Lesson 2.3 Processes and Models

Desired L.carning (Outeome


Explain and summarize the curriculum development process
and models

Take Ofr

Curriculum is adynamic process. Incurriculum development, there


are always changes that occur that are intcnded 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. There
are many other models, but let us use the three for this lessoh.

Content Focus
Curriculum Development Process
Curriculum development is a dynamic process involving many
different people and procedures. Development connotes changes which
is systematic. A change for the better means alteration, modifcation
or improvement of cxisting condition. To produce positive changes,
development should be.purposeful, planned and progressive. Usually
it is linear and folows a logical step-by-step fashion involving th
following phases: curriculum planning, curriculum design, curriculunn
implementation and curriculum evaluation. Generally, most models
involve four phases.
1. Curriculum planning considers the school vision, mission
and goals. It also includes the philosophy or strong cducation
belief of the school. All of these will eventually be translated to
classroonm desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized
to include the selection and organization of content, the selection
and organization of learning experiences or activities and the
selection of the assessment procedurc and tools to measure
Module 2- The Teacher as a Knower of Curriculum 27
Lesson-2.3- Curriculum Development: Processes and Models
achieved learning outcomes. Acurriculum design will also include
the resources to be utilized and the statement of the intended
learning outcomes.
3. Curriculum implementing is putting into action the plan which
is based on the curriculum design in the classroom setting or the
learning environment. The teacher is the facilitator of learning
and together with the learners, uses the curriculum as design
guides to what will transpire in the classroom with the end in
view of achieving the intended learning outcomes. Implementing
the curriculum is where action takes place. It involves the
activities that transpire in every teacher's classroom where
learning becomes an active process.
4. Curriculumn evaluating determines the extent to which the
desired outcomes have been achieved. This procedure is on
going as in finding out the progress of learning (formative) or
the mastery of learning (summative). Along the way, evaluation
will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can
be made and corrective measures, introduced. The result of
evaluation is very important for decision-making of curriculum
planners and implementors.

Curriculum Development Process Models


1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler's Rationale, the curriculum development
model emphasizes the planníng phase. This is presented in his
book Basic Principles of Curriculum and Instruction. He
four fundamental principles which are illustrated as answersposited
to the
following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be
likely to attain these purposes?
provided that are
3. How can these educational
organized?
experiences be effectively
4. How can we determine. whether these
attained or not? purposes are being

Tyler's model shows that in curriculum development, the


following considerations should be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
28 THE TEACHER AND THE SCHOOL CURRICULUM

2. Hilda Taba Model: Grassroots Approach


Hilda Taba improved on Tyler's model. She believed that
teachers should participate in devcloping a curriculum. As a
grassroots approach, Taba begins from the bottom, rather than from
the top as what Tyler proposed. She presented six major steps to her
linear model which are the following:
1. Diagnosis of learners' nceds and expectations of the larger
society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing
it

3. Galen Saylor and William Alexander Curriculum Model


Galen Saylor and William Alexander (1974) viewed
curriculum development as consisting of four steps. 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."
1. Goals, Objectives and Domains. Curriculum planners
begin by specifying the major educational goals and
specific objectives they wish to accomplish. Each
major goal represents a curriculum domain: personal
development, human relations, continued learning skills
and specialization. The goals, objectives and domains
are identified and chosen based on research findings,
accreditation standards, and views of the different
stakeholders.
2. Curriculum Designing. Designing a curriculum
follows after appropriate learning opportunities are
determined and how each opportunity is provided. Will
the curriculum be designed along the lines of academic
disciplines, or according to student needs and interests or
along themes? These are some of the questions that need
to be answered at this stage of the development process
3. Curriculum Implementation. A designed curriculum
is now ready for 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.
Module 2- The Teacher as a Knower of Curriculum 29
Lesson 2.3 -Curriculum Development: Processes and Models
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 programme of the school and the
curriculum plan, the effectiveness of instruction and the
achievement of students. Through the evaluation process,
curriculum planners and developers can determine
whether or not the goals of the school and the objectives
of instruction have been met.

All the models utilized the processes of (1)


curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.

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