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Curriculum-development-Paeldon

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11 views18 pages

Curriculum-development-Paeldon

Uploaded by

delossantosclaireglendel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Curriculum Development:

Processes and Models


BY: Longie D. Paeldon
Curriculum is a dynamic process. 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. There are many other models,
but let us use the three for this lesson.
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, modification or
improvement of existing condition.
Curriculum planning
considers the school vision,
mission and goals. It also
includes the philosophy or strong
education belief of the school. All
of these will eventually be
translated to classroom desired
learning outcomes for the
learners.
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
procedure and tools to measure
achieved learning outcomes.
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
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).
Curriculum Development Process
Models

Ralph Tyler Model: Four Basic


Principles
Also known as Tyler's Rationale, the
curriculum development model
emphasizes the planning phase. This
is presented in his book Basic
Principles of Curriculum and
Instruction.
He posited four fundamental principles
which are illustrated as answers to the
following questions:

1. What education purposes should schools


seek to attain?
2. What educational experiences can be
provided that are
likely to attain these purposes? 3. How can
these educational experiences be effectively
organized?
4. How can we determine whether these
purposes are being attained or not?
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
Curriculum Development Process
Models
Hilda Taba Model: Grassroots
Approach
Hilda Taba improved on Tyler's model.
She believed that teachers should
participate in developing 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' needs 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.
Curriculum Development Process
Models
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 start by


defining major educational goals
and specific objectives, categorized
into domains like personal
development, human relations,
continued learning skills, and
specialization. These goals and
objectives are determined based on
research, accreditation standards,
and stakeholder input.
2. Curriculum Designing

Designing a curriculum
involves deciding how to
structure learning
opportunities, whether by
academic disciplines,
student needs and interests,
or thematic approaches.
These choices shape the
development process.
3. Curriculum
Implementation

Once a curriculum is
designed, teachers prepare
instructional plans that
specify objectives and use
appropriate methods and
strategies to achieve the
desired learning outcomes
for students.
4. Evaluation

The final step in the curriculum


model is evaluation, which
involves assessing the entire
educational program, the
curriculum plan, instructional
effectiveness, and student
achievement. This comprehensive
evaluation helps determine if the
school's goals and instructional
objectives have been met.
THANK YOU
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