PECURDEV

JERAMEEL M. ARABEJO
 Good
Morning
Classmates!
Welcome to our
PECURDEV
Class!
What is a
curriculum
model?
CURRICULUM MODEL
A model is a format for
curriculum design
developed to meet unique
needs, contexts, and/or
purposes.
Model of curriculum
development is the process to
make decisions and to revise
the program curriculum.
RALPH TYLER MODEL
• Basic Principles of Curriculum and
Instruction

• One of the first models and it was and still

is highly simple model consisting of four
steps
RALPH TYLER MODEL
• Deductive

• Administrators should design the

curriculum teacher are implementers
(top-bottom).
RALPH TYLER MODEL
Four fundamental principle
1. Determine the school’s purpose (aka
objectives)
2. Identify educational experiences related
to purpose
3. Organize the experiences.
4. Evaluate the purpose
RALPH TYLER MODEL
Four fundamental principle
1. Determine the school’s purpose (aka
objectives)

Step one is determining the objectives of the

school or class. In other words, what do the
students need to do in order to be successful?
RALPH TYLER MODEL
Four fundamental principle
1. Determine the school’s purpose (aka
objectives)

Each subject has natural objectives that are

indicators of mastery. All objectives need to be
consistent with the philosophy, vision, mission of
the school and institutional outcome-reflected in
the course or topic outcomes
RALPH TYLER MODEL
Four fundamental principle
2. Identify educational experiences related to
purpose

Step two is developing learning experience that

help the students to achieve step one. This could be
the learning activity to done to achieve that
outcome.
RALPH TYLER MODEL
Four fundamental principle
3. Organize the experience

Step three is organizing the experiences. The

point is that the teacher needs to determine a
logical order of experiences for the students
(logical arrangement must be done in an
organized fashion.)
RALPH TYLER MODEL
Four fundamental principle
4. Evaluate the purposes.

Step four is evaluation of the

objectives. Now the teacher assesses
the students’ critical thinking skill.
HILDA TABA’S MODEL
•Hilda Taba is the developer of the Taba
Model of learning
•This model is used to enhance the thinking
skills of students
•The main concept of this approach to
curriculum development is that teachers must
be involved in the development of the
curriculum.
HILDA TABA’S MODEL

•Inductive
•The needs of the students
are at the forefront.
•The grassroots approach or
bottom up model.
HILDA TABA’S MODEL
7 Steps in TABA Model

1. Diagnosis of learners need and expectations

of the larger society

(Taba believed that teachers were aware of what

student need so they should be the main creators
of the curriculum)
HILDA TABA’S MODEL
7 Steps in TABA Model

2. Formulation of learning objectives

(Development of overall goal, originates

from a variety of sources such as the demand
of society, and the needs of the students )
HILDA TABA’S MODEL
7 Steps in TABA Model

3. Selection of learning content

(In this curriculum model, Taba

believed that the content should match
the objectives)
HILDA TABA’S MODEL
7 Steps in TABA Model

4. Organization of learning content

(The content are organized based on the

student achievement levels)
HILDA TABA’S MODEL
7 Steps in TABA Model

5. Selection of the learning experiences

(Instructional method must keep students

engaged. Learning experience are created so that
they develop multiple objectives : THINKING,
ATTITUTE, KNOWLEDGE, SKILLS)
HILDA TABA’S MODEL
7 Steps in TABA Model

6. Organization of learning Activities

(The learning experience are organized to allow

continuity of learning. Each activity is pre requisite
for those that follow.
This provides the student with a challenge without
going beyond what the students are capable of)
HILDA TABA’S MODEL
7 Steps in TABA Model

7. Determination of what to evaluate and the means of

doing it.

(Students progress is monitored throughout of the year.

Evaluations were included at different point to help
teachers and student plan and adapt learning activities
to meet the objectives )
Galen Saylor and William
Alexander Curriculum Model
•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 center.
Galen Saylor and William
Alexander Curriculum Model
1. Goals, Objectives and Domain

Curriculum planners begin by

specifying the major educational
goals and specific objectives they
wish to accomplish.
Galen Saylor and William
Alexander Curriculum Model
1. Goals, Objectives and Domain

The goals, objectives and domain are

identified and chosen based on
research findings, accreditation
standards, and views of the different
stakeholders.
Galen Saylor and William
Alexander Curriculum Model
2. Curriculum Designing

Designing a curriculum follows

after appropriate learning
opportunity are determined and
how each opportunity is provided.
Galen Saylor and William
Alexander Curriculum Model
2. Curriculum Designing

Will the curriculum be designed

along the lines of academic
disciplines, or will be based
according to students need and
interest.
Galen Saylor and William
Alexander Curriculum Model
3. Curriculum Implementation.

A designed curriculum is now

ready for implementation.
Galen Saylor and William
Alexander Curriculum Model
3. Curriculum Implementation.

Teachers then prepare instructional plans

where instructional objectives are
specified and appropriate teaching
methods and strategies are utilized to
achieve the desired learning outcomes
among students.
Galen Saylor and William
Alexander Curriculum Model
4. Evaluation.

The last step of the curriculum model

is evaluation.
A comprehensive evaluation using a
variety of evaluation technique is
recommended.
Galen Saylor and William
Alexander Curriculum Model
4. Evaluation.

It should involve the total educational

program of the school and the
curriculum plan, the effectiveness of
instruction and the achievement of
students.
Galen Saylor and William
Alexander Curriculum Model
4. Evaluation.

Through the evaluation process,

curriculum planners and developers
can determine whether or not the
goals of the school and the objectives
of instruction have been met.
Galen Saylor and William
Alexander Curriculum Model
3. Curriculum Implementation.

Teachers then prepare instructional plans

where instructional objectives are
specified and appropriate teaching
methods and strategies are utilized to
achieve the desired learning outcomes
among students.
Dimension of Curriculum
Design
Curriculum design provide
clear relationship between and
among the different element of
the curriculum: objectives,
content, activities and
evaluation.
1. Scope
• According to Saylor et. al. (1981), scope is
defined as, "the breadth, variety and types of
educational experiences.

• Scope of a curriculum design determines the

depth to which the subject matter has to be dealt
with, the type of learning activities to be provided
and decisions about the arrangement of curricular
components.
2. Integration
• Inter-related Content from another.

• This refers to the horizontal relationships

among various themes or topics in different
subject areas.
3. Sequence
• The components of curriculum a vertical
sequence should be followed, i.e. there
should be a vertical relationship between
the curricular elements so as to enable
continuous learning.
3. Sequence
Based on well-accepted learning principles, Smith,
Stanley and Shores (1957) have given four bases for
sequencing content:

• Simple to complex learning

• Part to whole or pre-requisite learning
• Whole to part
• Chronological learning
4. Continuity

Continuity implies the repetition of

such skills or ideas in the curriculum
about which the learners should have in-
depth knowledge.
5. Articulation and Balance

• Articulation refers to interrelatedness of

concepts of a curriculum.
• Curriculum designers are also concerned
that appropriate weightage be given to
every aspect of the curriculum, so that a
balanced curriculum emerges.