Tyler's Model of Curriculum Development is a framework that helps educators plan and design effective

curriculum in schools. It was developed by Ralph W. Tyler in 1949 and is still widely used today. Let's
break it down into understandable terms for high school students:

1. Defining Objectives:

Imagine you're planning a road trip. The first thing you need to decide is where you want to go. In
curriculum development, this is like setting clear goals or objectives. What do you want students to learn
by the end of a course or a school year? These objectives are like your destination.

2. Selection of Content:

Once you know where you're going, you need to figure out what places to visit along the way. In
education, this means choosing what topics, subjects, and materials should be included in the
curriculum to help students reach the objectives. Think of these as the interesting places you'll visit on
your road trip.

3. Organization of Content:

Imagine you have a bunch of places you want to visit on your road trip. To make it manageable, you need
to plan the order in which you'll visit them and how much time you'll spend at each place. Similarly, in
curriculum development, you need to organize the content in a logical sequence. This helps students
build their knowledge step by step.

4. Selection of Learning Experiences:

Learning isn't just about reading textbooks. Just like on your road trip, you might go hiking, visit
museums, or talk to locals to learn more. In education, you need to choose various activities, like
classroom discussions, experiments, projects, and field trips, to make learning exciting and engaging.

5. Evaluation:

Now, imagine you're reviewing your road trip. Did you reach all your destinations? Did you have fun? In
curriculum development, evaluation means assessing whether students have achieved the objectives
you set at the beginning. This could involve tests, quizzes, essays, or other assessments to check what
students have learned.

6. Continuous Improvement:
Finally, just like you might adjust your road trip plans for the next adventure, educators use feedback
from assessments and experiences to improve the curriculum for future students. This ensures that the
curriculum gets better over time.

So, Tyler's Model is like a roadmap for educators, helping them set clear goals (objectives), choose what
to teach (content), plan how to teach it (organization and learning experiences), check if students are
learning (evaluation), and keep making things better (continuous improvement). It's a valuable tool to
make sure students get the best possible education.

Taba's Grassroots Model of Curriculum Development is another approach used by

educators to plan and design curriculum. Developed by Hilda Taba, this model focuses
on involving teachers, students, and even the community in the curriculum development
process. Let's break it down into understandable terms for high school students:

1. Starting with Questions:

 Imagine you're curious about something and you start asking questions to learn
more. In Taba's model, curriculum development begins with questions, just like
when you're trying to find answers to your own questions. Teachers and students
come together to ask what they want to learn and why it's important. These
questions become the driving force behind the curriculum.

2. Identifying Objectives:

 Once you have your questions, you can think about what you want to achieve or
learn by finding answers. This step involves setting clear objectives, or goals, for
the curriculum. These objectives help guide the learning process, just like a map
guides you on a journey.

3. Gathering Information:

 To answer your questions and reach your goals, you need information. In
curriculum development, this means researching and collecting information from
various sources, like books, experts, and experiences. It's like gathering data for a
school project.

4. Organizing the Curriculum:

 Now that you have your questions, goals, and information, it's time to organize
everything. This step involves deciding how to structure the curriculum, what
 topics to cover, and in what order. It's like organizing your research into a well-
structured report or presentation.

5. Designing Learning Activities:

 Learning is not just about reading textbooks; it involves doing things. In this step,
educators and students brainstorm and plan various activities that will help in the
learning process. These activities can include discussions, experiments, projects,
or even field trips.

6. Putting It into Action:

 Once you have your curriculum plan and learning activities, it's time to put it into
action. This means teachers and students working together to teach and learn
based on the curriculum they've developed.

7. Evaluation and Reflection:

 Just like you review your project after completing it, in this step, educators and
students assess how well the curriculum worked. Did they achieve their goals?
What worked, and what didn't? This reflection helps in making improvements for
the future.

8. Continuous Improvement:

 Learning never stops, and neither does curriculum development in Taba's model.
Based on the evaluation and reflection, educators and students can make
changes and improvements to the curriculum to make it even better for the next
time.

