Module 3.

The Teacher and the Curriculum Development Process 29

3
The Teacher and the
Curriculum Development
Process
So far, we had examined the definition, nature and scope of curriculum, the

different point of view of curriculum, and the different ways of approaching the

curriculum in the previous module. In this section, we will try to explore the curriculum

development process.

SELF-CHECK!!!

After finishing this module, you are expected to achieve the following
intended learning outcomes
1. Accurately describe the different processes involved in the development of
curriculum.
2. Correctly distinguish the similarities and differences between various
curriculum development models.
3. Precisely describe the different foundations of curriculum development.
Module 3. The Teacher and the Curriculum Development Process 30

LEARNING RESOURCES
For further readings, you may refer to the following books;

Curriculum Development for Teachers by: Purita P. Bilbao, Ed.D. et.al page 26-
39

MET Reviewer LET Specialist 2019 Edition page 318 – 340

EXPLORE!!!!
We will now try to understand the curriculum development

process. We will explore the different processes involved in the

development of the curriculum; the different curriculum development process

models; and, the foundations of curriculum development.

CURRICULUM DEVELOPMENT PROCESS

Curriculum development is a dynamic process which involves many

different people and procedures. The term development implies changes which is

systematic. When we want to change for better, it includes alteration,

modification or improvement of the existing condition. In order to produce positive

changes, development should be purposeful, planned and progressive. It is

imperative that we should follow a linear and logical step – by – step procedure if

we wish to achieve a better result. Generally, most models involve four phases in

the curriculum development process these are; curriculum planning, curriculum

designing, curriculum implementation and curriculum evaluation.

Module 3. The Teacher and the Curriculum Development Process 31

1. Curriculum Planning

In this phase, the school vision, mission and goals are considered. It also

includes the philosophy or strong education belief of the school. All of these will

eventually be translated to classroom desired learning outcomes for the learners.

2. Curriculum Designing

This phase serves as the way in which the curriculum is conceptualized. It

includes the selection and organization of the content, the selection and

organization of learning experiences or activities, and the selection of the

assessment procedure and tools to measure achieved learning outcomes. A

curriculum design will also include the resources to be utilized and the statement

of the intended learning outcomes.

3. Curriculum Implementing

This phase is putting into action the plan which is based on the curriculum

design in the classroom setting or the learning environment. The teacher is the

facilitator of learning and, together with the learners, uses the curriculum as

design guides to what will transpire in the classroom with the end in view of

teaching the intended learning outcomes. Implementing the curriculum is where

action takes place. It involves the activities that transpire in every teacher’s

classroom where learning becomes an active process.

4. Curriculum Evaluating

This phase determines the extent to which the desired outcomes have been

achieved. This procedure is on-going as in finding out the progress of learning

(formative) or the mastery of learning (summative). Along the way, evaluation will
Module 3. The Teacher and the Curriculum Development Process 32

determine the factors that have hindered or supported the implementation. It will

also pinpoint where improvement can be made and corrective measures,

introduced. The result of evaluation is very important for decision making of

curriculum planners, and implementors.

So far, we had an overview on what processes are involved in the

development of curriculum. In the next section, we will deal with some curriculum

development models that you can use as guide in developing your own

curriculum.

CURRICULUM DEVELOPMENT PROCESS MODELS

A model is a format for curriculum design developed to meet unique

needs, contexts, and/or purposes. In order to address these goals, curriculum

developers design, reconfigure, or rearrange one or more key curriculum

components. There are a lot of models for curriculum development. We will deal

with the most common curriculum development models.

a. Ralph Tyler Model: Four Basic Principles

One of the best known curriculum models is The

Tyler Model introduced in 1949 by Ralph Tyler in

his classic book Basic Principles of Curriculum

and Instruction in which he asked 4 questions:

1. What educational purposes should the school seek to attain?

2. What educational experiences can be provided that are likely to attain

these purposes?
Module 3. The Teacher and the Curriculum Development Process 33

3. How can these educational experiences be effectively organised?

4. How can we determine whether these purposes are being attained?

Tyler’s model shows that in curriculum development, the following

considerations should be made:

1. Purposes of the school.

2. Educational experiences related to the purposes.

3. Organization of the experiences.

4. Evaluation of the experiences.

b. Hilda Taba Model: Grassroots Approach

Another approach to curriculum development was

proposed by Hilda Taba in her book Curriculum

Development: Theory and Practice published in 1962.

She argued that there was a definite order in creating a

curriculum. She believed that teachers, who teach the

curriculum, should participate in developing it which led to the model being called

the grass-roots approach. She noted 7 major steps to her grass-roots model in

which teachers would have major input. She was of the opinion that the Tyler

model was more of an administrative model.

