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Curriculum Development Processes and Models - Unit 2.3

The document outlines the curriculum development processes and models, emphasizing that it is a dynamic and systematic process involving multiple phases: planning, designing, implementing, and evaluating. It discusses three specific models: Ralph Tyler's model focusing on planning, Hilda Taba's grassroots approach involving teacher participation, and the Saylor and Alexander model which includes goal setting and evaluation. Each model highlights the importance of aligning educational experiences with the school's vision and objectives.

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Philip Justin Belchez Barsaga
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9 views7 pages

Curriculum Development Processes and Models - Unit 2.3

The document outlines the curriculum development processes and models, emphasizing that it is a dynamic and systematic process involving multiple phases: planning, designing, implementing, and evaluating. It discusses three specific models: Ralph Tyler's model focusing on planning, Hilda Taba's grassroots approach involving teacher participation, and the Saylor and Alexander model which includes goal setting and evaluation. Each model highlights the importance of aligning educational experiences with the school's vision and objectives.

Uploaded by

Philip Justin Belchez Barsaga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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UNIT 2.

3
Curriculum
Development
Processes and
Models
A. The curriculum development processes and models
B. The curriculum development processes

By: Philip Justin


Barsaga
Curriculum development
process
• is a dynamic process
involving many different
people and procedures
• Develpment connotes
changes which is systematic
Most Models involve Four
Phases
Curriculum Planning
• considers the school vision, mission and goals
• it also includes the phyilosophy or strong education belief of the school
Curriculum Designing
• this is the way curriculum is conceptualized to include the selection and
organization of the content
• a curriculum design will also include the resources to be utilized and the
statement of the intended learning outcomes
Curriculum Implementing
• putting into action the plan which is based on the curriculum design in the
classroom setting or the learning environment
Curriculum Evaluating
• determines the extent to which the desired outcomes have been achieved.
Curriculum Development
Process Models
1. Ralph Tyler Model: Four Basic Principles/ Tyler's
Rationale
• this curriculum development process emphasizes the
planning phase. This is presented in his book Basic
Principles of Curriculum and Instruction
Tyler's Model shows thate in curriculum development the
following considerations should be made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences
2. Hilda Tabaco Model: Grassroots Approach
• Hidla tabaco improved on Tyler's Model. She believed that
teachers should participate in developing a curriculum

There are Six(6) major steps to Hilda Taba's linear model


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 means of doing ii.
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 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 gaol and
specific objectives they wish to accomplish
• this 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
3. Curriculum implementation
• A designed curriculum is now ready for implementation,
teachers then prepare 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 curriculum model
• 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 models utilized the processes of 1. curriculum planning, 2.


curriculum designing, 3. curriculum implementing and 4.
curriculum evaluating.

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