The Teacher As A Knower of Curriculum: Curriculum Development: Processes and Models

Module 2
The Teacher as a Knower of

Curriculum
Lesson 3
Curriculum Development:
Processes and Models
Presented by:
Bocboc, Vivialyn B.
Aguipon, Edcel V.
Curriculum Development
 Curriculum is a dynamic process.

 Curriculum development, there are
always changes that occur that are
intended for improvement.
Content Focus :
 Curriculum Development Process
 Curriculum Development Process

Models
Curriculum Development Process
 Curriculum development is a dynamic
process involving many different people and
procedures.
 Development connotes changes which is
systematic.
 A change for the better means alternation,
modification or improvement of existing
condition.
Most models involve four phases

1. Curriculum Planning
2. Curriculum Designing
3. Curriculum Implementing
4. Curriculum Evaluating
1. Curriculum Planning
 Considers the school vision, mission and

goals.
 Includes the philosophy or strong
education belief of the school.
 Is the way curriculum is conceptualized

to include selection and organization of
content
 Selection and organization of learning
experiences
 Selection of the assessment procedure
and tools to measure achieved learning
outcomes.
3. Curriculum Implementing
 Is putting into action the plan which is based

on the curriculum design in the classroom
setting or the learning environment.
 Implementing the curriculum is where the
action takes place.
 Involves the activities that transpire in every
teacher’s classroom where learning becomes an
active process.
4. Curriculum Evaluating
 Determine 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).
 Evaluation will determine the factors that have
hindered or supported the implementation.
Curriculum Development Process Models
1.Ralph Tyler Model: Four Basic Principles
2.Hilda Taba Model: Grassroots Approach
3.Galen Saylor and William Alexander

Curriculum Model
1. Ralph Tyler’s Model: Four Basic Principles
 Also known as Tyler’s Rationale

 An American educator who
worked in the field of assessment
and evaluation. “The father of
education evaluation and
assessment”
 Emphasizes the planning phase.
Ralph Tyler’s
 He posited four fundamental principles which are

illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely
to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are being
attained or not?
 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 experience
2. Hilda Taba Model: Grassroots Approach
 She was an architect, a curriculum

theorist, a curriculum reformers
and a teacher educator.
 She believed that teachers should
participate in developing a
curriculum.
 Opposite to Tyler’s she begins
from the bottom rather than from
Hilda Taba the top.
1. Hilda Taba Model: Grassroots Approach

She presented seven major steps to her linear model which are
the following:
1. Diagnosis of the learner’s needs and expectations of the larger
society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of the learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it
3. Galen Saylor and William Alexander Curriculum Model

 Galen Saylor and William
Alexander (1974) views
curriculum development as
consisting of four steps.
 Curriculum is “ a plan for
providing sets of learning
opportunities to achieved broad Galen Saylor
educational goals and related
specific objectives for an
identifiable population served by a William Alexander
single school center.”
The four steps:

1. Goals, Objectives And Domains
3. Curriculum Implementation
4. Evaluation
 Curriculum planners begin by specifying the major

educational goals and specific objectives they wish to
accomplish.
 Each major goal represents a curriculum domain:
personal development, human relations, continued
learning skills and specialization.
 Designing a curriculum follows after appropriate

learning opportunities are determined and how each
opportunity is provided.
 The curriculum be designed along the lines of
academic disciplines, or according to the student need
and interests or along theme?
 A designed curriculum is now ready for

implementation.
 Teachers prepare instructional plans where
instructional objectives are specified and appropriate
teaching methods and strategies are utilized to achieve
the desired learning outcomes among students.
 A comprehensive evaluation using a variety of evaluation

techniques is recommended.
 It should involve the total educational programme of the
school and the curriculum plan, the effectiveness of
instruction and the achievement of students.
 Through evaluation process, curriculum planner and
developers can determine whether or not the goals of the
school and the objectives of instruction have been met.

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Module 2

The Teacher as a Knower of

 Curriculum is a dynamic process.

 Curriculum Development Process

 Curriculum Development Process

Most models involve four phases

 Considers the school vision, mission and

 Is the way curriculum is conceptualized

 Is putting into action the plan which is based

 Determine the extent to which the desired

1.Ralph Tyler Model: Four Basic Principles

2.Hilda Taba Model: Grassroots Approach

3.Galen Saylor and William Alexander

1. Ralph Tyler’s Model: Four Basic Principles

 Also known as Tyler’s Rationale

1. Ralph Tyler’s Model: Four Basic Principles

 He posited four fundamental principles which are

1. Ralph Tyler’s Model: Four Basic Principles

 Tyler’s model shows that in curriculum development,

2. Hilda Taba Model: Grassroots Approach

 She was an architect, a curriculum

1. Hilda Taba Model: Grassroots Approach

3. Galen Saylor and William Alexander Curriculum Model

3. Galen Saylor and William Alexander Curriculum Model

The four steps:

3. Galen Saylor and William Alexander Curriculum Model

 Curriculum planners begin by specifying the major

3. Galen Saylor and William Alexander Curriculum Model

 Designing a curriculum follows after appropriate

3. Galen Saylor and William Alexander Curriculum Model

 A designed curriculum is now ready for

3. Galen Saylor and William Alexander Curriculum Model

 A comprehensive evaluation using a variety of evaluation

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