1. Diagnosis of need: The teacher who is also the curriculum designer

starts the process by identifying the needs of students for whom the

curriculum is planned. For example, the majority of students are unable to

think critically.
Module 3. The Teacher and the Curriculum Development Process 34

2. Formulation of objectives: After the teacher has identified needs that

require attention, he or she specifies objectives to be accomplished.

3. Selection of 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. i.e. the relevancy and significance of content.

4. Organisation of content: A teacher cannot just select content, but must

organise it in some type of sequence, taking into consideration the

maturity of learners, their academic achievement, and their interests.

5. Selection of learning experiences: Content must be presented to

students and students must be engaged with the content. At this point, the

teacher selects instructional methods that will involve the students with the

content.

6. Organisation of learning activities: Just as content must be sequenced

and organised, 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.

7. Evaluation and means of evaluation: The curriculum planner must

determine just what objectives have been accomplished. Evaluation

procedures need to be designed to evaluate learning outcomes.

c. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as

Module 3. The Teacher and the Curriculum Development Process 35

consisting of four steps. According to them, 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”

1. Goals, Objectives and Domains: The model indicates that curriculum

planners begin by specifying the major educational goals and specific

objectives they wish to accomplish. Each major goal represents a

curriculum domain and they advocate 4 major goals or domains: personal

development, human relations, continued learning skills and

specialisation. The goals, objectives and domains are selected after

careful consideration of several external variables such as findings from

educational research, accreditation standards, views of community groups

and others.

2. Curriculum Designing: Once the goals, objectives and domains have

been established, planners move into the process of designing the

curriculum. Here decision 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?

These are some of the questions that need to be answered at this stage of

the development process.

3. Curriculum Implementation: After the designs have been created the

next step is implementation of the designs by teachers. Based on the

design of the curriculum plan teachers would specify instructional

Module 3. The Teacher and the Curriculum Development Process 36

objectives and then select relevant teaching methods and strategies to

achieve the desired learning outcomes among students in the classroom

4. Evaluation: Finally, curriculum planner and teachers engage in

evaluation. The model proposed that evaluation should be comprehensive

using a variety of evaluation techniques. Evaluation should involve the

total educational programme of the school and the curriculum plan, the

effectiveness of instruction and the achievement of students. Through the

evaluation process, curriculum planner and developers can determine

whether or not the goals of the school and the objectives of instruction

have been met.

Based from the various models for curriculum, we end up realizing that

curriculum can be crafted in several ways. These models will serve as a guide for

us to develop a unique curriculum. In this section, we will look into the

foundations of curriculum development.

FOUNDATIONS OF CURRICULUM DEVELOPMENT

In this portion, we will analyse the four different foundations of the

curriculum development as described by Bilbao et. al (2008).

A. Philosophical Foundations

Philosophy had been considered as the guide of education. It serves as

the window as where the curriculum should go and what are needed to be done.

For curricularists, it serves as a strong belief about education and schooling and

the kind of curriculum in the teachers’ classrooms or learning environment.

Module 3. The Teacher and the Curriculum Development Process 37

Philosophy of the curriculum answers questions like: What are schools for? What

subjects are important? How should students learn? What methods should be

used? What outcomes should be achieved? Why?

There are many philosophies in education but we will deal only with those

presented by Ornstein and Hunkins in 2004 as cited by Bilbao et. al (2008).

1. Perennialism

Aim : Educate the rational person, cultivate intellect

Role of Teachers : Assists students to think with reason (HOTS)

Focus : Classical subjects

Trends : Use of Great books

2. Essentialism

Aim : Promote intellectual growth of learners to become

competent

Role of Teachers : Sole authorities in the subject area

Focus : Essential skills, 3R’s

Trends : Back to basic, excellence in education, cultural

literacy

3. Progressivism

Aim : Promote democratic social living

Role of Teachers : Leads for growth and development

Focus : Interdisciplinary subjects. OBE

Trends : Equal opportunities for all. Contextualized curriculum

Module 3. The Teacher and the Curriculum Development Process 38

4. Reconstructionism

Aim : Improve and reconstruct society

Role of Teachers : Acts as agent of change and reforms

Focus : Present and future educational landscape

Trends : School and curricular reforms, Global Education,

Collaboration and Convergence, Standards and

Competencies

B. Historical Foundations

In this portion, we will deal with the chronological development of

curriculum along time.

• Franklin Bobbit (1876-1956) -

presented curriculum as a science that

emphasizes on students' need. Curriculum

prepares for adult life.

• Werret Charters (1875-1952) - considered

curriculum also as a science which is based

on students' need and the teachers plan the

activities.
Module 3. The Teacher and the Curriculum Development Process 39

• William Kilpatrick (1871-1965)

- viewed curriculum as purposeful

activities which are child-centered. The

purpose of curriculum is child

development and growth.

