Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

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NAME: COURSE:

DATE: THE TEACHER & THE SCHOOL CURRICULUM ROOM:

CONTACT NO. INSTRUCTOR: MR. MAGTIBAY

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LESSON 2.3: CURRICULUM DEVELOPMENT: PROCESSES AND MODELS

WEEK 5 , 3 HOURS
I. FOCUS:
In this module, challenge yourself to:
• Explain and summarize the curriculum development process and models

II. INTRODUCTION: Curriculum is a dynamic process. 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
which would help clarify the process of curriculum development. There are many other models, but
let us use the three for this lesson.

III. STRATEGIES/CONTENT
A. ANALYSIS/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 2.3: 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. Generally, most models involve four phases.

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.

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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 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.

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. This is presented in his book Basic Principles of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answers to the following questions:

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:

1. Purposes of the school

2. Educational experiences related to the purpose
3. Organizational of the experiences
4. Evaluation of the experience

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 THE TEACHER AND THE SCHOOL CURRICULUM

2. Hilda Taba Model: Grassroots Approach

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 six major steps to her linear model which are the following:

1. Diagnosis of learners’ need 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

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 interest 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. Teacher

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.
3

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 THE TEACHER AND THE SCHOOL CURRICULUM

APPLICATION 1. BOOST UP YOUR LEARNING!

Take Action
Activity 1: Comparison of the Three Models

Instruction: Determine the similarities and differences of the three Models of Curriculum
Development Process.
How are the models similar?
Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler xxxxxxxxx

Taba xxxxxxxxxx

Saylor
& xxxxxxxxxxxxx
Alexander

Comment:

How are the Models Different?

Different Features Tyler’s Taba’s Saylor & Alexander

Tyler xxxxxxxxx

Taba xxxxxxxxxx

Saylor
& xxxxxxxxxxxxx
Alexander

Comment:

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 THE TEACHER AND THE SCHOOL CURRICULUM

➢ Self- Check
Describe the model of curriculum development which you understood best. Write in two
paragraphs.
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Self-Reflect
What phase of the curriculum process do you find very important as a teacher? Why
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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

Enriching Minds of Champions