Ralph Tyler Model Questions:
 Step one is determining the
objectives of the school or
class. In other words, what
do the students need to do
in order to be successful?
Each subject has natural
objectives that are indicators
of mastery. All objectives
need to be consistent with
the philosophy of the school
and this is often neglected in
curriculum development. For
example, a school that is
developing an English
curriculum may create an
objective that students will
write essays. This would be
one of many objectives
within the curriculum.
 Ang hakbang sa isa ay
pagtukoy ng mga layunin ng
paaralan o klase. Sa
madaling salita, ano ang
kailangang gawin ng mga
mag-aaral upang maging
matagumpay? Ang bawat
paksa ay may likas na
layunin na mga
tagapagpahiwatig ng
kasanayan. Ang lahat ng
mga layunin ay kailangang
maging kaayon ng
pilosopiya ng paaralan at
madalas itong napabayaan
sa pag-unlad ng kurikulum.
Halimbawa, ang isang
paaralan na nagkakaroon ng
isang kurikulum sa Ingles ay
maaaring lumikha ng isang
layunin na magsusulat ang
mga mag-aaral ng mga
sanaysay. Ito ay isa sa
maraming mga layunin sa
loob ng kurikulum.
 Step two is developing
learning experiences that
help the students to achieve
step one. For example, if
students need to meet the
objective of writing an essay.
The learning experience
might be a demonstration by
the teacher of writing an
essay. The students than
might practice writing
essays. The experience
(essay demonstration and
writing) is consistent with the
objective (Student will write
an essay).
 Ang hakbang ng dalawa ay
ang pagbuo ng mga
karanasan sa pagkatuto na
makakatulong sa mga mag-
aaral upang makamit ang
isang hakbang. Halimbawa,
kung ang mga mag-aaral ay
kailangang matugunan ang
layunin ng pagsulat ng isang
sanaysay. Ang karanasan sa
pagkatuto ay maaaring isang
demonstrasyon ng guro ng
pagsusulat ng isang
sanaysay. Ang mga mag-
aaral kaysa sa maaaring
magsagawa ng pagsulat ng
mga sanaysay. Ang
 karanasan (essay
demonstration at
pagsusulat) ay naaayon sa
layunin (Mag-aaral ay
magsusulat ng isang
sanaysay).
 Step three is organizing the
experiences. Should the
teacher demonstrate first or
should the students learn by
writing immediately? Either
way could work and
preference is determined by
the philosophy of the teacher
and the needs of the
students. The point is that
the teacher needs to
determine a logical order of
experiences for the students.
 Ang Hakbang tatlo ay ang
pag-aayos ng mga
karanasan. Dapat bang
ipakita muna ng guro o
dapat bang malaman ng
mga mag-aaral sa
pamamagitan ng pagsulat
kaagad? Alinmang paraan
ang maaaring gumana at
kagustuhan ay natutukoy ng
pilosopiya ng guro at mga
pangangailangan ng mga
mag-aaral. Ang punto ay
ang guro ay kailangang
matukoy ang isang lohikal
na pagkakasunud-sunod ng
mga karanasan para sa mga
mag-aaral.
 Lastly, step four is
evaluation of the objectives.
Now the teacher assesses
the students’ ability to write
an essay. There are many
ways to do this. For
example, the teacher could
have the students write an
essay without assistance. If
they can do this, it is
evidence that the students
have achieved the objective
of the lesson.
 Panghuli, ang ika-apat na
hakbang ay pagsusuri ng
mga layunin. Ngayon
tinatasa ng guro ang
kakayahan ng mga mag-
aaral na magsulat ng isang
sanaysay. Maraming mga
paraan upang gawin ito.
Halimbawa, maaaring
ipahiwatig ng guro ang mga
mag-aaral na magsulat ng
isang sanaysay nang walang
tulong. Kung magagawa nila
ito, katibayan na nakamit ng
mga mag-aaral ang layunin
ng aralin.
 There are variations on this
model. However, the Tyler
model is still considered by
many to be the strongest
model for curriculum
development.
 May mga pagkakaiba-iba sa
modelong ito. Gayunpaman,
ang modelo ng Tyler ay
itinuturing pa rin ng marami
 na maging pinakamalakas
na modelo para sa
pagpapaunlad ng kurikulum.
Hilda Taba's Linear Model
1.Diagnosis of needs. The
teacher (curriculum designer)
starts the process by identifying
the needs of the students for
whom the curriculum is to be
planned.
 Diagnosis ng mga
pangangailangan.
Sinisimulan ng guro
(taga-disenyo ng
kurikulum) ang proseso
sa pamamagitan ng
pagkilala sa mga
pangangailangan ng mga
mag-aaral kung kanino
ang pinaplano ng
kurikulum.
2.Formulation of learning
objectives. After the teacher
has identified the needs that
require attention, he or she
specifies objectives to be
accomplished.
 Pagbubuo ng mga
layunin ng pagkatuto.
Matapos matukoy ng guro
ang mga
pangangailangan na
nangangailangan ng
pansin, tinukoy niya ang
mga layunin na
magagawa.
3.Selection of learning
content. 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 needs to be
determined.
 Pagpili ng nilalaman ng
pag-aaral. Ang mga
layunin na napili o nilikha
ay nagmumungkahi ng
paksa o nilalaman ng
kurikulum. Hindi lamang
dapat ang mga layunin at
tugma sa nilalaman kundi
pati na rin ang bisa at
kabuluhan ng nilalaman
na napiling kailangang
matukoy.
4.Organization of learning
content. A teacher cannot just
select content, but must
organize it in some type of
sequence, taking into
consideration the maturity of
the learners, their academic
achievement, and their
interests.
 Organisasyon ng
nilalaman ng pag-aaral.
Ang isang guro ay hindi
maaaring pumili lamang
ng nilalaman, ngunit
dapat ayusin ito sa ilang
uri ng pagkakasunud-
sunod, isinasaalang-
alang ang kapanahunan
ng mga nag-aaral,
kanilang akademikong
 nakamit, at kanilang mga
interes.
5. Selection of learning
experiences. Content must be
presented to pupils and pupils
must engage the content. At
this point, the teacher select
instructional methods that will
involve students with the
content.
 Pagpili ng mga karanasan
sa pagkatuto. Kailangang
iharap ang nilalaman sa
mga mag-aaral at mag-
aaral ay dapat makisali sa
nilalaman. Sa puntong ito,
pipiliin ng guro ang mga
pamamaraan ng
pagtuturo na
magsasangkot sa
nilalaman ng mga mag-
aaral.
6. Organization of learning
activities. Just as content must
be sequenced and organized,
so must the learning activities.
Often the sequence of the
learning activities is determined
by the content. But the teacher
needs to keep in mind the
particular students whom he or
she will be teaching.
 Organisasyon ng mga
aktibidad sa pagkatuto.
Tulad ng kinakailangang
sunud-sunod at maayos
na nilalaman, gayon din
ang mga aktibidad sa
pagkatuto. Kadalasan
ang pagkakasunud-sunod
ng mga aktibidad sa
pagkatuto ay natutukoy
ng nilalaman. Ngunit
kailangang tandaan ng
guro ang mga partikular
na mag-aaral na kanyang
tuturuan.
7. Evaluation and means
of evaluation. The
curriculum planner must
determine just what
objectives have been
accomplished. Evaluation
procedures need to be
considered by the students
and teachers.
 Pagsusuri at paraan ng
pagsusuri. Dapat
malaman ng tagaplano ng
kurikulum kung ano ang
mga layunin na nagawa.
Ang mga pamamaraan ng
pagsusuri ay kailangang
isaalang-alang ng mga
mag-aaral at guro.
The Taba Model- Grass-roots
rational
 Hilda Taba followed the
grass-roots approach in
developing curriculum.
 She believed in an inductive
approach to curriculum
development. For her, it
should be the teachers who
should design the curriculum
rather than the higher
authorities.

