WELCOME

TO GROUP-3 REPORT
OPENING PRAYER
CURRICULUM DEVELOPMENT MODELS

PREPARED BY:
Balawag, Warren Galang
Cudal, Melody
Guibani, Carla Guillio
Manicad, Angelica Cabalza
Peralta, Bryant Salazar
Taquiga, Wilmor Caleda
Tumbali, Elaine L.
I. Introduction

Curriculum is a dynamic process. In curriculum

development, there are always changes that occur which
are intended for improvement. To do this, there are
models presented to us from well-known curricularist like
Ralph Tyler, Hilda Taba, Galen Saylor and William
Alexander which would help clarify the process of
curriculum development. Module 4 presents their models.
II. Learning Content

Objectives:
Explain and summarize the curriculum
development models.

Content Focus:
As a process, curriculum development may
be explained in multiple modes. Most
common among these were proposed by
notables: Tyler and Taba.
 LEARNING OUTCOMES
AT THE END OF THE LESSON, YOU SHOULD BE ABLE TO:

Differentiate the all the different curriculum

1 development models and their principles.

Apply which model is the most suitable with

2 your teaching style.

Understanding the importance of these model

3 frameworks for you to become an effective
teacher.
Tyler’s Model: Objective Model
 Who is Ralph Tyler?
The Father of Evaluation or Father of Behavioral Objectives

Ralph Tyler (1902-1994)

 Ralph Tyler
Ralph Tyler (1902-1994) published more than 700 articles
and 16 books

Best known for the Basic Principles of Curriculum and instruction

(Ornstein and Hunkins 1998) which is based on the eight year of
study

Tyler posits the problem with education is that educational

programs lack unmistakably defined purposes
(Ralph Tyler Little Book)
 Ralph Tyler
Because of the value Tyler placed on linking objectives to
experience (instruction) and evaluation, he became known as
the father of behavioral objectives.

Often called the grandfather of curriculum design, Tyler was

heavily influenced by Edward Thorndike, John Dewey and the
progressive education movement of the 1920’s.

Thorndike turned curriculum inquiry away from the relative values

of different subjects to empirical studies of contemporary life.
Dewey promoted the idea of incorporating student interest when
designing learning objectives and activities. Tyler targeted the
student’s emotions, feelings and beliefs as well as the intellect.
What is Tyler Model all about?

Tyler’s Model developed in 1940’s, is the

quintessential prototype of curriculum
development in the scientific approach.
THE CURRICULUM RATIONALE

1 What educational purposes should the school seek to attain?

What educational experiences can be provided that will

2 likely attain these purposes?

How can these educational experiences be effectively

3 organized?

How can we determine whether the purposes are being

4 attained?
Tyler believed that the structure of the school curriculum
also had to be responsive to three central factors that re
present the main elements of an educative experience:

1 the nature of the learner

2 the values and aims of society

3 knowledge of subject matter

 Your Picture Here
• The model is deductive; it
proceed from the general
(e.g., examining the needs
of society) to the specific
(e.g., specifying instructional
Tyler’s objectives).

Curriculum • The model is linear; it

involve a certain order or
Development sequence of steps from
beginning to end.
Model
• The model is prescriptive; it
suggest what ought to be
done and what is done by
many curriculum developers.
TYLER’S FOUR PRINCIPLES

1 Defining Objectives of the Learning Experience

Defining learning experience

2
Organizing of Learning Activities for Attaining the
3 Defined Objectives

Evaluation and Assessment of the Learning Experiences

4
1. Defining Objectives of the Learning Experience

Stating Objectives in a Form to The Use of Philosophy in

be Helpful in Selecting Learning Selecting Objectives
Experiences and in Guiding
Teaching

Studies of Contemporary Life

The Use of a Psychology of outside the School Studies of
the Learners Themselves as a
Learning in Selecting
Source of Educational Objectives
Objectives
 2. Defining learning experience

Illustrations of the Characteristics of Learning

1 Experiences Useful in Attaining Various Type
Objectives

General Principles in Selecting Learning

2 Experiences

3 Meaning of the Term “Learning Experience”

3. Organizing of Learning Activities for
Attaining the Defined Objectives

The Process of Planning Elements to be

a Unit of Organization organized

The Organizing Structure Criteria for Effective

Organization

Organizing Principles What is meant by

“Organization?”
4. Evaluation and Assessment of
the Learning Experiences
1 The Need for Evaluation

2 Basic Notions Regarding Evaluation

3 Evaluation Procedures

4 Using the Results of Evaluation

5 Other Values and Uses of Evaluation Procedures

 Clearly stated objectives a good
Strengths place to begin.

of Tyler’s
Model  Involves the active participation of the
learner (Prideaux, 2003)

Simple linear approach to development

of behavior al objectives (Billings &
Halstead, 2009)
Criticism of the Tyler Model
1 Narrowly interpreted objectives (acceptable verbs)

Difficult and time consuming construction of behavioral

2 objectives

Curriculum restricted to a constricted range of student

3 skills and knowledge

critical thinking, problem solving and value acquiring

4 processes cannot be plainly declared in behavioral
objectives (Prideaux, 2003)
 Hilda Taba Model of
Curriculum development

Hilda Taba (7 December 1902 – 6 July 1967)

 About Hilda Taba:
Hilda Taba was an architect, a She was born in the small village Her mother’s name was Liisaleht
of Kooraste, Estonia. and her father Robert Taba was a
curriculum theorist, a curriculum
schoolmaster.
reformer, and a teacher educator.

