Good Day

Class!
RUFINO IV JORDAN
GLACE MARIE GROMONTIL
REY ANN GIGANTE
LET’S PLAY!
“ARRMEQUICK! Or
ARRANGE ME
QUICKLY!”
 GAME MECHANICS:
1. The class will be divided into 4 groups.
2. Answer Sheets will be handed to each group.
3. The teacher will present 8 jumbled words/phrases on the screen.
4. Each team must try to decipher the word/s presented in the screen.
5. The teams will write the word/s on their answer sheets.
6. After answering, the team to raise their hands first will be given the
chance to answer.
7. The group with the highest number of guesses will be declared as the
winner.
 LET’S PLAY!
“ARRMEQUICK!
Or ARRANGE ME
QUICKLY!”
 ARRANGE ME QUICKLY!
1.
R U L UMUC I R C
E O T N V DL E P M E
 ARRANGE ME QUICKLY!
1.
C UR RI CUL UM
D E V E L OP M E N T
 ARRANGE ME QUICKLY!
2.
R U C R U CI M U L
S C E OP RS
 ARRANGE ME QUICKLY!
2.
C U R R I CUL U M
P R OC E S S
 ARRANGE ME QUICKLY!
3.
R U C R U CI M U L
S E DL MO
 ARRANGE ME QUICKLY!
3.
C U R R I CUL U M
M ODE L S
 ARRANGE ME QUICKLY!
4.

GP I N N ANL
 ARRANGE ME QUICKLY!
4.

P L A N N I NG
 ARRANGE ME QUICKLY!
5.

GN S I E I DN G
 ARRANGE ME QUICKLY!
5.

DE S I GNI N G
 ARRANGE ME QUICKLY!
6.

GN I E L P NT ME M I
 ARRANGE ME QUICKLY!
6.

I M P L E ME N T I N G
 ARRANGE ME QUICKLY!
7.

GE L V A I T A U N
 ARRANGE ME QUICKLY!
7.

E V A L UA T I N G
 ARRANGE ME QUICKLY!
8.

CE L S P I N P R I
 ARRANGE ME QUICKLY!
8.

P R I N CI P L E S
Whoa!
That was a
great game!
Models of
Curriculum
Development
RUFINO IV JORDAN
GLACE MARIE GROMONTIL
REY ANN GIGANTE
Process
OBJECTIVES:

By the end of the lesson, 100% of the students will be

able to:

a. Identify and recognize the key components of the

Ralph Tyler’s Model, Hilda Taba’s Model, and Galen
Saylor and William Alexander Curriculum Model
through a group activity.
b. Appreciate the importance of curriculum
development in educational settings and express
their thoughts on its impact on teaching and
learning through an essay.
c. Create a visual representation through an
infographic of one of the curriculum models
discussed in class.
LET’S BEGIN!
 WHAT IS
CURRICULUM?
WHAT IS CURRICULUM?

● Curriculum is a standards-based sequence of planned

experiences where students practice and achieve
proficiency in content and applied learning skills.
Curriculum is the central guide for all educators as to
what is essential for teaching and learning, so that
every student has access to rigorous academic
experiences.
-Curriculum Definition | RI Department of Education
WHAT IS
CURRICULUM
DEVELOPMENT
PROCESS?
 CURRICULUM
DEVELOPMENT PROCESS
• 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.
FOUR (4) PHASES OF CURRICULUM DEVELOPMENT PROCESS

1. Curriculum Planning
● -considers the school vision, mission and goals. It
also includes the philosophy or strong education
belief of the school. All of these will eventually be
translated to classroom desired learning outcomes
for the learners.

2. Curriculum Design
● -is the way curriculum is conceptualized to include
the selection and organization of content, the
selection and organization of learning experiences of
activities and the selection of the assessment
procedure and tools to measure achieved learning
outcomes.
FOUR (4) PHASES OF CURRICULUM DEVELOPMENT PROCESS

3. Curriculum Implementing
● -is putting into action the plan which is based on the
curriculum design in the classroom setting or the
learning environment.

4. Curriculum Evaluating
● -determines the extent to which the desired
outcomes have been achieved.
● 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 implementors.
WHAT IS
CURRICUL
UM
MODEL?
WHAT IS CURRICULUM MODEL?
• A model is a format for
curriculum design developed to
meet unique needs, contexts
and/or purposes. In order to
address these goals, curriculum
developers design, reconfigure,
or rearrange, one or more key
curriculum components.
MODELS FROM WELL-
KNOWN CURRICURALIST
• RALPH TYLER’S MODEL
• HILDA TABA’S MODEL
(Grassroots Approach)
• GALEN SAYLOR AND
WILLIAM ALEXANDER
CURRICULUM MODEL
Ralph Tyler’s
Model
-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?

