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Jasper - Curriculum Development

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Jasper - Curriculum Development

Uploaded by

Jasper Otinez
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Curriculum Development: Processes and Models (Jasper)

Desired Learning Outcome

 Explain and summarıze the curriculum development process and models

Take Off

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 clarity the process of curriculum development. There are many other models,
but let us use the three for this lesson.

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, modification 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 modes involve
four phases.

1. Curriculum planning considers the school vision, miss and goals. It also includes the
philosophy or strong education belief of the school. All of these will eventually be trail
classroom desired learning outcomes for the learners,
2. Curriculum designing is the way curriculum 1s to include the selection and organization
of content, the selection and organization of learning experiences or a 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 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. 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). 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
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

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 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

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 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? 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.
4. Evaluation. The last step of the curriculum model 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 (curriculum planning, (2) curriculum
designing, (5) curriculum implementing, and (4) curriculum evaluating

Take Action

Activity 1: Comparison of the Three Models (by groups or clusters of 3 to 5 persons)


Instruction: With your group members, determine the similarities and differences of the three
models of Curriculum Development Process.

How are the models similar?


Similar Features Tyler's Taba's Saylor & Alexander

Tyler XXXXXXXXX

Taba XXXXXXXXXX

Saylor & Alexander XXXXXXXXXXXXX

Comment:

How are the Models Different?


Different Features Tyler's Taba's Saylor & Alexander

Tyler XXXXXXXXX

Taba XXXXXXXXXX

Saylor & Alexander XXXXXXXXXXXXX

Comment:

Self-Check
1. Describe the model of curriculum development which you understood best. Write in two
paragraphs.

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Self-Reflect
1. What phase of the curriculum process do you find very important of a teacher? Why

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