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Curriculum Development Processes and Models

The document outlines the dynamic process of curriculum development, which involves planning, designing, implementing, and evaluating to achieve desired learning outcomes. It discusses various models of curriculum development, including those by Ralph Tyler, Hilda Taba, and Galen Saylor and William Alexander, each emphasizing different aspects of the process. Overall, effective curriculum development is systematic and requires collaboration among educators to ensure continuous improvement and alignment with educational goals.

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cqueenzell
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3 views

Curriculum Development Processes and Models

The document outlines the dynamic process of curriculum development, which involves planning, designing, implementing, and evaluating to achieve desired learning outcomes. It discusses various models of curriculum development, including those by Ralph Tyler, Hilda Taba, and Galen Saylor and William Alexander, each emphasizing different aspects of the process. Overall, effective curriculum development is systematic and requires collaboration among educators to ensure continuous improvement and alignment with educational goals.

Uploaded by

cqueenzell
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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THE TEACHER

GROUP
AND THE
PROJEC
SCHOOL
T
CURRICULUM
Presented by:
Queenzell S.
Colong
CURRICULUM DEVELOPMENT:
Processes and Models
• 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.
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 outcomes 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 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 ongoing 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.
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.

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:
• PURPOSES OF THE
SCHOOL
• EDUCATIONAL EXPERIENCES
RELATED TO THE PURPOSES
• ORGANIZATION OF THE
EXPERIENCES
• EVALUATION OF THE
EXPERIENCE
2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler's model. 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 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 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. 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 (1) curriculum planning,
(2) curriculum designing, (3) curriculum implementing, and
(4) curriculum evaluating
THANK
YOU

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