BAAO COMMUNITY COLLEGE

San Juan, Baao, Camarines Sur

COLLEGE OF EDUCATION

THE TEACHER AND THE SCHOOL CURRICULUM

Chapter 4: Curriculum
Development
GROUP 4
 INTRODUCTION

Curriculum development is the multi-step

process of creating and improving a course
taught at a school or university. While the
exact process will vary from institution to
institution, the broad framework includes
stages of analysis, building,
implementation, and evaluation.
In K-12 schools, curricula are often developed at a local or
state level to result in standardized learning outcomes
across different schools. At the college level, instructors
may get more individual flexibility to develop their own
curricula. Either way, the individual or group is
responsible for planning a course (and choosing strong
corresponding course materials) that effectively
accomplishes educational goals and meets student needs.
Curriculum development is a process of improving the curriculum. Various approaches
have been used in developing curricula. Commonly used approaches consist of
analysis, design, selecting formation and review. 
 Different Curriculum
Development Models

Curriculum development models

are based on a clear and
consistent understanding of
various scholars of the nature of
curriculum as a discipline and as
field study.
 Linear Models of Curriculum
Development

The linear models of curriculum

development prescribe a
rational step by step procedure
for curriculum development
starting with objectives.
 A. Tyler Rational Linear Model

This model was presented in his book

Principles of Curriculum and
instruction published in 1949.
Tyler argued that curriculum
development should be logical and
systematic.
Figure 3. Tyler’s Rational
Model
Tyler argued that to develop any curriculum,
workers should respond to four basic question;
1. What educational purposes should the school
seek to attain?
2. What educational experiences are likely to attain
these objectives?
3. How can these educational experiences be
organized?
4. How can we determine whether these purposes
are being attained?
Tyler also identified three curriculum
resources: Society, Students, Subject
Matter.
Tyler also pointed out the importance of
philosophy of education and psychology
of learning to screen the objectives that
are included in the curriculum.
 B. Taba’s Grassroots Rational Models

Taba defines ‘curriculum’ as a document

containing a statement of the aims and of the
specific objectives; it indicates some
selection and organization of content; it
either implies or manifests certain patters of
learning and teaching. Because the objective
demand or the content organization requires
it includes a program of evaluation of the
outcomes.
Taba Outline Seven Steps;
C. Standards based Curriculum Development Model

Allan Glatthorn developed the standards

based curriculum development model. The
model was intended for developing
curriculum standards for any discipline
from basic education to higher education
from basic education to higher education.
Glatthorns model is an example of a linear
and rationale curriculum development
model. The model is rational and
descriptive, stressing the development of
standards as the first activity in curriculum
development. This model also recognizes
teachers inputs in the development of
standards, which are often neglected in
curriculum projects in the Philippines.
 D. Understanding by Design Model

Was developed by Wiggins and McTighe (2002).

It has become a byword in the Philippine
educational system because it was used to
design the basic educational curriculum in
school year 2010 2011.
It is also called as the Backward design for
putting emphasis on starting with the goals and
objectives in designing curriculum.
Figure 4. Stages in Backward Design
E. Systematic Design Model