She wrote many books especially in Taba contributed to the theoretical Taba created a multipurpose
education-The Dynamic of Education and pedagogical foundation of teaching model that utilizes
(1932), Adolescent Character and concept development and critical the use of multiple process i.e.
personality (1949), School Culture: thinking in social studies curriculum Listing, grouping, re-grouping,
Studies of Participation and leadership and helped to lay the foundation of labelling, and synthesising.
(1955), Action Research: A case study education. Her model “Grassroot
(1957), Curriculum development and approach” is modified version of
practise (1962), Thinking in Elementary Tyler's
School Children(1964) etc. model.
Taba’s opinion about Curriculum:

Taba’s Defines ‘curriculum’ as 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’s Philosophical ideas on
Curriculum Development:
At least four principles that seems to govern her vision of curriculum theory and curricu
lum development were:

1. Social processes, including the socialization of human beings, are not linear, and they can
not be modelled through linear planning. In other words, learning and development of pers
onality cannot be considered as one-way processes of establishing educational aims and
deriving specific objectives from an ideal of education proclaimed or imagined by some
authority.
2. The reconstruction of curricula and programmes is not a short- term effort but a long
process, lasting for years.
3. Social institutions, among them school curricula and programme is more
effectively rearranged if, instead of the common way of administrative
reorganisation-from top to bottom- a well -founded and co-ordinated system
of development from bottom to top can be used.

4. The development of new curricula and programmes is more effective it is

based on the principles of democratic guidance and on the well-founded
distribution of work. The emphasis is on the partnership based on competence,
and not on administration.
 Taba’s Model of curriculum Development:
Hilda Taba is the developer of this model of learning. Taba believed that there has a
definite order in creating a curriculum. This model is used to enhance the thinking skills of
students. She believed that teachers are aware of the student’s needs. Hence, they should
create specific teaching-learning situations for their students. They should adopt an
inductive approach to teaching i.e. from specific to general rather than the traditional
deductive approach, starting from general and building to the specifics. Taba promotes the
“Down-Top model” or Grassroot approach. Taba argued that curriculum development
should follow a sequential and logical process and she suggested for more information input
in all phases of curriculum development. she also claimed that all curricula are composed of
fundamental elements. The main idea of this model is that the students are at the fore front
to the curriculum. She believed that there must be a process for evaluating student achievem
ent of content after the content standards have been established and implemented. The
main concept of this model is that teacher must be involved in the curriculum development.
Tabs'sgrassroot model has seven steps as listed below, advocating a major role for teachers.
7 STEPS OF HILDA TABA
MODEL

2. Formulation 3. Selection of 4. Organization

1. Diagnosis of Content
of Objectives of Content
learners need

5. Selection of 6. Organization 7. Evaluation

learning of learning
experiences activities
1. Diagnosis of learners need: -

The teacher who is also the curriculum designer

starts the process by identifying the needs of the
students for whom curriculum is to be planned.
2. Formulation of Objectives: -

After the teacher has identified the needs of

learner that require attention, he or she Specify
the objectives by which needs will be fulfilled.
3. Selection of Content: -

The objective selected or created suggest the

subject matter or content of the curriculum. Not
only objectives and content should match, but
also the validity and significance of the chosen
content needs to be determined. i.e. the
relevancy and significance of the content.
4. Organization of content: -

A teacher cannot just select content but must

organise it in a Particular Sequence taking into
consideration the maturity of learners, their
academic achievement and their interests.
5. Selection of learning experiences: -

Content must be presented to students and they

must be engaged with the content. At this point
teacher should select appropriate instructional
methodology that will involve the students with
the content.
6. Organization of learning activities: -

The learning activities be organized in a

sequence depending both on content sequence
and learner characteristics. The teacher needs to
keep in mind the student he or she will be
teaching.
7. Evaluation: -

The curriculum planner must determine that

what objectives have been accomplished. To
assess the achievement of learning objectives,
evaluation procedures need to be designed.
  
BENEFITS OF USING THE TABA MODEL:

1 This model taps into higher- order thinking skills.

Builds comprehension skills such as inference,

2 synthesizing and summarizing.

Gifted learners will thrive with the opportunities to

3 explore questions with multiple correct answers.
  
BENEFITS OF USING THE TABA MODEL:

Questioning is open ended, No clear right or wrong

4
response.

When grouped together students work collaboratively

5
with others to build skills with speaking and listening’

Provides an opportunity for healthy classroom

6 discussions before and after generalizations are made.
LIMITATIONS OF USING THE TABA MODEL:

1 Can be difficult for some students to handle the

open- ended aspect of the model.

