Lea Fe Comilang Arcilla

Lesson 3
Curriculum Development: Processes and Models
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
the three models of Curriculum Development Process.

How are the models similar?

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Similar Features Tyler’s Taba’s Saylor & Alexander

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Tyler xxxxxxxxx There are some There are some

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considerations to considerations to
follow and to be made follow and to be made

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rs e There’s an evaluation There’s an evaluation
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at the end at the end
Taba There are some xxxxxxxxx There are some
considerations to considerations to
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follow and to be made follow and to be made

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vi y re

There’s an evaluation There’s an evaluation

at the end at the end
Saylor & Alexander There are some There are some xxxxxxxxx
considerations to considerations to
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follow and to be made follow and to be made

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There’s an evaluation There’s an evaluation

at the end at the end
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Comment: All of the models utilize the process of curriculum planning, curriculum designing,
curriculum implementing and curriculum evaluating. Also, all of the models has there considerations
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to follow and to be made and as what I have observed, the similarity is that, there’s always an
evaluation at the end.
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 How are the models different?

Different Features Tyler’s Taba’s Saylor & Alexander

Tyler xxxxxxxxx Tyler is focuses on the Tyler focuses on the
planning phase and planning phase
process selecting
objective Saylor and Alexander
Taba’s curriculum is focuses on its four
made with the steps. Planners begin
collaboration of with major educational
teachers, admins, goals and objectives.
experts, students and
society. Grassroot
approach to curriculum
development.

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First step of Taba is

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diagnosis of needs

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while Tyler is stating

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the objectives.
Taba Tyler is focuses on the xxxxxxxxx Taba is an inductive

o.
rs eplanning phase and approach to curriculum
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process selecting development designed
objective by the teachers.
Taba’s curriculum is Grassroot approach to
made with the curriculum
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collaboration of development.
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teachers, admins,
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experts, students and

society. Grassroot Saylor and Alexander is
approach to curriculum a deductive approach
development. to the planning
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process. Planners begin

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First step of Taba is with major educational

diagnosis of needs goals and objectives
while Tyler is stating
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the objectives.
Saylor & Alexander Tyler focuses on the Taba is an inductive xxxxxxxxx
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planning phase approach to curriculum

development designed
Saylor and Alexander by the teachers.
focuses on its four Grassroot approach to
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steps. Planners begin curriculum

with major educational development.
goals and objectives

Saylor and Alexander is

a deductive approach

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 to the planning
process. Planners begin
with major educational
goals and objectives
Comment: All of the models have a lot of differences when it comes to specification and beliefs
and as what I have observed, there’s always a difference in an approach to curriculum development.
Some models are in the form of diagrams, others are lists of steps that are recommended to
curriculum workers. Some models are linear, step-by-step approaches; others allow for departure
from a fixed sequence of steps. Some models offer an inductive approach; others follow a deductive
approach. Some are prescriptive; others, descriptive.

Self-Check

1. Describe the model of curriculum development which you understand well. Write in two

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paragraphs.

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Taba is known as a grassroots approach to curriculum development. She believed that the curriculum

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should be designed by the teachers rather than handed down by higher authority and she felt that

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teachers should begin the process by creating specific teaching-learning units for their students in their

rs e
schools rather than by engaging initially in creating a general curriculum design, therefore, advocated an
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inductive approach to curriculum development, starting with the specifics and building up to a general
design as opposed to the more traditional deductive approach of starting with the general design and
working down to the specifics.
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vi y re

Self-Reflect

1. What phase of the curriculum process do you find very important as a teacher? Why
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The four phases of curriculum must be important. In every step of the curriculum development process,
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the most important task is to keep the learner in mind and involve them in process. For example, the
curriculum team members, who have direct knowledge of the target audience, should be involved in
conducting the needs assessment. From the needs assessment process, the problem areas are identified,
gaps between what youth know and what they need to know are identified, and the scope of the
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problem is clarified and defined. The results may prompt decision makers to allocate resources for a
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curriculum development team to prepare curriculum materials. It should be follows a logical step-by-
step process to produce positive changes and development should be purposeful, planned and
progressive.
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