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Curriculum Development Processes and Models

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Curriculum Development Processes and Models

Uploaded by

warlitollapitan06
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Curriculum Development: Processes and Models

Learning Outcomes
At the end of the lesson, you should be able to:
1. Explain the different phases in curriculum development process
2. Explain the similarities and differences of the selected curriculum development models

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 or strong education belief of 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 content, the selection and organization of
learning experiences or activities and the selection of assessment procedure
and tools to measure achieved learning outcomes. A curriculum design will
also include the resources to be utilized and the statement of 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. 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 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 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 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 grassroots 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 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. Organization of learning experiences
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: personal
development, human relations, continued learning skills and specialization.
The goals and
domains are identified and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
2. Curriculum Designing. Designing curriculum follow 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 students needs and interests or along themes? These are some
of the questions that need to be answered at this stage of the development
process.
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 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 objectives of instruction
have been met.
All the models utilized the processes of (1) curriculum planning,
(2)curricular designing, (3) curriculum implementing, and (4) curriculum
evaluating.

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