Without clear direction it may be difficult for teachers,

2 to plan and prepare questions for the path of the
students take.

3 Difficult to adapt for all subjects, and even some types

of texts.

4 Texts most be chosen in advance.

 APPLICATION OF THE TABA MODEL:
Taba’s model is currently used in most curriculum designs.

Identifying Selecting
the needs of the instructional
students. method.

Developing Organizing
objectives. learning
experiences.
The Saylor and Alexander
Model of Curriculum

Galen Saylor William Alexander

(1902-1998) (1912-1996)
Develop in the early 1970.
The model is influence by Dewey and Goodland
ideas of progressive education
 This model is:

1 Deductive

2 Prescriptive

3 Linear
Curriculum - Is “A plan for providing sets of learning opportunitie
s to achieve broad educational goals and related specific objectiv
es for an identifiable population served by a single school center”.
ADVANTAGES

• Learner centered curriculum

• Includes considerations by external factors

• Competence based

• Accounts for socially relevant skills and issues

• Design of the curriculum includes a range of learning

opportunities
1. Goals, Objectives and Domains

1 Personal development

2 Human relations

3 Continued learning skills

4 Specialization
2. Curriculum Designing
1. Appropriate for each of the domain
2. Each teacher designs their own instructional
plan based of the designed curriculum
3. Evaluated and edited if needed
 4. Some of the questions that need to be
answered at his stage of the development process.
 5. Will the curriculum be designed along the
lines of academic disciplines, or according to
student needs and interests or along themes?
 3. Curriculum Implementation

Teachers would specify instructional objectives and then

select relevant teaching methods and strategies to achieve
the desired learning outcomes among students in the
classroom.
 4. Evaluation
The model proposed that evaluation should be comprehensive
using a variety of evaluation techniques. Evaluation should involve
the total educational programmed 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.
 Wiggins and McTighe’s
Understanding By Design

Grant Wiggins (1950–2015) Jay McTighe

 Understanding by Design (UBD) was developed by
Wiggins and McTighe in 2002 and puts emphasis on
starting with the goals and objectives in designing the
curriculum. It is also called Backward Design, which
starts with engaging students in exploring and
deepening their understanding of important ideas and
the design of assessments.
What is Understanding by Design (UbD)?

Understanding by Design or UbD is a planning

framework
UbD helps to prepare teachers to think long-term about
what they are trying to accomplish
Performance is the ultimate goal.
Backward design- starting from the end
Strategic Thinking
•What are you doing?

•Why are you doing it?

•What are your goals?

1. Often times, our students have no clue what
our goal is, whether it is a lesson or a unit.
2. Our students are the one who have to meet
and understand the goals of a lesson or unit –
we must make our goals obvious.
•Having a clear goal helps us educators to focus our
planning and guide purposeful action toward the intended
result.
Backward Design = Beginning with the End

Design Backwards – Do not start with content headings.

Begin with the outcome you want with the use of the
Content.

“Backward design calls for us to operationalize our goals or

standards in terms of assessment evidence as we begin to
plan a unit… (you) begin with question, What would we
accept as evidence that students have attained the desired
understandings and proficiencies – before proceeding to
plan teaching and learning experiences?”
(Wiggins & McTighe, 2005).
 The stages in UbD are:

01 Identify desired
results 02 Determine the
accepted evidence

Plan the learning

03 experiences and
instruction.
Stage 1: Identify desired results
(Start with the goals or standards yo
u and your student will meet)

1. Consider your goals

2. Examine the standards
3. Review the curriculum expectations
4. Think about the content
– What should students be familiar with?
– What content is important to know? (Prerequisite
knowledge needed to successfully accomplish key
performances)
– What are the enduring understandings? What are the
big ideas or understandings that students must
retain?
Stage 2: Determine the
accepted evidence
(Evidence of Learning – assessments)

1. Think about the unit as a method of collecting

evidence that will be used to validate that the
desired learning has been achieved.
2. Think as an assessor - know how students will
show that they have attained the desired
understandings
3. Summative and Formative
– Collect evidence over the course of the unit
– Test, quizzes, etc.
– Final performance task
Stage 3: Plan the learning
experiences and instruction.
(Learning activities and instruction)

1.What many teachers often think f as the first

step in developing their curriculum
becomes the last stage when using
Backward Design.
2. Takes place only after identifying the desired
results and assessments of the unit.
It is impossible to use all content –
choose what will work best.
3.You do not have to teach the entire textbook
nor do you have to teach it in the order
in which it is written.
Example 1:

1. Be able to write objectives that align to

goals and competencies.

2. Have students write 5 objectives and

align them with goal, assessment and
activity.

3. Create a video demonstrating how to

write objectives using 4 parts and discuss
the alignment process.
Example 2:

1. Patient will be able to check blood

glucose when leaving the medical office.

2. Have the patient practice using glucose

monitor in the office.

3. Create info-graphic with glucose

monitoring steps and FAQs and go over
each step in the office before practicing.
 Thank you
FOR LISTENING AND PARTICIPATING