In a nutshell, Taba's Grassroots Model emphasizes that curriculum development should

start with questions and involve the active participation of teachers, students, and the
community. It's like a collaborative journey where everyone works together to plan what
and how they want to learn, making education more engaging and relevant.

The Standard-Based Model of Curriculum Development is a method used in education to create

curriculum that is structured around specific learning standards or goals. These standards outline what
students should know and be able to do at different grade levels. Let's break down this model into terms
that high school students can understand:
1. Setting Clear Standards:

Imagine you're playing a video game, and there are specific tasks or levels you need to complete to win.
Standards are like those tasks or levels in education. They are clear statements that describe what you're
expected to learn and accomplish in a particular subject or grade.

2. Identifying What's Important:

Standards help educators decide what's important to learn in each subject. Just like in a game, you need
to focus on certain skills or knowledge to succeed. These standards are like the key skills and knowledge
you need to master.

3. Planning the Curriculum:

Once you know the standards, it's time to plan the curriculum. Think of this as creating a roadmap for
your education. Educators decide what topics to teach and when to teach them, so students gradually
meet the standards over the course of the school year.

4. Developing Assessments:

In video games, you often have challenges or quizzes to check your progress. In education, assessments
are like those challenges. Teachers create tests, projects, and assignments to see if students are meeting
the standards. This helps both students and teachers know how well they're doing.

5. Teaching and Learning:

Now it's time to start the learning process. Teachers use various methods to help students understand
the topics and skills outlined in the standards. This could include classroom lessons, discussions,
activities, and even hands-on experiments.

6. Monitoring Progress:

Just like in a game, you keep an eye on your score and progress. In education, teachers continuously
monitor students' progress to see if they are on track to meet the standards. If students are struggling
with a particular skill or concept, teachers can provide extra help.

7. Adjusting as Needed:
Sometimes, you need to change your game strategy if you're not doing well. In education, if students are
having trouble meeting the standards, teachers can adjust their teaching methods or offer additional
support to help students succeed.

8. Achieving the Standards:

The ultimate goal is for students to meet or exceed the standards. This means they have learned what
they were supposed to learn and are well-prepared for the next level or grade.

9. Preparing for the Future:

Once students have met the standards, they are better prepared for the challenges ahead, whether it's
the next grade level, college, or a career. Just like leveling up in a game, meeting standards helps you
progress in your education.

In summary, the Standard-Based Model of Curriculum Development is like a structured roadmap for
learning. It defines clear goals (standards), outlines the path to achieve them (curriculum planning),
checks progress (assessments), and allows for adjustments to ensure that all students have the
opportunity to succeed in their education.

The Understanding by Design (UbD) Model of Curriculum Development is an

educational framework that helps teachers design effective lesson plans and curriculum
by focusing on student understanding and learning outcomes. Let's break down the
UbD Model into terms that high school students can understand:

1. Begin with the End in Mind:

 Imagine you're planning a trip. Before you start packing, you need to know where
you're going and what you want to do there. In UbD, we start by figuring out
what we want students to understand and be able to do by the end of a lesson or
unit. This is like setting a clear destination for your learning journey.

2. Identify Learning Goals (Stage 1 - "What"):

 In this step, we define the specific learning goals or objectives that students
should achieve. These are like the goals you set for yourself before starting a
project or trip. Learning goals are the things you should know or skills you should
have after the lesson or unit.

3. Determine Assessment Methods (Stage 2 - "How"):

  Just as you plan how to measure your progress on a trip (like taking photos),
teachers need to decide how they'll assess whether students have met the
learning goals. Assessments can include tests, projects, presentations, or other
activities. This helps teachers and students know if they're on the right track.

4. Plan Learning Experiences (Stage 3 - "What":

 This is where teachers decide on the activities and lessons that will help students
achieve the learning goals. It's like planning the different activities and places
you'll visit on your trip to reach your destination. These activities are designed to
help students understand the content deeply.

