BIT International College –

Carmen
Katipunan, Carmen, Bohol

The Teacher and the School Curriculum

A. The Desired Learning Outcomes and Topic LEARNING OBJECTIVES

1. Describe and summarize curriculum
1. Curriculum Development Process and development process;
Models
2. Identify and describe the curriculum
a. Curriculum Development Process models
b. Curriculum Development Models
3. Compare similarities and differences of
 Ralph Tyler Model the different curriculum models
 Hilda Taba Model
 Galen Saylor and William
Alexander Curriculum Model

B. Discussion

Curriculum Development Process

Curriculum development connotes that curriculum is dynamic, it is changing according to
the needs of the learner in a given society. The curriculum can be adjusted, modified, or
improved but changes should be purposeful, planned and progressive. The logical phases
in curriculum development are the following:

a. Curriculum Planning. When you pass any public school you will be able to see and
read the mission, vision and core values of the DepEd. You can see similar ones in
CCSFP. In curriculum planning, the mission, vision and core values of the institution
are taken into consideration because they are indicative of the institution's
philosophy and educational belief. Planning includes the students’ needs as they
live in society and the subject matter to address the needs. In the classroom, these
are translated into desired learning outcomes.

b. Curriculum designing. After the desired learning outcomes are identified, the
conceptualization of the curriculum which include the selection and organization of
the content, the selection and organization of learning experiences or activities and
the selection of appropriate assessment procedures and tools to find out whether the
 learning outcomes are achieved are referred to as curriculum designing. The
designing also includes the resources to be used to achieve the learning outcomes.

c. Curriculum Implementing. These are the plan and the design that are put into
actions in the classroom or non-classroom setting. The teacher facilitates learning
by making use of the plan and the design in order to achieve the learning objectives
set during the planning. Implementing the curriculum involves the teacher, the
learners, the subject matter and the learning activities.

d. Curriculum Evaluating. The purpose of evaluation is to determine whether the

learning outcomes are achieved. The assessment may be formative to monitor the
progress of learning or summative to determine the achievement of the learning
objectives. The result of assessment may reveal learning to be improved by giving
supplementary measures. The result of assessment may
also be a good feedback to planners and implementers of the curriculum.

Activity 1
1. What phase of the curriculum process do you find very important as a teacher? Why?
Curriculum Development Models

1. Ralph Tyler Model

Tyler wrote down his ideas in a book Basic Principles of Curriculum and Instruction for
his students to give them an idea about principles for developing the curriculum.

The Tyler’s model is one of the first models of curriculum development and it was and
still is a highly simple model consisting of four steps. (Educational Research Techniques,
2014)

1. Determine the school’s purposes (aka objectives)

Determining the objectives of the school or a program or a class is one of the most
important step in developing the curriculum. You would
like to know what students need to do in order to be
successful in achieving the objectives. All objectives are
based on students’ needs and the philosophy of the
school. For example, you are preparing a lesson plan in
English, you may create an objective that students will
write essays. This would be one of many objectives within
the English curriculum.

2. Identify educational experiences related to purpose

The development of learning experiences is aimed at helping the students achieve
the learning objectives. These experiences may include the activities that the
teacher and students are doing in the classroom and outside the classroom to
facilitate learning. Example, if one of the objectives is to write an essay, the teacher
may demonstrate to the students how to write an essay.
Practice of writing essays may follow. The experience
(demonstration in writing essays and students writing
essays) is consistent with the objective (Student will
write an essay).
(Educational Research Techniques, 2014)

3. Organize the experiences

 When you prepare a lesson plan you are organizing the learning experiences. You
may model (show students how to do the experience) or demonstrate, let them
practice and do the learning experience independently. Usually, the organization of
learning experiences depends upon the decision of the teacher. Will the teacher
organize the learning experiences in a logical order for the students? Logical order
may be done from specific to general or from easy to difficult.

4. Evaluate the purposes

The evaluation of the objectives will tell you how well you have provided students
with learning experiences to achieve the objectives. Back to the example, students
will write an essay. The teacher assesses the students’ ability to write an essay by
asking them to write an essay in a given topic without assistance. If students can
write essay, then the students have achieved the objective of the lesson.

2. The Taba Model

Hilda Taba advocated an inductive approach to curriculum development. In the inductive

approach, curriculum developers start with the specifics and build up to a general design as
opposed to the more traditional deductive approach of starting with the general design and
working down to the specifics.

