Scribd
Upload
418 views4 pages

MODULE 03. Approaches and Curriculum Development Process and Models

This document discusses approaches to curriculum and models for curriculum development. It describes three approaches to defining curriculum: as a body of knowledge (content), as a process (teaching and learning), and as a product (student outcomes). It also outlines four phases of curriculum development: planning, designing, implementing, and evaluating. Finally, it examines three models of the curriculum development process proposed by Ralph Tyler, Hilda Taba, and Galen Saylor and William Alexander, each emphasizing different elements like goals, content selection, or evaluation.

Uploaded by

Charlene A. Bo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
418 views4 pages

MODULE 03. Approaches and Curriculum Development Process and Models

This document discusses approaches to curriculum and models for curriculum development. It describes three approaches to defining curriculum: as a body of knowledge (content), as a process (teaching and learning), and as a product (student outcomes). It also outlines four phases of curriculum development: planning, designing, implementing, and evaluating. Finally, it examines three models of the curriculum development process proposed by Ralph Tyler, Hilda Taba, and Galen Saylor and William Alexander, each emphasizing different elements like goals, content selection, or evaluation.

Uploaded by

Charlene A. Bo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

THE TEACHER AND THE SCHOOL CURRICULUM

Module 03. Unit III. Approaches and Curriculum


Development Process Models

I. INTENDED LEARNING OUTCOMES.


1. Described the different approaches about curriculum.
2. Explained by examples how the approaches clarify the definition of curriculum.
3. Reflected on how the three approaches interrelate with each other.
4. Explained and summarized the curriculum development process.

II. LEARNING CONTENTS/SUBJECT MATTER

THREE APPROACHES OF CURRICULUM

1. Curriculum as a Content or Body of Knowledge


These are courses or subject matter outlines which include unit topics, and sub-topics
including concepts written text and reference books, and in the modules. Body of knowledge are
found in all subject areas like Mathematics, Science, Language, Social Studies and Science, and
the like.

Criteria in the Selection of Contents


1. Significance. Contents should contribute to ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. It is significant
if the contents become means of developing the cognitive (knowledge), affective,
(values/attitude), and psychomotor (skills) of the learners. Also it is significant if the
contents is a way to preserve the cultural context of the leaners.

2. Validity. The truthfulness or authenticity of the subject matter affirms the validity of
contents. Knowledge becomes obsolete or outdated with the fast changing times.
Thus, it is important to verify, check, and from time to time evaluate the contents.
3. Utility. Usefulness of contents in the life of the learners and society is very important.
Curriculum must be relevant and responsive to the changing times.

4. Learnability. The contents must be within the range of experiences of the leaners.
This is based on the psychological principles of learning. Appropriate contents standards
and proper sequence of topics are the two important principles of learnability.

5. Feasibility. The school must consider the available resources, expertise of the teacher,
and nature of the learners in the implementation of the curriculum contents.

6. Interest. Interest is one of the driving force of the students to learn better.
Are the contents have purpose in their future life? What value will they gain in learning
the curriculum contents.

Basic Principles of Curriculum Content


1. Balance. Content should be fairly distributed in depth and breath. This will guarantee
the significant contents should be covered to avoid too much or too little of the contents
needed with the time allocation in a semester or school year.
2. Articulation. As the contents progresses to different grade levels, there should be
vertical and horizontal across the same discipline smooth connections and bridging.
3. Sequence. This refers to the logical arrangement or order of the contents per
subject area.
4. Integration. Contents of the curriculum do not stand alone. It is interconnected or
relatedness to other subject areas or field of discipline like Math and Science, Language
and Social Studies, and the like.
5. Continuity. Spiral style of curriculum content is very essential from simple to complex,
from specific to broad, constant repetition, reinforcement and enhancement to attain
mastery of the subject matter.

2. Curriculum as a Process
Curriculum as a process is seen a teaching and learning process. It is not a package of
learning materials but entails action on the part of the teacher and learners. The classroom is
just part of the learning environment where the curriculum is implemented. Hence, the
process is of teaching and learning becomes the central concern of teachers for the
development of the whole child or learner (mental, physical, and psychosocial).

As a process, curriculum is link with the content. The interconnection of the content and
process is called Pedagogical Content Knowledge (PCK).

3. Curriculum as a Product
The product is what the students desire to achieve as a learning outcomes. The product in
the curriculum is a student acquired learning with knowledge, attitude, values, and skills.

When implementing the curriculum content, the teacher should always start with the
intended learning outcomes for the learners, which are the evidence of learning.

CURRICULUM DEVELOPMENT PROCESS

Curriculum development experts believed that curriculum is a dynamic process involving


many different people and procedures. Hence, there are four phases of curriculum process,
namely:

1. Curriculum Planning. In this phase, school’s philosophy, vision, mission, goals and core
values are considered. All of these are evidently shown in the classroom desired learning
outcomes for the learners.
2. Curriculum Designing. This refer to the way curriculum is conceptualized to include the
selection and organization content, the selection and organization of learning experiences
or activities, and the selection of the assessment procedures and tools to measure the
achieved learning outcomes.
3. Curriculum Implementing. This is the where teaching and learning takes place. The
teacher is a facilitator of learning, whereas, the learners are the doers. Learning activities
are very important means to achieve the desired learning outcomes.
4. Curriculum Evaluating. This phase determines the level of extent on the attainment to
the desired learning outcomes. There are two types of assessment, namely: written and
actual performance or product.

The results of the assessment if very important in decision making of curriculum planners
and implementers.

CURRICULUM DEVELOPMENT PROCESS MODELS

A. Ralph Tyler Model:


He emphasized the planning phase in preparing the curriculum. He presented four
processes as follows:
1. Purpose of the School
What education purposes should the school seek to attain?
2. Educational experiences related to the purposes
What educational experiences can be provided that are likely to attain the purposes?
3. Organization of experiences
How can these educational experiences be effectively organized.
4. Evaluation of the experiences
How can we determine whether these purpose are being attained or not?

B. Hilda Taba Model


She believed that teachers should participate in developing the curriculum considering the
nature of the learners. She proposed six processes as follows:
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

C. Galen Saylor and William Alexander Model


Emphasized determining the goals and objectives in preparing the curriculum. They
proposed four processes.
1. Goals, Objectives and Domains
The curriculum planners begin by identifying the educational goals followed by the
different areas of contents such as personal development, human relations, and learners’
skills and specialization.
2. Curriculum Designing
It contains the learning opportunities or experiences and how each is provided such as
instructional materials and learning facilities.
3. Curriculum Implementation
The actual execution of the curriculum where teachers and learners are directly involved.
4. Curriculum Evaluation
A comprehensive evaluation using variety of assessment techniques and tools. It involves
the total educational programme of the school such as achievement of students,
effectiveness of curriculum and instruction, and other aspects in the process of curriculum
development.

III. REFERENCE
Bilbao P, et al. Curriculum Development for Teachers (2014). Cubao Q.C: Lorimar
Publishing, Inc.

You might also like