5. Teaching and Learning (Stage 3 - "What"):

 This is the part where teachers teach the content and students engage in learning
activities. It's like going on your trip and experiencing all the activities and sights
you've planned. Students explore, ask questions, and work on projects to build
their understanding.

6. Assessment and Feedback (Stage 2 - "How"):

 After students have learned through various activities, they are assessed to see if
they've met the learning goals. This is like checking your photos and travel
journal to see how well you've experienced your trip. Teachers provide feedback
to help students improve.

7. Reflect and Revise (Stage 1 - "What"):

 Just like you might reflect on your trip and think about what you'd do differently
next time, teachers and students reflect on the learning process. They consider
what worked well and what could be improved. This helps in making future
lessons and units even better.

8. Repeat and Refine:

 Learning is an ongoing process, and teachers use what they've learned to

continually refine and improve their teaching methods and curriculum. It's like
planning more trips and getting better at organizing them each time.
So, the UbD Model is all about starting with a clear goal, planning how to assess
progress, designing engaging learning experiences, teaching and learning, assessing
understanding, reflecting on the process, and constantly improving. It's like a thoughtful
and well-organized journey towards deep understanding and meaningful learning.

The Systematic Design Model of Curriculum Development is an organized and step-by-step approach to
creating effective educational curricula. Think of it as a recipe for making a delicious dish; it outlines all
the ingredients and steps you need to follow to achieve your desired outcome. Let's break it down in a
way that high school students can understand:

1. Needs Assessment (Identify the Problem):

Imagine you're a chef planning a new menu. Before you start cooking, you need to know what your
customers like and what they're looking for. In curriculum development, this step involves identifying
what students need to learn and what skills they should acquire. It's like figuring out what your
"customers" (students) require from their education.

2. Set Clear Objectives (Define Your Goals):

Just like a recipe lists the ingredients you need, educational objectives specify what students should
learn by the end of a lesson or a course. These are like the clear goals you set when you decide to cook a
particular dish. Objectives help keep your teaching on track.

3. Design the Curriculum (Plan the Recipe):

Now that you have your ingredients (objectives), you can plan the recipe (curriculum). This involves
deciding what topics to cover, what resources to use, and how to teach the content effectively. It's like
creating a step-by-step plan for preparing a meal, including what tools you'll need.

4. Develop Teaching Materials (Gather Ingredients):

Just as a chef gathers all the necessary ingredients for a recipe, teachers gather teaching materials like
textbooks, worksheets, and multimedia resources. These materials should align with the curriculum plan
and help students achieve the objectives.

5. Implement the Curriculum (Cook the Meal):

Now it's time to start teaching. This is like following the recipe and cooking the meal. Teachers deliver
lessons, engage students in learning activities, and provide guidance and support to help students
understand the content and meet the objectives.

6. Assess Student Learning (Taste Test):

After cooking a meal, you taste it to see if it's turning out as expected. In education, assessment is like a
taste test. Teachers use tests, quizzes, projects, and other methods to check if students are learning and
meeting the objectives. This step helps identify areas where students might need more help.

7. Evaluate and Revise (Adjust the Recipe):

Sometimes, a dish needs a little extra spice or a different cooking time. Similarly, the curriculum may
need adjustments based on student performance and feedback. Teachers and curriculum developers
review the curriculum, assess its effectiveness, and make improvements for future use.

8. Continuous Improvement (Refine Your Cooking):

Just as a chef continually refines their recipes to make them better, educators keep refining the
curriculum to enhance the learning experience. They stay updated with new teaching methods and
educational research to ensure students receive the best education possible.

In summary, the Systematic Design Model is like creating a well-structured recipe for learning. It starts
with identifying what students need, sets clear objectives, plans the curriculum, gathers teaching
materials, teaches the content, assesses student learning, and continually refines the educational
process to provide a more effective and engaging learning experience.

