PhD 01 509 ADVANCED CURRICULUM PLANNING,

DEVELOPMENT AND EVALUATION

Asynchronous Task No. 3 (Offline Activity)

Familiarize yourself with the readings below on the “ Models of Curriculum Development“

Write your general reflection on the importance of curriculum models in the curriculum development
process.

Curriculum models are essential to the curriculum development process because

they provide educators, curriculum designers, and lawmakers with a framework for
developing an engaging and productive learning opportunities.
Both the said models, Tyler’s and Taba’s has their own perspectives on the
curriculum development. Both have explained all the stages of curriculum development
in their own model. As for Tyler he put emphasis on honing his four basic components
which primarily are; (1) purposes of the school; by means of stating the school’s mission,
vision and core values it will reflect the school goals and objectives that wanted to attain.
It provides quality education for all—anchored on DepEd’s guidelines and memorandum.
(2) educational experiences related to the purposes; in this component, it will strengthen
the objective and purpose of the school to provide better quality of education. These
learning experiences will be powered by educational facilities and facilitated by equipped
set of educators to secure learning takes place. (3) organization of these experiences;
upon the implementation of curriculum having a well thought and organized manner of
instruction will lead to having a more organized learning experiences. Therefore,
providing technical assistance for teachers are very superficial as well as securing
educational facilities that are crucial for learning—especially the classrooms and other
ancillaries. and (4) evaluation of the purposes. After the implementation of the curriculum
in alignment with the school’s purpose, an evaluation and feedback is a must. This is to
identify the learning gaps and eventually devise an innovative approach to bridge those
identified areas.
For Taba’s grass-root model, it focuses on its seven major steps which will be
portrayed by the teachers. The seven major steps are (1.) Diagnosis of Needs: the
teacher’s major role is to determine the areas which he/she can provide. Examining the
learners and their individual needs is the very first step in this model. (2.) Formulation of
Objectives: After the teacher have identified those needs, the formulation of purpose,
aims, and objectives shall follow. Having a sense of purpose will lead you to a direction
wherein all of the activities and approaches that the teacher will be using are aligned with
the identified needs, since there is a clear objective that has been set. (3.) Selection of
Content: In here, every child is different from one another—they have individual
differences which means that have individual needs that must be addressed in the
classroom discussion. The content of each lesson must be well aligned to the objective
and student’s needs. This way, learning will occur and very much reflects retention and
comprehension (4.) Organization of Content. The law of readiness by Edward
Thorndike, suggests that having a well-organized content and approach that considered
the readiness of students will most likely yield positive outcome. In this manner, giving
students ample time to adjust and discover the lesson themselves by their will and
readiness is highly encouraged especially in the primary years of children. (5.) Selection
of Learning Experiences: In here, modification and alterations must be done in order to
address the most essential learning experiences that the learners must have. Reinforce
learning, along with the consideration of the lesson content, objectives, and readiness of
the child. (6.) Organization of Learning Activities: After the selection of learning
experiences, having a well-thought set of learning activities will do. Just like in the Catch
Up Fridays, we have the “Pre reading”, “During reading”, and “Post Reading” which are
connected and very much in sequence with the learning outcomes intended for the
lesson. This will show coherence on the subject matter and will avoid confusion on the
part of the learners. Lastly, (7) Evaluation and Means of Evaluation: When all of those
steps were implemented, assessment and feedback on its implementation must take
place. This is to ensure that the curriculum continues to expand, enhance, and excel as
time passes by. Bearing in mind the needs of the learners, and objectives set to attain
positive outcome.
In a nutshell up, curricular models offer an organized and systematic approach to
teaching and are essential tools in the curriculum development process. It guarantees
that learners have a comprehensive and fulfilling educational experience by adding to the
general efficacy, efficiency, and relevance of educational programs.

Submitted by:

LORIEFAE MAE M. POLON

Name of Student
 STAGES OF CURRICULUM DEVELOPMENT

The curriculum development process consists of the following six stages:

1. Assessment of educational needs

2. Formulation of objectives

3. The selection of learning experiences to attain these objectives.

4. The selection of content through which learning experiences may be offered.

5. The organization and integration of learning experience and content with respect of
the teaching learning process

6. Evaluation of all the above phases.

MODELS OF CURRICULUM DEVELOPMENT

The curriculum development model can be classified into technical-scientific

approach and nontechnical-nonscientific approach. The term technical-scientific
emphasizes that the curriculum development model involves intellectual and rational
approach based on the views of experts and demands of subject matter. The term
nontechnical-nonscientific stress that the curriculum development model involves learner-
centered approach based on the students’ perceptions of their needs and preferences.

