LESSON 3

Curriculum
Development:
Processes and
Models
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Curriculum Development

 Curriculum is a dynamic process.

 There are always changes that will occur
which are intended for improvement in
curriculum development.
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 A change for the better

Curriculum  It is a dynamic
means alteration,
process involving
Development various people and
modification or
Process improvement of existing
procedures.
condition.

 Development  Development should be

connotes changes purposeful, planned and
which is systematic. progressive to produce
positive changes.
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FOUR (4) PHASES OF CURRICULUM

PLANNING IMPLEMENTING
I

DESIGNING EVALUATING
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PHASE I: Curriculum Planning

“Nobody plans to fail but failure results from a failure to plan”.

○ The planning phase lays the foundation for all of the curriculum
development steps.
○ Considers the school vision, mission and goals.
○ Includes the philosophy or strong education belief of the school.
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PHASE II: Curriculum Designing

Designing is how curriculum conceptualized to include:

 the selection and organization of content (what will be

taught);
 the selection and organization of learning experiences
or activities (how it will be taught); and
 the selection of the assessment procedure and tools to
measure achieved learning outcomes.
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PHASE III: Curriculum Implementing

○ The teacher who is the facilitator of

learning, leads in putting into action the
plan based on curriculum design.

○ It involves the activities that transpire in

every teacher’s classroom where learning
becomes an active process.
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PHASE IV: Curriculum Evaluating

○ Determines the extent to which the intended learning

outcomes have been achieved.
○ This procedure is ongoing as in finding out the
progress of learning (formative evaluations) and
testing steps or the mastery of learning (summative
evaluations).
○ Evaluation will determine the factors that have
hindered or supported the implementation.
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CONCLUSION:

 “Every journey begins with the first step”. The curriculum

development process systematically organizes what will be taught,
who will be taught, and how it will be taught. This lesson shows the
relationships of the four essential phases of the curriculum
development process and how each phase affects and interacts
with other phases.
 Curriculum
Development
Process
Models
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 A model consists of
interacting parts that  There are many models of
Models of serves as a guide or curriculum development,
Curriculum procedure for action. but in this topic, we will
Development focus on three well-known
 Some models are models presented by
simple while others are respected curricularists
very complex. Models which will help clarify the
are more similar than process of curriculum
different and are often development.
refinements or revisions
of earlier models.
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The
Curricularists:

Ralph Tyler Hilda Taba Galen Saylor William Alexander

Ralph Tyler Model: Four Hilda Taba Model: Galen Saylor & William Galen Saylor and
Basic Principles Grassroots Approach Alexander Curriculum William Alexander
Model Curriculum Model
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 He was an American educator who

worked in the field of assessment and
Ralph Tyler evaluation.
(1902-1994)  “Father of Education Evaluation and
Assessment”

 Emphasizes the planning phase

(objective centered)
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Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale which introduced in 1949, curriculum development model 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:

 What education purposes  How can these educational

should school seek to attain? experiences be effectively
organized?
 What educational
 How can we determine
experiences can be provided whether these purposes are
that are likely to attain these being attained or not?
purposes?
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Ralph Tyler Model: Four Basic Principles

Objectives
Tyler’s model shows that in curriculum
development, the following considerations should
Selection of be made:
Learning
Experience
1. Purposes or Objectives of the School
Organization of 2. Educational Experiences Related to the
Learning
Experience Purposes
3. Organization of the Experiences
Evaluation 4. Evaluation of the Experiences
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1. Purposes or Objectives of the

School

 To provide a structure for examining the elements that go to

make up curriculum planning, and how these elements
interrelate.
 When developing curriculum purposes or objectives data should
be gathered from three sources; namely, the subject area, the
learners, and society.
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2. Educational Experiences
Related to the Purposes

 The selection of educational experiences which based on what

is known about human learning and human development
enables the attainment of the stipulated objectives.
 The learning experiences have to take into account the previous
experiences of the learners.
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3. Organization of the
Experiences