(Determine the school’s purpose)
2. What educational experiences can be provided that are likely to attain
these purposes?
(Identify educational experiences related to purpose)
3. How can these educational experiences be effectively organized?
(Organizes the experience)
4. How can we determine whether these purposes are being attained or
not?
(Evaluate the experience)
Ralph Tyler’s Model
FOUR FUNDAMENTAL PRINCIPLES

1.Determine the school’s purpose

• 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
outcomes- reflected in the course or topic
outcomes.
Ralph Tyler Model
FOUR FUNDAMENTAL PRINCIPLES
2. Identify educational experiences related to
purpose
• Developing learning experiences that help
the students to achieve the objectives.
• This could be learning activity to be done to
achieve that outcome.
Ralph Tyler Model
FOUR FUNDAMENTAL PRINCIPLES
3. Organizes the experience

• The point is that the teacher needs to

determine a logical order of the experiences
for the students (logical arrangement must
be done in an orderly fashion.)
Ralph Tyler Model
FOUR FUNDAMENTAL PRINCIPLES
4. Evaluate the experience

• Evaluation of Objectives
• Assessments whether the students achieve
the learning outcomes
Hilda Taba Model: Grassroots
-Hilda Taba Approach
improved on Tyler's model. She
believed that teachers should participate in
developing a curriculum. As a grassroots
approach. Taba begins from the bottom, rather
than from the top as what Tyler proposed.
Hilda Taba Model: Grassroots
Approach
She presented six major steps to her linear model which
are the following:

1. Diagnosis of learners' 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
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."
 4 Steps of Galen Saylor and William Alexander
Curriculum Model

1. Goals, Objectives and

Domains
2. Curriculum Designing
3. Curriculum
Implementation.
4. Evaluation
 4 Steps of Galen Saylor and William Alexander
Curriculum Model

1. Goals, Objectives and Domains

-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. The goals,
objectives and domains are identified and chosen based
on research findings, accreditation standards, and views
of the different stakeholders.
 4 Steps of Galen Saylor and William
Alexander
Curriculum Model
2. Curriculum Designing
Designing a curriculum follows after
appropriate learning opportunities are determined
and how each opportunity is 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 processd
 4 Steps of Galen Saylor and William Alexander
Curriculum Model

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 Steps of Galen Saylor and William Alexander
Curriculum Model

4. Evaluation
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 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.
ACTIVITY

1. The Class will be divided into 5 groups.

2. Each group will be given a tagboard and must
answer the questions presented in the screen.
3. The first group to raise their tagboard will have
the chance to answer, if the group fails to
answer then the other group is allowed to steal
the chance and give their answer.
4. The group who scores the highest will win the
game.
1. It connotes changes which is
systematic, which involves
alteration, modification and
improvement of existing
conditions to produce positive
changes
2. Which Curriculum Development
Model believed that teachers
should participate in developing a
curriculum, developing begins
from the bottom rather than the
top?
3. This curriculum development
model consisting of four steps:
1. Goals, Objectives and
Domains.
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
4. This model emphasized the
planning phase. It emphasizes
defining clear objectives, identifying
appropriate learning experiences,
organizing them logically, and
assessing curriculum effectiveness.
5. It is a standard-based
sequence of planned experiences
where students practice and
achieve proficiency in content
and applied learning skills.
EXPRESS YOUR CREATIVITY!

Create an infographic of the curriculum models that was

discussed earlier. You are free to apply your creativity in this
activity.

Content (10 points)

Organization and thoughts (10 points)
Neatness (5)
total of 25 points.
ESSAY

Express your thoughts on the impact of Curriculum Development on

teaching and learning through a 3-5 sentence essay. Write your
answer on a ½ crosswise sheet of paper.

Follow the rubrics given below.

ESSAY RUBRIC

Content – 10
Organization and thoughts- 10
Neatness- 5
Total of 25 points
 References
● Posner, G. 1995. Analyzing the curriculum. 2nd Ed. New York: McGraw-
Hill, Inc.
● Print, M. 1993. Curriculum development and design. 2nd Ed. New South
Wales: Allen & Unwin.
● Tomlinson, C. A., S. N. Kaplan, J. S. Renzulli, J. Purcell, J. Leppien, &
D. Burns. 2002. The parallel curriculum: A design to develop high
potential and challenge high-ability learners. Washington, DC: Corwin
Press.
● https://youtu.be/HXv_Gx_U18s?si=LjD8tVF2QRQLR_om
● Curriculum Definition | RI Department of Education
CURRICULU
M
DEVELOPM
ENT AND
Thank you for your
MODELS
participation!