LESSON 5: MODELS

OF CURRICULUM
DEVELOPMENT
MILAGROS AUREA A. SABIDALAS, LPT, EdD
Desired Learning Outcome

1. Explain and summarize

the curriculum development
process and models.
 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 (Bilbao, et al., 2014).
 Curriculum Development Process
Curriculum development is a dynamic
Curriculum
process as it involves various people and Planning
procedures. Development signifies changes
which are systematic. Changing for the better
means alteration, modification or improvement Curriculum Curriculum
Evaluating Designing
of existing condition.to achieve positive
changes, development should be purposeful,
planned and progressive. It is usually linear Curriculum
and follows a logical step-by-step fashion Implementin
g
involving the following phases: curriculum
planning, curriculum design, curriculum
Figure 1. Curriculum Development Process
implementation and curriculum evaluation.
 1. Curriculum planning. In planning a
curriculum, the vision, mission, and goals
are taken into consideration. This also
includes the philosophy of the school. All of
these are translated to classroom desired
learning outcomes for the learners. In this
course, for example, we started with the
program outcomes down to the school’s
vision, mission, graduate attributes, core
values, and course outcomes from which all
the desired learning outcomes for the
students are anchored.
 2. Curriculum Designing. In this phase, we start applying the designing backward
principle of OBE as this the way curriculum is conceptualized to include the selection and
organization of the content, the selection and organization of learning experiences or
activities and the selection of assessment procedure and tools to measure achieved learning
outcomes. A curriculum design likewise includes the resources to be utilized and the
statement of the intended learning outcomes. In this course for example, all the teaching and
activities are anchored on the national program outcomes down to the vision, mission, and
goals of the institution to ensure that the graduates’ attributes are realized.
 3. Curriculum Implementing. This happens in
the classroom setting. The teacher facilitates the
realization of the curriculum design. The curriculum
design directs the teacher and the learners in doing
the activities which lead to achieving the intended
learning outcomes. Simply put, it involves the
activities transpiring in every teacher’s classroom
where learning becomes an active process. In this
course for example, the class curriculum is
implemented through modules which activities
require learners to perform or comply. The small
group video calls and chats are the processes
involved as the mode of delivery utilized by the
teacher is blended distance learning.
 4. Curriculum evaluating. This phase
determines the extent to which the desired
learning outcomes have been achieved.
This process is on-going because this
involves finding out the progress of learning
(formative) or the mastery of learning
(summative). Along the way, evaluation will
determine the factors hindering or
supporting the implementation. It will also
identify the area that needs to be improved
and corrective measures will be applied.
The result of evaluation is essential for
decision making of curriculum planners and
implementors.
 CURRICULUM
DEVELOPMENT PROCESS
MODELS
 1. Ralph Tyler Model: Four Basic Principles or
Tyler’s Rationale
1. What educational purposes should
the 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:
 
2. Hilda Taba Model: Grassroots Approach
Hilda Taba improved Tyler’s
Rationale by making a linear
model. She believed that
teachers who teach or
implement the curriculum should
participate in developing it. Her
advocacy was commonly called
the grassroots approach.
3. Galen Saylor and William Alexander Curriculum Model
(https://developmentofcurriculum.wordpress.com/2017/10/18/the-saylor-and-alexander-model/)

Galen Saylor and William

Alexander (1974) viewed
curriculum development as
consisting of four steps. According
to them, 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”
 Goals, Objectives and Domains: The
model indicates that curriculum planners begin
by specifying the major educational goals and
specific objectives they wish to accomplish.
Each major goal represents a curriculum
domain and they advocate 4 major goals or
domains: personal development, human
relations, continued learning skills and
specialization. The goals, objectives and
domains are selected after careful
consideration of several external variables
such as findings from educational research,
accreditation standards, views of community
groups and others.
 Curriculum Designing: Once the
goals, objectives and domains have been
established, planners move into the
process of designing the curriculum. Here
decision is made on the appropriate
learning opportunities for each domain
and how and when these opportunities
will be 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.
 Curriculum Implementation:
After the designs have been
created the next step is
implementation of the designs by
teachers. Based on the design of
the curriculum plan teachers would
specify instructional objectives and
then select relevant teaching
methods and strategies to achieve
the desired learning outcomes
among students in the classroom.
 Evaluation: Finally, curriculum planner
and teachers engage in evaluation. The
model proposed that evaluation should be
comprehensive using a variety of
evaluation techniques. Evaluation should
involve the total educational program 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.
Small Group Activity

Having studied the curriculum processes and models,

compare these three models. Together with your group
members, determine the similarities and differences of the
three.
 How are these models similar? Use the format given below.

Similar Features Tyler’s Taba’s Saylor and

Alexander
Tyler      
Taba      
Saylor &      
Alexander
Comment      
 How are these models different? Use the format given
below?
Different Features Tyler’s Taba’s Saylor and Alexander

Tyler      

Taba      

Saylor & Alexander      

 
Comment