Quiz No.

Name: MARTINEZ, JANELLE R.

Activity 1 Comparison of the Three Models

Table 1 How are the models similar?

Similar Features Tyler Taba Saylor & Alexander

Tyler Includes process of Has specific objective which needs
***
evaluation to accomplished
Taba They are linear in design They specify the significant the
and emphasizes the aim *** educational goal or the goals in
of education. education
Saylor & Alexander Their models are
designed fitted &
They included the phases
relevant opportunities ad
of curriculum ***
pertains how
development process.
opportunities being
provided.
Reflection: They have system of representations of the process or per model which helps in
understanding how communication works can be done. Actually all of the models make sense
of the process of curriculum planning, curriculum designing, curriculum implementing and
curriculum evaluating. Then, as what I observed the models has its considerations to follow
and to be made, the similarity was the evaluation always at the end or final.

Table 1 How are the models different?

Similar Features Tyler Taba Saylor & Alexander

Tyler *** Saylor & Alexander defines curriculum as a
Tyler’s focal point was on the plan to provide sets of opportunities for
planning phase and process of learning to attain broad educational goals as
selecting objectives. well as related objectives for the identifiable
population a school center serves
Taba Taba’s model has six steps *** Saylor & Alexander stresses more on the
while Tyler’s curriculum teaching process.
model has 4 phases
Saylor & Alexander Saylor & Alexander has Has its concept of evaluation ***
instructional modes of gathering comprehensive
evidence of learning rather
than just paper and pencil.
Reflection: As I observed Taba’s Major Steps with her grass-root model is where teachers would have a major input and
can be classified in terms of administrative. Then her evaluation procedures be designed to evaluate the
learning outcomes which always goes beyond the evidence. While, Tyler was more on linking objectives, to
experience and evaluation wherein the curriculum will be evaluated & then will just revise the aspects that
did not prove effective. And, Saylor & Alexander model was used to test & apply the general insight,
principles & hypothesis where evaluation are always stays within the evidence.
Activity 2

1. Philosophical Foundations

John Dewey - His contribution field of curriculum development cited that student’s needs knowledge as means of
growth and development. Students also need to complete activities that are interesting and hands-on and focus on
group activities decision making a cooperative learning. Then, teachers will be the facilitator to help students solve
problems, monitoring their progress and providing feedback. His contribution actually was to liberate the education
of children.

Plato - His contribution provides a comprehensive vision to solve problems in education. Plato’s educational ideals
lie in giving a clear view to educators about the meaning of different concepts that appeared in the discourse on
education in history. These concepts include ideas, reason, goodness, metaphysics, dialectics, sense perception,
representation, and virtue, role play as a medium of instruction, motivation and truth. The curriculum content of
Plato’s educational system differs from one level of education to the other, geared towards producing men for
physical fitness, for moral and spiritual development of the soul, for utilitarian value and much more still to help the
soul progress

2. Historical Foundations

Franklin Bobbit - He influenced the curriculum by showing how teaching classical subjects should be replaced by
teaching subjects that correspond to social needs. The procedures for curriculum planning, which Bobbitt referred
to as job analysis, began with the identification of the specific activities that adults undertook in fulfilling their
various occupational, citizenship, family, and other social roles. The resulting activities were to be the objectives of
the curriculum. The curriculum itself, Bobbitt noted, was comprised of the school experiences that educators
constructed to enable children to attain these objectives.

Harold Rugg - He actually argued that individual integrity was vital to a good society and could be fostered by
creative self-expression. He assembled a team to create his Social Science Pamphlets, a series of booklets that
comprised the social studies materials for junior high school (grades six to eight). He carefully crafted programme
is an uncommon instantiation of what a progressive conception of curriculum can look like in practice. Rather than
traditional subjects such as history and geography, Rugg’s materials were built on ‘understanding units’ that dealt
with current problems such as the corporate economy, agricultural depression, unequal distribution of wealth, the
need for economic planning, intercultural relations and international cooperation.

3. Psychological Foundations

Abraham Maslow - He provide the thought of Hierarchy of Needs which reminds to teachers that students are less
likely more active if the basic needs of students are unmet. Influence in education with his approach to motivation
which affects the school & classroom in different ways. His theory pertains more on philosophy than on scientific
evidences. His goal was to produce a healthy and happy learner who can accomplish, grow and actualize.

Carl Rogers - He established counseling procedures & methods for facilitating learning. He applied client-centered
or psychotherapy in which it deals to interactions between teachers & students. His theory consider student’s
strengths, weakness to their prior knowledge, learning style and future educational courses. His curriculum is
concerned with process, not product; personal needs, not subject matter, psychological meaning, not cognitive
scores.

4. Social Foundations of Curriculum

Alvin Toffler - Alvin focused on trying to produce students who have learned how to learn. He notes in the Q & A
that customization would have a major impact on student motivation. “You need to find out what each student
loves,” he says. “If you want kids to really learn, they’ve got to love something. His influence on the thinking of
business and government leaders worldwide created a big impact. Alvin tells us what's wrong and right with
public education.

Emile Durkheim - He founded the field of sociology. He focus on the division of labor and its consequences for life
social. He put emphasis on empirical data to lend support to theoretical speculations. He emphasizes the reality of
society and social facts. He considered education and pedagogy from a sociologist’s point of view. Where school is
a scale model in which both social relations of individuals of society are mediated through the teacher or student
relationship broadly speaking in the relationship to knowledge.

5. Other Theories

John Goodlad – His influence in curriculum organized around needs of society and the students. He put emphasize
on active learning and critical thinking. He put involvement of student’s in planning curriculum content and
instructional activities. Goodland has compiled a large number of studies on school climate and curriculum, and
what schools use to develop their main focus or agenda. He designed and promoted several educational reform
programs, and conducted major studies of educational change.

William Pinar - With his theory he put the thought that curriculum involves multiple disciplines. He broaden the
conception of curriculum to enrich the practice. Pinar has amply documented the growth of emphasis on
understanding curriculum. He devises the best practices of effective teaching in order to facilitate student learning,
often assessed by standardized tests. He is interested in each but as of him he is less interested in how teachers
teach than in what they teach, what students learn (and what they don’t), the impact of standardized assessment
on teaching and learning.