Seven major steps- teachers
would have major input:
Step 1: Diagnose of needs:
The teacher (curriculum
designer) starts the process
by identifying the needs of
the students for whom the
curriculum is to be designed.
Step 2: Formulation of
objectives:
After the teacher has
identified needs that require
attention, he specifies
objectives to be
accomplished.
Step 3: Selection of content:
The objectives selected or
created suggest the subject
matter or content of the
curriculum. Objectives and
content should be match.
Step 4: Organization of
content:
A teacher cannot just select
the content, but must
organize in some type of
sequence, taking learner
maturity into consideration,
learner’s academic
achievements and their
interests.
Step 5: Selection of learning
experience:
Content must be presented
to students and they must
engage the content. Here,
the teacher selects
instructional methods that
will involve the students with
the content.
Step 6: Organization of
learning experience:
A content must be
sequenced and organized;
the learning activities, too.
Step 7: Evaluation and
means of evaluation:
The curriculum planner must
determine just what
objectives have been
accomplished. Evaluation
procedures need to be
considered by the teacher
and students.
THE SAYLOR AND
ALEXANDER MODEL
 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
centre.”
a. Goal, Objectives and
Domains: Four major goals
or domain: personal
development, human
relations, continued learning
skills and specialization.
b. Curriculum Design:
Decisions 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?
c. Curriculum Implementation:
Teachers would specify
instructional objectives and
then select relevant teaching
methods and strategies to
achieve the desired learning
outcomes among students in
the classroom.
d. Evaluation: Should be
comprehensive using a
variety of evaluation
techniques. Involve the total
educational programme of
the school and the
curriculum plan, the
effectiveness of instruction
and the achievement of
students.
EVALUATION
a. It considers the school
mission, vision and goals.
b. It is the way the curriculum is
conceptualized.
c. This is to put in action the
plan which is based on the
curriculum design.
d. It determines the extent to
which the desired outcomes
have been achieved.
e. What is emphasized in the
curriculum model of
development of Ralph Tyler?
EVALUATION
a. Itinuturing nito ang misyon,
pananaw at layunin ng paaralan.
b. Ito ang paraan ng pag-konsepto
ng kurikulum.
c. Ito ay upang mailagay ang
aksyon ang plano na batay sa
disenyo ng kurikulum.

d. Tinutukoy nito ang lawak kung

saan nakamit ang ninanais na
mga kinalabasan.

e. Ano ang binibigyang diin sa

modelo ng kurikulum ng pag-unlad
ng Ralph Tyler?.