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Process and Models of Curriculum Development

This document discusses the process and models of curriculum development. It describes the typical phases of curriculum development as planning, designing, implementing, and evaluating. It then outlines several models of curriculum development, including Ralph Tyler's objectives-based model, Hilda Taba's inductive grassroots approach, and Galen Saylor and William Alexander's 4-step model involving goals, design, implementation, and evaluation. Finally, it discusses the philosophical, historical, psychological, and social foundations that inform curriculum development.

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Diana Morilla Azna
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299 views

Process and Models of Curriculum Development

This document discusses the process and models of curriculum development. It describes the typical phases of curriculum development as planning, designing, implementing, and evaluating. It then outlines several models of curriculum development, including Ralph Tyler's objectives-based model, Hilda Taba's inductive grassroots approach, and Galen Saylor and William Alexander's 4-step model involving goals, design, implementation, and evaluation. Finally, it discusses the philosophical, historical, psychological, and social foundations that inform curriculum development.

Uploaded by

Diana Morilla Azna
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Process and Models of Curriculum Development

Objectives:
1. Recognize the process of Curriculum Development; and
2. Understand each model of Curriculum Development.
The Process of Curriculum Development
The curriculum development process systematically organizes what will be taught, who will be
taught, and how it will be taught. Each component affects and interacts with other components.
The Phases of Curriculum Development
1. Curriculum planning
2. Curriculum designing
3. Curriculum implementing
4. Curriculum evaluating
Curriculum planning
It is the consideration of 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.
Curriculum designing
It 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.
Curriculum designing
A curriculum design will also include the resources to be utilized and the statement of the intended
learning outcomes.
Curriculum implementing
It 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.
Curriculum evaluating
It 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.
Essential Considerations for Curriculum Development:
1. issue/problem/need is identified (issue→what)
2. characteristics and needs of learners (target audience→who)
3. changes intended for learners (intended outcomes/objectives→what the learners will be able
to do)
4. the important and relevant content→(what)
5. methods to accomplish intended outcomes→(how)
6. evaluation strategies for methods, content, and intended outcomes→(What works?)

Models of Curriculum Development


Ralph Tyler Model:
Four Basic Principles Also known as Tyler’s Rationale
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
He hypothesized 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?

Hilda Taba Model: Grassroots Approach (Inductive Approach)

She believed that teachers should participate in developing a curriculum. She presented seven major
steps to her linear model which are the ff:
Galen Saylor and William Alexander Curriculum Model
Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four
steps.
1. Goals, Objectives and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation

Goals, Objectives and Domains


Curriculum planning begins by identifying 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.
Curriculum Designing
Once the goals, objectives and domains have been established, planners move into the process of
designing the curriculum. Here decision is made on the appropriate learning opportunities for each
domain and how and when these opportunities will be provided.
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.
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 the goals
of the school and the objectives of instruction have been met.

Foundations of Curriculum Development


Philosophical Foundation
Educators, curriculum makers, and teachers must have espoused a philosophy or philosophies deemed
necessary for planning, implementing, and evaluating a school curriculum. The philosophy they have
embraced will help them achieve the following:
1. define the school’s purpose,
2. identify the essential subjects to be taught,
3. design the kind of learning students must have,
4. develop approaches or methodologies on how students can acquire the necessary knowledge,
skills, and attitude,
5. produce the instructional materials,
6. identify the methods and strategies to be used, and
7. determine how teachers will evaluate students.

Historical Foundation
The history of one’s country can affect its educational system and the kind of curriculum. If we trace
the curriculum’s formal beginning, we get back in time to Franklin Bobbit’s book entitled “The
Curriculum,” published in 1918.

Psychological Foundation
The curriculum is influenced by psychology. Psychology provides information about the teaching and
learning process. It also seeks answers as to how a curriculum will be organized to achieve students’
learning at the optimum level and what amount of information they can absorb in learning the various
contents of the curriculum.

The following are some psychological theories in learning that served as major foundations of
curriculum development:
1. BEHAVIORISM
Education in the 20th century was dominated by behaviorism. The mastery of the subject matter is
given more emphasis. So, learning is organized in a step-by-step process. The use of drills and
repetition are common.
For this reason, many educational psychologists viewed it as mechanical and routine. Though many
are skeptical about this theory, we can’t deny the influences it had on our educational system.
2. COGNITIVISM
Cognitive theorists focus on how individuals process information, monitor and manage their thinking.
The basic questions that cognitive psychologists zero in on are:
1. How do learners process and store information?
2. How do they retrieve data and generate conclusions?
3. How much information can they absorb?
With their beliefs, they promote the development of problem-solving and thinking skills and
popularize reflective thinking, creative thinking, intuitive thinking, discovery learning, and others.
3. HUMANISM
Humanism is taken from Gestalt’s theory, Abraham Maslow’s theory, and Carl Rogers’ theory. This
group of psychologists is concerned with the development of human potential.
In this theory, the curriculum is after the process, not the product; focuses on personal needs, not on
the subject matter; and clarifying psychological meanings and environmental situations. In short,
curriculum views founded on humanism posits that learners are human beings who are affected by
their biology, culture, and environment. They are neither machines nor animals.

Social Foundation
Among the major foundations of curriculum development, the sociological theory emphasizes the
influence of society to education. It is founded on the belief that there is a mutual and encompassing
relationship between society and curriculum because it exists within the societal context. Though
schools are formal institutions that educate the people, other units of society educate or influence the
way people think, such as families and friends, and communities.
Since society is dynamic, many developments are difficult to cope with and adjust to. But the schools
are made to address and understand the changes not only in one’s country but in the world as well.

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