Curriculum Development: Process and Models

Desired Learning Outcome:

 Explain and summarize the curriculum development process and

models
 Curriculum is a dynamic process. In curriculum development, there
are always changes that occur that are intended for improvement.
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. There are many other models, but let us use the
three for this lesson.

Curriculum Development Process

 Curriculum 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
  Consider 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 of the assessment procedure
and tools to measure achieved learning outcomes. 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.

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 implementors.
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
principle of curriculum and instruction. He posited four fundamental
principles which are illustrated as answers to the following question:

 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 consideration

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 Tylers 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 leraning objectives
  3.Selection of learning contents
 4.Organization of learning contents
 5.Selection of learning experiences
 6.Organization 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) 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:peronal development, human relation,
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 achieved the desired
learning outcomes among students.

 4.Evaluationn

The last step of the curriculum model is a 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 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?