COMMISSION ON HIGHER EDUCATION

ASBURY COLLEGE INC.

Poblacion, Anda, Pangasinan

JAY-ANN P. GACUSAN
DJINN GAEA M. MANIO
ANGELA ANGEL O. PAYAS
MAE C.PILAPIL RENAN B. CELESTE, EdD
4th BSED ENG Instructor

DISCUSSION PAPER
The Teacher and The School Curriculum

CHAPTER 1 - Lesson 5

Curriculum Development: Process and Models

I. Learning Outcomes
1. Explain and summarize the curriculum development process and models.

II. Introduction
Curriculum is a dynamic process curriculum development, there always changes that
occur that are intended for improvement.
To do this, there are model 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.

III. Discussion
Curriculum Development Process
Curriculum 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 evaluation.
curriculum
Generally, most models involve four phases.
1. Curriculum planning considers the school vision, mission and goals. It also includes the
philosophy of strong education belief of the school. All of these will eventually be
translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is way curriculum is conceptualized to include the selection and
organization of the 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 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.
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.

A. Ralph Tyler Model: Four Basic Principles

Ralph Tyler was an educator who focused on assessments and evaluations. In 1949, he
proposed the Tyler curriculum model in his publication, Basic Principles of Curriculum and
Instruction.
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 and many other which would help
to clarify the process of curriculum development.
A model is a format for curriculum design developed to meet unique needs, contexts, and/or
purposes.In order to address these goals, curriculum developers design, rearrange one or more
key curriculum components.
Two famous scientific models of curriculum development are given by Ralph Tyler known as
The Tyler model and Hilda Taba known as The Taba model.

THE TYLER MODEL: FOUR BASIC PRINCIPLES:

 Tyler's model is one of the best known, technical scientific models.
 The Tyler model is often referred to as the "objective model" because of its objective
approach to educational evaluation. It emphasizes consistency among objectives, learning
experiences, and outcomes.
 In 1949 Tyler published Basic Principles of Curriculum and Instruction, in which he outlined
a rationale for examining the problems of curriculum and instruction.
 He mentioned that those involved in curriculum inquiry must try to define the

1. Purposes of the school - What education purpose should schools seeks to attain?
2. Educational experiences related to the purposes - What educational experiences can be
provided that are likely to attain these purposes?
3. Organization of these experiences and -How can these educational experiences be
effectively organized?
4. Evaluation of the purposes- How can we determine whether these purposes are attained
or not?

(1) PURPOSES OF THE SCHOOL:

By “purposes” Tyler was referring to objectives. He indicated that curriculum planners should
identify these general objectives by gathering from three sources:
(i) The subject matter
(ii) The learners, and
(iii) The society.
After identifying numerous general objectives, the curriculum planners were to refine them by
filtering them through two screens
 The use of philosophy in selecting the objectives and
 The use of psychology of learning in selecting the objectives.

(2) EDUCATIONAL EXPERIENCES RELATED TO THE PURPOSES:

Tyler then discussed how to select educational experiences that would allow attainment of
objectives. Learning experiences had to take into account both the previous experiences and
the perceptions that the learner brings to a situation. Also, the experiences were to be selected
in light of what education knows about learning and human development.
(3) ORGANIZATION OF THE EXPERIENCES:
Tyler next talked about the organization and sequencing of the experiences. He purported 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 subjects.
(4) EVALUATION OF THE PURPOSES:
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 important to determine whether program was effective or
ineffective. An evaluation should relate to all the objectives.

B. Hilda Taba Model: Grassroots Approach

Hilda Taba created a multi-purpose teaching model that utilizes the use of multiple
processes: listing, grouping, labeling, regrouping, and synthesizing. Taba is an inductive
(teacher) approach. Taba is a belief that teachers are aware of the students’ needs hence they
should be the one to develop the curriculum. The main idea of this model is that the students
are at the forefront to the curriculum.
Pros:
The Taba model encourages higher-order thinking skills in the classroom. It allows students to start
with a concept and dig deeper into that particular concept.
The focus is on open-ended questions versus a right/wrong answer. The open-endedness of the
questions require more abstract thinking from the students, challenging them more and more. Through
this type of questioning, classroom discussions become more relevant and assessing student learning
becomes easier.
Cons:
The Taba model is not an easy instructional method to grasp, making it more of a challenge to
students of all backgrounds.
This method of teaching is harder to use across the curriculum. Although easier to use in
Language Arts with Literary and Informational Text, extra support and research may be required to use
in subjects such as Math.

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.
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 learning objectives.
After the teacher has identified the needs of the learners that require attention, s/he specifies the
objectives by which needs that will be fulfilled.
3. Selection of learning contents.
The objectives selected or created suggest the subject matter or content of the curriculum. Not only
objectives and content should match, but also the validity and significance of the chosen content needs
to be determined, the relevancy and significance of the content.
4. Organization of learning contents.
A teacher cannot just select content, but must organize it in a particular sequence, taking into
consideration the maturity of learners, their academic achievements and their interests.
5. Selection of learning experiences.
Content must be presented to pupils and pupils must engage the content. At this point, the teacher’s
instructional methods 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. But the teacher needs to keep in mind the
particular students whom s/he 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.

C. Galen Saylor and William Alexander Curriculum Model

The Galen Saylor and William Alexander Curriculum Model is an educational framework that
emphasizes the importance of integrating technology into the learning process. It was developed by
Galen Saylor, a technology consultant, and William Alexander, an educational researcher, with the goal
of enhancing student engagement and learning outcomes.
The model consists of three main components: content, process, and product. The content
component focuses on the knowledge and skills that students need to acquire, while the process
component emphasizes the strategies and tools that should be used to facilitate learning. The product
component involves the assessment and evaluation of student learning.
One of the key principles of the Galen Saylor and William Alexander Curriculum Model is the
use of technology to support and enhance learning. This can include the use of digital tools, multimedia
resources, and online platforms to deliver content, facilitate collaboration, and provide opportunities for
students to demonstrate their understanding.
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 pull achieve the desired learning outcomes among student.
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 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

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

V. References
Ornstein, A., & Hunkins, F. (2009) Curriculum Design. In Curriculum: Foundations, Principles
and Issues (5th Ed.), Boston, MA: Pearson publications.
Curriculum development: Process and models (2019) retrieved from
https://www.slideshare.net/DianneCarmelaDelacruz/curriculum-development-processes-and-models

https://www.studocu.com/ph/u/25034410?sid=01720224396