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LESSON 3 Curriculum Development

This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

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Maria Ronavie Davalos Mantes
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797 views20 pages

LESSON 3 Curriculum Development

This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

Uploaded by

Maria Ronavie Davalos Mantes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • Curriculum Development Introduction: Introduces the concept of curriculum development, its processes, and various models.
  • Curriculum Development Process: Discusses the dynamic nature and phases of curriculum development, emphasizing positive change.
  • Four Phases of Curriculum: Illustrates the four critical phases of curriculum development: planning, designing, implementing, and evaluating.
  • Curriculum Planning: Explores curriculum planning, focusing on school vision, mission, goals, and educational philosophy.
  • Curriculum Designing: Covers the conceptualization and organization of curriculum content and learning resources.
  • Curriculum Implementing: Describes the role of teachers in executing the curriculum and creating active learning environments.
  • Curriculum Development Process Models: Introduces different models used in curriculum development, setting the stage for detailed explanations.
  • Ralph Tyler Model: Profiles Ralph Tyler, highlighting his evaluation-focused model for curriculum development.
  • Tyler's Model Details: Details Tyler's curriculum model, emphasizing planning phases and educational objectives.
  • Curriculum Process: Describes the decision-making process in curriculum development related to outcomes, methods, and strategies.
  • Tyler's Rationale: Explores Tyler's rationale for curriculum objectives and the effectiveness of educational experiences.
  • Considerations in Tyler's Model: Lists key considerations and purposes in Tyler's curriculum model, focusing on evaluation of experiences.
  • Hilda Taba Model: Introduces Hilda Taba and her grass root approach, built on Tyler's model for curriculum reform.
  • Hilda Taba Model Details: Outlines Taba's model, focusing on needs diagnosis, content selection, and organizing learning experiences.
  • Saylor and Alexander Model Introduction: Introduces the model developed by Saylor and Alexander, detailing general curriculum development goals.
  • Goals and Objectives of Saylor and Alexander: Describes the focus areas of personal development, human relations, skills, and specialization in their model.
  • Curriculum Designing in Saylor and Alexander Model: Explains the curriculum designing process and the role of external variables in influencing education plans.
  • Curriculum Implementation in Saylor and Alexander Model: Focuses on how curriculum implementation is achieved in the classroom, following design strategies.
  • Evaluation in Saylor and Alexander Model: Emphasizes the comprehensive evaluation techniques used in assessing the effectiveness of curriculum plans.

Curriculum Development:

Processes and
Models
Ma. Ronavie D. Mantes
Teacher I

Curriculum Development Process


It is dynamic process
It change for better means alternation, modification or
improvement existing condition.
To produce positive changes development should be
purposeful, planned and progressive.
It involve the following phases;

Curriculum Planning

Four
Phases of
Curriculu
m

Curriculum Designing
Curriculum
Implementing
Curriculum Evaluating

1. Curriculum Planning
a. Consider the school vision, mission, and goals.
b. Includes the philosophy or strong education belief of the
school.
c. Desired learning outcome.

2. Curriculum Designing
a. Is the way curriculum is conceptualized to include the
selection and organization of content.
b. It will also include the resources to be utilized and the
statement of the intended learning outcome.

3. Curriculum Implementing
a. The teacher who is the facilitator of learning, leads in
putting into action the plan based on curriculum
design.
b. It involves the activities that transpire in every
teachers classroom where learning becomes an
active process.

Curriculum
Development
Process Models

Ralph Tyler
(19021994) was an
American educator who
worked in the field of
assessment and evaluation.
Father of Evaluation
Objective Centered

Ralph Tyler
The curriculum development model emphasizes the planning
phase.

Curriculum Process
The development of a curriculum involves the developer in decisions
about the nature and appropriateness of the substantive elements, eg
the:

outcomes
content
method
assessment strategies

These decisions are made in relation to the context in which the curriculum will operate.

Tylers Rationale
What educational purposes should the school seek to attain?
(Defining appropriate learning objectives.)
What educational experiences can be provided that are likely
to attain these purpose?(Introducing useful learning
experiences.)
How can theses educational experiences be effectively
organized?(Organizing experiences to maximize their
effect.)
How can we determine whether these purposes are being
attained or not?(Evaluating the process and revising the
areas that were not effective.)

Tylers model shows that in curriculum


development, the following considerations
should be made.
1. Purpose - To provide a structure for examining the
elements that go to make up curriculum planning,
and how these elements interrelate.

2. Educational Experience related to the


purpose
3. Organization of the experiences
4. Evaluation of experiences.

Hilda Taba

Hilda Taba(7 December 1902 6


July 1967) was an architect, a
curriculum theorist, a curriculum
reformer, and a teacher educator.
She developed Ralph Tyler
evaluation
She use the GRASS ROOT
APPROACH

The Saylor and Alexander Model


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

The Saylor and Alexander Model


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 specialization. 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.

The Saylor and Alexander Model


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.

The Saylor and Alexander Model


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 objectives and then select relevant
teaching methods and strategies to achieve the desired
learning outcomes among students in the classroom

The Saylor and Alexander Model


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 nor the goals of the school and the
objectives of instruction have been met.

Curriculum Development: Processes and Models Ma. Ronavie D. Mantes Teacher I
Curriculum Development Process • It is dynamic process • It change for better means alternation, modification or improvement
Four Phases of Curriculu m Curriculum Planning Curriculum Designing Curriculum Implementing Curriculum Evaluating
1. Curriculum Planning a. Consider the school vision, mission, and goals. b. Includes the philosophy or strong education beli
2. Curriculum Designing a. Is the way curriculum is conceptualized to include the selection and organization of content. b.
3. Curriculum Implementing a. The teacher who is the facilitator of learning, leads in putting into action the plan based on
Curriculum Development Process Models
Ralph Tyler • (1902–1994) was an American educator who worked in the field of assessment and evaluation. • “Father o
Ralph Tyler • The curriculum development model emphasizes the planning phase.

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