 Tyler emphasized that the experiences should be properly

organized for the enhancement of learning.
 He suggested that ideas, concepts, values and skills be used as
organizing elements woven into the curriculum.
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4. Evaluation of the Experiences

 Evaluation is necessary for educators to know whether the selected

learning experiences produced the intended results.
 For example, if the objective was to develop critical thinking among
students, did the learning experiences selected achieve this
objective? Through evaluation it will be possible to determine
whether the curriculum was effective or ineffective.
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 An architect, a curriculum theorist, a

curriculum reformer, and a teacher
Hilda Taba educator.
(1902-1967)
 She developed Ralph Tyler Evaluation
 
 She used the Grass Root Approach.
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Hilda Taba Model: Grassroots Approach

Taba begins from the bottom rather than from the top as what Tyler proposed. She proposed this approach
to her book Curriculum Development: Theory and Practice published in 1962. She presented seven major
steps to her linear model which are the following:

1. Diagnosis of Learner’s 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. Organization of Learning Experiences
7. Determination of What to Evaluate and the Means of Doing It.
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1. Diagnosis of Learner’s Needs
and Expectations of the Larger
Society

 The teacher who is also the curriculum designer starts the

process by identifying the needs of students for whom the
curriculum is planned.
 For example, the majority of the students are unable to think
critically.
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2. Formulation of Learning
Objectives

 After identifying the needs of the learner that requires attention,

the teacher should specify the objectives that have to be
accomplished.
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3. Selection of Learning
Contents

 The objectives selected or created suggest the subject matter

or content of the curriculum. Not only should objectives and
content match, but also the validity and significance of the
content chosen need to be determined.
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4. Organization of Learning
Contents

 A teacher must organize the selected content in some type of

sequence, taking into consideration the maturity of learners,
their academic attainment, and their interests.
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5. Selection of Learning
Experiences

 Content must be presented to students and students must be

engaged with the content.
 At this point, the teacher selects instructional methods that will
involve the students with the content.
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6. Organization of Learning
Experiences

 The same with organizing the selected content, learning

experiences or activities must be organized. Often, the
sequence of learning experiences is determined by the content.
But the teacher needs to keep in mind the particular students
whom he/she will be teaching.
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7. Determination of What to
Evaluate and the Means of Doing It.

 The curriculum planner and implementor must determine just

what objectives have been accomplished.
 Evaluation procedures need to be designed to evaluate learning
outcomes.
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 The viewed curriculum development
as consisting of four (4) steps.

Galen Saylor
 Curriculum is “a plan for providing
& sets of learning opportunities to
William Alexander achieved broad educational goals and
related specific objectives for an
identifiable population served by a
single school center.”
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Galen Saylor & William Alexander Curriculum Model

Here are the four steps of Salor’s and Alexander’s curriculum model:

1. Goals, Objectives and Domains.

2. Curriculum Designing.
3. Curriculum Implementation.

4. Evaluation.
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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 Specialization
 The goals, objectives and domains are identified and chosen based on
research findings, accreditation standards, and views of the different
stakeholders.
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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.
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3. Curriculum Implementation.

 A designed curriculum is now ready for implementation.

Teachers then prepare instructional plans where instructional
objectives are specified and appropriate teaching method and
strategies are utilized to achieve the intended learning
outcomes among learners.
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4. Evaluation.

 A comprehensive evaluation using 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 determine whether or not the goals of the
school and the objectives of instruction have been met.
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CONCLUSION:

 All the models, utilized the processes of (1) curriculum

planning, (2) curriculum designing, (3) curriculum implementing,
and (4) curriculum evaluating.
 The three models reveal both similarities and differences. All
models outline a sequence of procedures to be taken in
curriculum development.
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CONCLUSION:

 Interestingly, the Taba model emphasizes the role of teachers in

curriculum development while the Tyler model focuses on the two
screens which objectives have to pass through.
 However, you should keep in mind that models often are incomplete;
they do not and cannot show every detail and aspect of the
complicated curriculum process. To illustrate every aspect in detail of
the curriculum development process would require an exceedingly
complex and intricate model.
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