Curriculum

Development:
Processes

and
Models
 Desired Learning
Outcome:

 Explain and summarize the curriculum
development process and models
 Curriculum development is a
dynamic process. In curriculum
development,  there are always
changes that occur that are intended
for improvement.
 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 alteration, modification,
or improvement of existing condition.
To produce positive changes, development
should be purposeful, planned and

progressive. Usually it is linear and follows
a logical step-by-step fashion involving the
following phases: curriculum planning,
curriculum design, curriculum
implementation and curriculum evaluation.
Generally, most models involve four phases.


1. Curriculum planning considers the
school vision, mission and goals. It also
includes the philosophy of strong
education belief of the school. All of
these will eventually be translated to
classroom desired learning outcomes
for the learners.
2. Curriculum designing is the way
curriculum is conceptualized to
include 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.
To do this, there are models
presented to us from well-known
curricularists 
like Ralph Tyler,
Hilda Taba, Galen Saylor and
William Alexander which would
help clarify the process of
curriculum development.
 
A curriculum design will also
include the resources to be
utilized and the statement of the
intended 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. 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 achieving the intended learning
outcomes. Implementing the curriculum is
where action takes place.
 
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
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 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
implementers.
Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale, the

curriculum development model emphasizes the
planning phase. This is presented in his book Basic
Principles of Curriculum and Instruction. 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


Hilda Taba improved on Tyler’s
model. She believed that teachers should
participate in developing a curriculum. As
a grassroot approach Taba begins from
the bottom, rather than from the top as
what Tyler proposed.

She presented seven major steps to her linear model

which are the ff:
1. Diagnosis of 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 learning experiences

6. 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) viewed curriculum development as
consisting of four steps. 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.
1. Goals, Objectives and Domains.


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.
2. Curriculum Designing.


Designing a curriculum follows after
appropriate learning opportunities are
determined and how each opportunity is
provided.
3. Curriculum implementation.


a designed curriculum is now ready for
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.
4. Evaluation.
The last step of the curriculum model is

of

evaluation. A comprehensive evaluation using a
variety evaluation techniques is
recommended. It should involve the total
educational program 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.
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.

All the models utilized the process of (1)

curriculum planning, (2) curriculum designing,
(3) curriculum implementing, and (4)
curriculum evaluating.
 Evaluation
1. It considers the school mission, vision and
goals. 
2. It is the way the curriculum is
conceptualized.
3. This is to put in action the plan which is
based on the curriculum design.
4. It determines the extent to which the desired
outcomes have been achieved.
5. What is emphasized in the curriculum model
of development of Ralph Tyler?