CHAPTER 1 Lesson 2c

CHAPTER 1 - The Teacher as a Knower of Curriculum
Lesson 2c –Curriculum Development: Processes and Models
Objective:
1. Explain and summarize the curriculum development process and models.
Curriculum Development Process
Curriculum development is a involving many different people and procedures. Development

connotes changes which is systematic. A change or 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 our phases.
1. Curriculum planning considers the school vision, mission and goals. It also includes the philosophy or
strong education beliefs 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 section 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 outcomes. A curriculum
design will also include the resources to be utilized and the statement of the 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 of 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 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 the evaluation is very important or decision making o curriculum
planners and implementors.
CURRICULUM DEVELOPMENT PROCESS MODEL
1.RALPH TYLER MODEL: OUR 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 our
fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should school 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. Purpose of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
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 from the top as
what Tyler proposed. She presented seven major steps in 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 or learning objectives
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 our
steps. Curriculum is “a plan or providing sets of learning opportunities to achieve broad educational
goals related specific objectives or 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 the 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 planner and developers
can be determine whether or not the goals of the school and the objectives of instruction have
been met.
ACTIVITIES:
1. Cite the phases involved in curriculum development
2. Select one Curriculum Process Model and cite the considerations that should be observed.
3. There are several philosophies of education today. What philosophy do you think has the
greatest influence with our present educational system today?
4. For the historical, psychological and sociological foundations of education, select at least one
philosopher under each of the dimension and discuss their respective greatest influence in
curriculum development.

CHAPTER 1 Lesson 2c

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CHAPTER 1 Lesson 2c

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CHAPTER 1 - The Teacher as a Knower of Curriculum

Lesson 2c –Curriculum Development: Processes and Models

1. Explain and summarize the curriculum development process and models.

Curriculum Development Process

Curriculum development is a involving many different people and procedures. Development

1.RALPH TYLER MODEL: OUR BASIC PRINCIPLES

1. What education purposes should school seek to attain?

2. HILDA TABA MODEL: GRASSROOTS APPROACH

1. Diagnosis of learners’ needs and expectations of the larger society

3. Galen Saylor and William Alexander Curriculum Model

3. Curriculum Implementation. A designed curriculum is now ready for implementation.

1. Cite the phases involved in curriculum development

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