The Tyler’s Curriculum Inquiry Model

Tyler’s model of curriculum development is an ends-means

approach. Tyler mentioned that those involved in curriculum inquiry must try to define
the four basic components of curriculum. They are: (1) purposes of the school; (2)
educational experiences related to the purposes; (3) organization of these experiences
and (4) evaluation of the purposes.
 By ‘purposes’, Tyler was referring to objectives. He indicated that curriculum
planners should identify these general objectives by gathering data from three sources –
the subject matter, the learners and the society. After identifying numerous general
objectives, the curriculum planners were to refine them by filtering them through two
screens – the philosophy of the school and the psychology of learning. As a result of such
screening the specific instructional objectives were formulated.

Tyler then discussed how to select educational experiences that would allow the
attainment of objectives. Learning experiences had to take into account both the previous
experience and the perceptions that the learner brings to a situation. Also, the
experiences were to be selected in light of what educators know about learning and
human development.

Tyler next talked about the organization and sequencing of these experiences. He
stated that the ordering of the experiences had to be somewhat systematic so as to
produce a maximum cumulative effect. He thought that organizing elements, such as
ideas, concepts, values and skills should be woven as threads into the curriculum fabric.
These key elements could serve as organizers and means and methods of instruction and
they could relate different learning experiences among different subjects. The ideas,
concepts, values and skills could also link content within particular subject courses – for
example, English and mathematics. Indeed, much of the discussion today on the
conceptual structures of courses or curricular content is drawn from Tyler.

Tyler’s last principle deals with evaluating the effectiveness of planning and
actions. Tyler considered evaluation to be important in curriculum development. He
realized that it was necessary if educators were to find out whether the learning
experiences actually produced the intended results. Also, it was necessary to determine
whether the program
was effective or ineffective. It could guide where the program should be maintained or
modified. An evaluation should relate to all of the objectives.
The Taba’s Grass-Roots Rationale Model

Hilda Taba believed that those who teach curriculum should participate in
developing it.
She advocated the “grass-roots approach” for curriculum development.

According to Taba, the curriculum should be designed by the users of the program.
Teachers should begin the process by creating specific teaching-learning units for their
students. She advocated that teachers take an inductive approach to curriculum
development – starting with specifics and building to a general design – as opposed to
the more traditional deductive approach – starting with the general design and working
toward the specifics.

Taba noted seven major steps to her grass-roots model in which teachers
would have major input:

1. Diagnosis of Needs: The teacher (curriculum designer) starts the process by

identifying the needs of the students for whom the curriculum is to be planned.

2. Formulation of Objectives: After the teacher has identified needs that require
attention, he or she specifies objectives to be accomplished.

3. Selection of Content: The objectives selected or created suggest the subject matter
or content of the curriculum unit. Taba pointed out that not only should objectives and
content match, but the validity and significance of the content chosen needed to be
determined as well.
4. Organization of Content: A teacher cannot just select content, but must organize
it in some type of sequence, taking into consideration the maturity of the learners, their
academic achievement and their interests.
 5. Selection of Learning Experiences: Content must be presented to pupils or pupils
must engage in an interaction with the content. At this point, Taba discussed the
instructional methodologies that will involve the students with the content.

6. Organization of Learning Activities: Just as content must be sequenced and

organized, so must the learning activities. Often the sequence of the learning activities is
determined by the content that is sequenced. But the teacher needs to keep in mind the
particular students whom he or she will be teaching.

7. Evaluation and Means of Evaluation: The curriculum planner must determine just
what objectives have been accomplished. Evaluation procedures need to be considered
by the students and teachers.

The grass-roots approach has made it abundantly clear that a broad base of
involvement of the users of the curriculum is essential for effective curriculum decision-
making. Curriculum making requires compromise among administrators from the central
office, supervisors from the local school and teachers, students and community members.
Traditionally, the central office staff is charged with directing those actions that enable
the various participators to engage in curriculum development. In a non-traditional
approach members of the community and teaching profession are given primary
responsibility for developing the curriculum.

Reference : https://snscourseware.org/drsnsce/files/1585021489.pdf

Rubric for Scoring the Given Task

Criteria 5 4 3 2 1 Rating
Organization Essay follows Essay Essay Essay is easy Essay is
the correct follows the follows the to understand, unorganized,
arrangement of correct correct neat and difficult to
idea. It is easy arrangement arrangement presentable. It understand
to understand, of idea. It is of idea. It is is fairly easy and follow. It
follow and clear easy to easy to to follow. is visually
to read; visually understand understand unappealing
appealing and and follow and follow.
relevant to the clear to read
discussed ideas
Content The insights are The insights The insights The insights The ideas
comprehensively are are are presented
discussed. moderately minimally unsatisfactorily show no
 There is a deep discussed, discussed, discussed, evidence of
understanding understood understood understood insights,
of the idea. The and and and understanding
thoughts are reflectively reflectively reflectively or reflective
reflective and thought of. thought of thought of thought about
convincing the topic.

Submitted by:_______________________
Student Name