Taba believes that teachers should participate in developing a curriculum for their
classroom. She referred to it as grassroots approach because it begins from the bottom.
She presented seven major steps in the model:

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

2. Formulation of 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.
Most of the time, when you apply to any college, you have to hurdle an entrance
examination to meet the standard requirements of the school (Step 1). In another instance
before the start of the instruction, your teacher may decide to give a pretest to find out what
you already know about the subject matter. This is also belonging to Step 1. The teacher
prepares instructional objectives for the students based on the program standards (Step 2).
With the given objectives, the teacher selects content from the different curriculum materials
(Step3). The content is the vehicle of the teacher to facilitate the achievement of the
learning objectives. With the list of contents or subject matter, the teacher organizes the
content according to the logical arrangement of the objectives (Step 4). To achieve the
objectives, the teacher identifies learning experiences to help facilitate the learning. (Step
 5). This may include modeling, demonstrating, working on activities, doing experiments,
researching, making models, making exhibit, field work, etc. All these activities contribute to
the achievement of objectives. Once the teacher has identified and planned the learning
experiences, she organizes them to facilitate the achievement of the learning objectives and
meet the content standard (Step 6). The teacher conducts the learning experiences with the
students, facilitates the achievement of the learning objectives while doing the monitoring of
learning (formative assessment), and do summative assessment at the end to find out if the
learning objectives are achieved (Step 7). The teacher may employ written, oral or
authentic assessment.

Activity 2
1. Which of the two models, Tyler and Taba’s do you understand well? Choose one and
write about it in two paragraphs.

3. Galen Saylor and William Alexander Curriculum Model

There are four steps in curriculum development as viewed by Saylor and Alexander.
These are the following:

1. Goals, Objectives and Domains. Similar to Tyler model, the curricularists begin by
specifying the major goals and specific objectives the school wishes to accomplish
for the learners. According to Saylor and Alexander, each major goal represents a
curriculum domain: personal development, human relations, continued learning skills
and specialization. It is said that the goals, objectives and domains are selected
after careful consideration of several external factors such as findings from
educational research, accreditation standards, views of community groups and
others. (Mishra, 2018) Example: The teacher degree program “aims to develop
highly motivated and competent teachers specializing in the content and pedagogy
for elementary or secondary education”.
(Goal of teacher education) The
teacher program consists of many subjects and
each of these subjects has objectives or
learning outcomes. Example: one of the
objectives of Assessment of Student Learning
subject is “to be able to demonstrate
knowledge and skills in assessing student
 learning” (Objective). The teacher education program has 7 domains and one of the
domains is Content, Knowledge and Pedagogy (Domain).
2. Curriculum Designing. According to Saylor and Alexander, designing a curriculum
follows after determining appropriate learning opportunities and how each
opportunity is provided. Example: The community is under MGCQ because of
COVID 19 (opportunity). The curriculum at the CCSFP was designed for face-to-
face learning considering the needs of students. A review of the curriculum
(opportunity) was done to consider the students’ needs (lacking in digital device) in
re-designing the teacher curriculum (opportunity). Teachers were given the
opportunity to go flexible teaching through modular approach.
3. Curriculum implementation. After designing the curriculum, the teachers prepare
instructional plans, where objectives and strategies are identified to be used for the
implementation. Example: CCSFP teachers are preparing modules for each subject
so that they can be distributed to students in the coming school year.
Implementation includes modular approach through written modules. Consultation
and feed backing process are planned and scheduled. Modular activities are also
provided.
4. Evaluation. Saylor and Alexander recommended a comprehensive evaluation with
the use of variety evaluation techniques. Evaluation should involve the educational
program of the school, the curriculum, the effectiveness of the instruction and the
achievements of the students. Evaluation is one way of determining whether or not
the goals of the school and the objectives of instruction have been achieved.

Note that the models presented used processes of:

1. Curriculum planning,
2. Curriculum designing,
3. Curriculum implementing, and
4. Curriculum evaluating.

C.References:
Bilbao, et. al. (2015). Curriculum Development for Teachers. Quezon City: Lorimar.
Educational Research Techniques. (2014). Retrieved from
https://educationalresearchtechniques.com/2014/07/01/curriculum-development-
thetyler-model/.
Mishra, M. (2018). Slideshare.
NAME: YEAR/SECTION: SCORE:

D.Evaluation

1. Determine the similarities of the three models of Curriculum Development Process.

Answer in bullets only. Do not write on the shaded parts.

Similar Features Tyler Taba Saylor & Alexander

Tyler

Taba

Saylor & Alexander

2. Determine the differences of the three models of Curriculum Development Process.

Answer in bullets only. Do not write on the shaded parts.

Different Features Tyler Taba Saylor & Alexander

Tyler

Taba

Saylor & Alexander