• Harold Rugg (1886-1960) - Curriculum

should develop the whole child. He

emphasized social studies in the curriculum

and the teacher plans the lesson in

advance.

• Hollis Caswell (1901-1989) - sees

curriculum as organized around social

functions of themes, organized knowledge

and earner's interests.

• Ralph Tyler (1902-1994) - believes that

curriculum is a science and an extension of

school's philosophy.
Module 3. The Teacher and the Curriculum Development Process 40

• Peter Oliva (1992- 2012) he

described that curriculum change is a

cooperative endeavor. Teachers and

curriculum experts constitute the

professional core planners. Significant

improvement is achieved through group

activity.

C. Psychological Foundations

Psychology provides a basis to understand the teaching and learning

process. It unifies elements of the learning process. In this section, we will

analyse the psychological foundations of curriculum.

• Ivan Pavlov (1849 – 1936) he is the father

of classical conditioning, the S-R Theory. The key

to learning in early years of life is to train them

what you want them to become. S-R theory is the

foundation of indoctrination.

• Edward Thorndike (1874 – 1949) – he

championed the Connectionism Theory. He

proposes three laws of learning (Readiness,

Module 3. The Teacher and the Curriculum Development Process 41

Exercise and Effect). Specific stimulus has specific response.

• Robert Gagne (1916)- he proposed the

Hierarchical Learning Theory. Behavior is based

on prerequisite conditions. Introduced tasking in

the formulation of objectives.

• Jean Piaget (1896 – 1980)- he proposed

the cognitive development theory

(sensory motor 0 -2; preoperational 2-7;

concrete operational 7 -11; formal

operational 11-onwards). He introduce

the keys to learning; assimilation,

accommodation and equilibration.

• Lev Vygotsky (1896 -1934)- he introduced

Sociocultural Development Theory and

introduces Scaffolding Theory.

Module 3. The Teacher and the Curriculum Development Process 42

• Howard Gardner – he proposed the

Multiple Intelligence Theory. According to

him, humans have different ways of

processing information and these ways

are relatively independent of one another.

There are nine multiple intelligences:

linguistic, logico-mathematical, musical, spatial, bodily/kinaesthetic,

interpersonal, intrapersonal, naturalist and existential.

• Daniel Goleman – he introduce the idea

of Emotional Quotient (EQ). Emotion has the

power to affect action.

• Gestalt Theory – learning is explained in

terms of “wholeness” of the problem.

Human beings do not respond to isolated

stimuli. Learning is complex and abstract.

Learners analyse the problem, discriminate

between essential and nonessential data

and perceive relationships. Learners will

perceive something in relation to the whole. What and how they perceive

is related to their previous experiences.

Module 3. The Teacher and the Curriculum Development Process 43

• Abraham Maslow (1908 – 1970) – he

advance the Self-Actualization Theory and the

classic Theory of Needs. A child whose basic

needs are not met will not be interested in

acquiring knowledge of the world. Produce a

healthy and happy learner who can

accomplish, grow and actualize his or her human self.

• Carl Rogers (1902 -1987)- he introduced

Nondirective and Therapeutic Learning. He

established counselling procedures and

methods for facilitating learning. Children’s

perceptions influence their learning and

behaviour in the class. Curriculum is concerned

with process, not product; personal needs, not subject matter;

psychological meaning, not cognitive scores.

D. Social Foundations

School resides within the community. When society changes, the

curriculum will be affected and hence, it will also change. In this section, we will

explore the social foundations of curriculum.

Module 3. The Teacher and the Curriculum Development Process 44

• Schools and Society – society as a source of

change. Schools as agent of change. Knowledge as an

agent of change.

• John Dewey (1859 – 1952) – considered two

fundamental elements – schools and civil

society – to be the major topics needing

attention and reconstruction to encourage

experimental intelligence and plurality.

• Alvin Toffler - Wrote the book

“Future Shock”. Believed that knowledge

should prepare students for the future.

Suggested “Home Schooling”.

DISCUSSION BOARD
We will now try to interact with each other in a two way

process at a least possible way! I will post a question/s and try to answer it on

your own.
Module 3. The Teacher and the Curriculum Development Process 45

1. What are the processes involved in the development of curriculum?

2. How can you describe the models used in developing curriculum?

3. What can you say about the foundations of curriculum development?

POST COMPETENCY CHECKLISTS

Let us try to determine if you learned something from our topic. Answer the
following Self-Assessment Question.

SELF – ASSESSMENT QUESTION 3

1. Create a graphic organizer depicting the processes involved in the

development of curriculum.

2. Make a diagram showing the similarities and differences between and among
the curriculum development models discussed in this module.

3. Make an advance organizer/diagram showing the foundations of the

curriculum development together with some relevant details.