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Processes and Models

This document discusses different models of curriculum development processes. It describes Ralph Tyler's model which emphasizes planning and includes determining educational purposes, experiences, organization, and evaluation. Hilda Taba's model is a grassroots approach that begins with diagnosing learner needs. The Galen Saylor and William Alexander model views curriculum development as including specifying goals and objectives, designing appropriate learning opportunities, implementing instructional plans, and conducting evaluation. All the models generally involve the four phases of planning, designing, implementing, and evaluating the curriculum.

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72 views3 pages

Processes and Models

This document discusses different models of curriculum development processes. It describes Ralph Tyler's model which emphasizes planning and includes determining educational purposes, experiences, organization, and evaluation. Hilda Taba's model is a grassroots approach that begins with diagnosing learner needs. The Galen Saylor and William Alexander model views curriculum development as including specifying goals and objectives, designing appropriate learning opportunities, implementing instructional plans, and conducting evaluation. All the models generally involve the four phases of planning, designing, implementing, and evaluating the curriculum.

Uploaded by

margie fulgencio
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We take content rights seriously. If you suspect this is your content, claim it here.
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Module 2

Curriculum Models and Types

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, modifications, or improvement of existing condition. 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 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 education belief of the school. All of these will
eventually be translated to classroom desired learning outcome 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 procedure and
tools to measure achieved learning outcomes. A curriculum design will also
include the resources to be utilized and the statement of the intended learning
outcomes.

3. Curriculum Implementing in the classroom setting or the learning


environment. The teacher, who is the facilitator of learning, leads in putting into
action the plan which is based on the curriculum design. Together with the
learners, the curriculum design guides 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 activity that transpires in
every teacher’s classroom where learning becomes an active process.

4. 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). A long the way
of 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 implementers.
Curriculum Development Process Models

1. 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 school 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

2. 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 seven 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. Organizations 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 and 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 curriculum domains: personal
development, human relations, continued learning skills and
specialization. The goal, objectives and domains are identified and
chosen based on research findings, accreditation standards, views of
the different stakeholders.

2. Curriculum Designing
Designing of a curriculum follows where 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 interest or along themes? There 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.

4. Evaluation
The last step of the curriculum model is evaluation. A comprehensive
evaluation using a variety of evaluation techniques is recommended.
Through the evaluation process, curriculum planner 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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