Samarita Alexandria C.
BSE 3-2 B English
Complete the Table:
Person
Werrest Charters (1875-1952)
William Kilpatrick (1875-1952)
Franklin Bobbit (1876-1956)
Harold Rugg (1886-1960)
Hollis Caswell (1901-1989)
Ralph Tyler (1902-1994)
Significant of Contribution
Aside from focusing on the needs of the students, he
believes that the objectives, as well as the associated
activities, should be matched with the subject matter or
content. As a result, department chairs or course directors
analyze faculty members' alignment or matching of aims
and subject matter.
The curriculum's objective, according to him, is to promote
child development, growth, and social interactions. He also
introduced small group interaction and the project approach,
in which the teacher and students collaborate on planning.
As a result, it is known as the child-centered curriculum.
Bobbit thinks that after establishing the instructional
activities and tasks, the learning objectives and activities
should be organized and sequenced. He also sees the
curriculum as a science that focuses on the kids' needs. This
point of view explains why classes are designed and
structured based on the requirements of the students, and
how teachers must fulfill these needs in order to prepare
children for adulthood.
He developed the notion of whole-child development, the
inclusion of social studies, and the need for advanced
curriculum design.
He argues that subject content is formed around the
interests and social functions of the learners. As a result, the
curriculum is a collection of experiences. Learners must
apply what they have learned.
Ralph Tyler thinks that the curriculum should be centered on
the needs and interests of the pupils. The curriculum's goal is
 to teach generalists rather than experts, and the process must
include problem solving.

Hilda Taba (1902-1967) Taba contributed to the theoretical and pedagogical

foundations of concept formation and critical thinking in the
social studies curriculum, laying the groundwork for
education.

Perter Olivia (1992-2012) The Oliva Model is a deductive model that provides a
procedure for the whole construction of a school's
curriculum to teachers. Oliva realized that the demands of
children in certain areas are not necessarily the same as the
needs of kids in our society as a whole.