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The Peter Olivia Model

The document describes two models of curriculum development: the Peter Oliva model and the Saylor and Alexander model. The Peter Oliva model outlines 17 specific steps for curriculum development, from specifying student and societal needs to evaluating instruction and modifying curriculum components. The Saylor and Alexander model consists of 4 main steps: 1) establishing goals, objectives and domains based on external factors, 2) designing the curriculum, 3) implementing the designed curriculum, and 4) evaluating the entire curriculum development process. Both models emphasize a systematic process for curriculum planning, design, implementation and evaluation.

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144 views16 pages

The Peter Olivia Model

The document describes two models of curriculum development: the Peter Oliva model and the Saylor and Alexander model. The Peter Oliva model outlines 17 specific steps for curriculum development, from specifying student and societal needs to evaluating instruction and modifying curriculum components. The Saylor and Alexander model consists of 4 main steps: 1) establishing goals, objectives and domains based on external factors, 2) designing the curriculum, 3) implementing the designed curriculum, and 4) evaluating the entire curriculum development process. Both models emphasize a systematic process for curriculum planning, design, implementation and evaluation.

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Kristina
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THE PETER OLIVA MODEL

Figure 7
Reporter:
17 Basic Steps of the Oliva Model
 As shown in the illustration above, the steps are:
 Specify the needs of the students in general.
 Specify the needs of the society
 Write a statement of philosophy and aims of education.
 Specify the needs of students in school.
 Specify the needs of the particular community
 Specify the needs of the subject matter.
 Specify the curriculum goals of your school.
 Specify the curriculum objectives of your school.
 Organize and implement the curriculum.
 Specify instructional goals.
 Specify instructional objectives.
 Specify instructional strategies.
 Begin selection of evaluation technique.
 Implement instructional strategies
 Make final selection of evaluation techniques.
 Evaluate instruction and modify instructional components.
 Evaluate the curriculum and modify curriculum components
Saylor and Alexander Model
 John Galen Saylor (1902 – 1998) was an American educator, he
enjoyed a full bright professorship in Finland in 1962. Whereas,
William Marvin Alexander (1912-1996) was an American
Educator and well-known as a father of the American Middle
School. They are both well-known authors of book in
Curriculum Planning and development. They co-authored a
book entitled Curriculum Planning for Better Teaching.
 Saylor and Alexander (1974) viewed curriculum
development as consisting of four steps. Curriculum according
to them 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”
(Bilbao, et.al 2015). Below is the illustration of the model.
Saylor and Alexander Model
The Saylor and Alexander Model
 Steps of the Saylor and Alexander Model
 The Steps in the Saylor and Alexander
model is so simple that it only follows the
sequence/phase of the curriculum
development process that considers the
external variables as bases in formulating the
goals, objectives and domains.
Goals, Objectives and Domain
 Just like other models of curriculum
development, Alexander and Saylor give
foremost importance on the identification of
goals, objectives and domain as the starting
point of curriculum development. They also
noted that the bases of which are the external
factors which are the important sources of
learning to be acquired by the students.
Curriculum Designing
 After careful consideration on goals, objectives
and domain, the next important step is
curriculum designing. In designing a
curriculum vital decision as to how the
essential elements will be properly arranged is
given a thorough analysis.
Curriculum Implementation
 A well-designed curriculum is now ready for
implementation. As a step in the curriculum
development, curriculum implementation
requires the pedagogical skills of the teachers
to give justice on the process taken in order to
meticulously design a curriculum.
Curriculum Evaluation
 Evaluation is the last step of the curriculum
development model. Evaluation is always
necessary. It will determine the success or
failure of the plan, the design and the
implementation taken.
CURRICULUM DEVELOPMENT
PROCESS
 Curriculum development is a dynamic process
it changes according to the needs of the society
and the stakeholders of the education system.
The curriculum development follows a
systematic process which involves different
stages arranged in linear fashion such as
curriculum planning, curriculum designing,
curriculum implementing, and curriculum
evaluating
CURRICULUM DEVELOPMENT
PROCESS
Curriculum Development Process
 1. Curriculum Planning
It is said that many people are involve in
developing curriculum. Planning as an initial
phase of the curriculum development process
should involve the key players such as the
curriculum experts, professional educators,
teachers, students, parents and other stakeholders
of the school. These key players have their vital
roles to play.
Curriculum Development Process
 2. Curriculum Design
 Curriculum design is the parent of
instructional design. It is the arrangement of
the components of the curriculum. Curriculum
arrangement always comes in this order:
objectives, content, instruction, and evaluation
(Ronald Doll as cited by Reyes and Dizon,
2015).
Curriculum Development Process
 3. Curriculum Implementing
After the curriculum has been planned and
designed, proper implementation eventually
takes place. Implementation is an interaction
between those who have created the program and
those who are charged to deliver it.
Curriculum Development Process
Ornstein and Hunkins stated that:
 Implementation requires educators to shift from the current program

which they are familiar with to the new or modified program.


 Implementation involves changes in the knowledge, actions and

attitudes of people
 Implementation can be seen as a process of professional development

and growth involving ongoing interactions, feedback and assistance.


 Implementation is a process of clarification whereby individuals and

groups come to understand and practice a change in attitudes and


behaviors: often involving using new resources.
 Implementation involves change which requires effort and will

produce a certain amount of anxiety, and to minimize these, it is


useful to organize implementation into manageable events and to set
achievable goals
Curriculum Development Process
 4. Curriculum Evaluation
After the implementation had been made,
evaluation of the curriculum must take into effect
in order to judge the efficiency and merit of the
written plan as well as the implementation
procedure and strategies taken. The result of the
evaluation will be the basis for a decision making
regarding the improvement of the curriculum in
all aspect.

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