Print's Model of Curriculum Development is a framework used by educators to design

effective curriculum plans. Developed by David Print in 1993, this model focuses on the
needs and interests of students. Let's break it down into terms that high school students
can understand:

1. Planning with the End in Mind (Long-Range Planning):

 Imagine you're preparing for a big trip. Before you start packing your bags, you
need to decide where you want to go and what you want to do during your
journey. In curriculum development, this is like setting clear goals for what you
want to achieve by the end of the school year or a specific period.

2. Identifying Learning Experiences (Short-Range Planning):

  Once you know your destination, you can start thinking about the specific places
you want to visit and the activities you want to do during your trip. In education,
this step involves identifying the topics you'll study and the activities you'll
engage in to reach your long-term goals.

3. Organizing Learning Experiences:

 Just like you would create an itinerary for your trip to make sure you visit all the
places you want, in curriculum development, educators plan a schedule or
sequence for teaching and learning. This helps ensure that all the necessary
topics are covered in an organized way.

4. Implementation (Teaching and Learning):

 Now it's time to embark on your journey or, in education, start teaching and
learning. Teachers use various methods, such as lectures, discussions, projects,
and assignments, to help students explore and understand the topics and achieve
their learning goals.

5. Monitoring and Assessing Progress:

 As you travel, you might check your map or use a GPS to make sure you're on the
right path. Similarly, in education, teachers assess students' progress through
quizzes, tests, assignments, and other assessments to see if they are meeting the
learning goals.

6. Reflecting and Adapting:

 Just like you might adjust your travel plans if you find a better route or discover
new interests along the way, in education, teachers and students reflect on their
learning experiences. They think about what's working well and what might need
improvement.

7. Feedback and Revision:

 Feedback is like reading reviews or getting advice from experienced travelers.

Teachers and students use feedback to make changes and improvements to the
curriculum or their learning strategies. This helps in making the educational
journey more engaging and effective.
8. Continuous Learning:

 Education is a lifelong journey, much like traveling and exploring new places.
Print's Model emphasizes that learning doesn't stop when you finish one
curriculum. It's a continuous process, and you keep building on what you've
learned as you move forward.

In summary, Print's Model of Curriculum Development is like planning a trip. You set
your goals, decide what you'll do, organize your itinerary, start your journey (teaching
and learning), check your progress, adapt based on feedback, and keep learning as you
go. It's all about creating a curriculum that suits the needs and interests of students
while ensuring they reach their educational goals.

Understanding Context in Course Planning:

When educators plan a course, they need to take into account various factors related to the context in
which the course will be taught. Contextual factors can significantly impact the teaching and learning
process. Here are some important aspects to consider:

Student Characteristics: Understand the backgrounds, interests, and learning styles of the students who
will be taking the course. Tailor your teaching methods and materials to match their needs.

School or Institution: Consider the resources available in your school or institution. This includes
facilities, technology, textbooks, and support services. Your course plan should align with what's
accessible.

Community and Culture: Take into account the local culture and community expectations. This can
influence the content and approach you use in your course.

Educational Standards: Be aware of any curriculum or educational standards that apply to your course.
Ensure your plan aligns with these standards to meet educational goals.

Technology and Resources: Consider the technology and educational resources available. This might
include online tools, software, and equipment that can enhance the learning experience.
Time Constraints: Understand the scheduling constraints, such as class duration and the number of class
sessions. Plan your curriculum accordingly.

Assessment and Evaluation: Consider how you will assess student learning and evaluate the
effectiveness of your course. Design assessments that align with the context and course goals.

Special Needs and Inclusion: Be mindful of students with special needs and create an inclusive learning
environment. Ensure that your course accommodates different learning abilities.

Community Engagement: Explore opportunities for involving the community or experts from outside the
classroom. This can enrich the learning experience.

Adaptability: Be flexible in your course design. Be ready to adjust your plan based on feedback and
changing circumstances.

In summary, "Contextual Filters of Course Planning" refers to the idea that when educators plan a course,
they need to consider the specific context in which they are teaching. This context includes the
characteristics of the students, the resources available, educational standards, and other factors that can
impact the course's success. By taking these factors into account, educators can create a more effective
and tailored learning experience for their students.