Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 578 views

    LESSON 3 Curriculum Development

    Uploaded by

    Maria Ronavie Davalos Mantes
    This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    LESSON 3 Curriculum Development

    Uploaded by

    Maria Ronavie Davalos Mantes
    578 views20 pages
    This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

    Original Description:

    You can use it in your MA

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    578 views20 pages

    LESSON 3 Curriculum Development

    Uploaded by

    Maria Ronavie Davalos Mantes
    This document discusses several models of curriculum development processes. It begins by outlining the four phases of curriculum development: planning, designing, implementing, and evaluating. It then examines several influential models including Ralph Tyler's objective-centered model, which emphasizes defining learning objectives, experiences, organization, and evaluation. Hilda Taba's model built upon Tyler's with a grassroots approach. Finally, the Saylor and Alexander model outlines four steps: defining goals, objectives and domains; designing curriculum; implementation; and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 20
    At a glance
    Powered by AI
    The key takeaways are that curriculum development is a dynamic process involving planning, designing, implementing and evaluating. It aims to produce positive changes through purposeful and progressive alternation, modification or improvement of existing conditions.

    The four phases of curriculum development are curriculum planning, curriculum designing, curriculum implementing and curriculum evaluating.

    According to Tyler's model, considerations should be made regarding the purpose, educational experiences related to the purpose, organization of experiences, and evaluation of experiences.

    Curriculum Development:

    Processes and
    Models
    Ma. Ronavie D. Mantes
    Teacher I

    Curriculum Development Process


    It is dynamic process
    It change for better means alternation, modification or
    improvement existing condition.
    To produce positive changes development should be
    purposeful, planned and progressive.
    It involve the following phases;

    Curriculum Planning

    Four
    Phases of
    Curriculu
    m

    Curriculum Designing
    Curriculum
    Implementing
    Curriculum Evaluating

    1. Curriculum Planning
    a. Consider the school vision, mission, and goals.
    b. Includes the philosophy or strong education belief of the
    school.
    c. Desired learning outcome.

    2. Curriculum Designing
    a. Is the way curriculum is conceptualized to include the
    selection and organization of content.
    b. It will also include the resources to be utilized and the
    statement of the intended learning outcome.

    3. Curriculum Implementing
    a. The teacher who is the facilitator of learning, leads in
    putting into action the plan based on curriculum
    design.
    b. It involves the activities that transpire in every
    teachers classroom where learning becomes an
    active process.

    Curriculum
    Development
    Process Models

    Ralph Tyler
    (19021994) was an
    American educator who
    worked in the field of
    assessment and evaluation.
    Father of Evaluation
    Objective Centered

    Ralph Tyler
    The curriculum development model emphasizes the planning
    phase.

    Curriculum Process
    The development of a curriculum involves the developer in decisions
    about the nature and appropriateness of the substantive elements, eg
    the:

    outcomes
    content
    method
    assessment strategies

    These decisions are made in relation to the context in which the curriculum will operate.

    Tylers Rationale
    What educational purposes should the school seek to attain?
    (Defining appropriate learning objectives.)
    What educational experiences can be provided that are likely
    to attain these purpose?(Introducing useful learning
    experiences.)
    How can theses educational experiences be effectively
    organized?(Organizing experiences to maximize their
    effect.)
    How can we determine whether these purposes are being
    attained or not?(Evaluating the process and revising the
    areas that were not effective.)

    Tylers model shows that in curriculum


    development, the following considerations
    should be made.
    1. Purpose - To provide a structure for examining the
    elements that go to make up curriculum planning,
    and how these elements interrelate.

    2. Educational Experience related to the


    purpose
    3. Organization of the experiences
    4. Evaluation of experiences.

    Hilda Taba

    Hilda Taba(7 December 1902 6


    July 1967) was an architect, a
    curriculum theorist, a curriculum
    reformer, and a teacher educator.
    She developed Ralph Tyler
    evaluation
    She use the GRASS ROOT
    APPROACH

    The Saylor and Alexander Model


    Galen Saylor and William Alexander (1974) viewed curriculum
    development as consisting of four steps. According to them,
    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 centre

    The Saylor and Alexander Model


    Goals, Objectives and Domains: The model indicates that
    curriculum planners begin by specifying the major educational
    goals and specific objectives they wish to accomplish. Each
    major goal represents a curriculum domain and they advocate
    4 major goals or domains: personal development, human
    relations, continued learning skills and specialization. The
    goals, objectives and domains are selected after careful
    consideration of several external variables such as findings
    from educational research, accreditation standards, views of
    community groups and others.

    The Saylor and Alexander Model


    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. 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 process.

    The Saylor and Alexander Model


    Curriculum Implementation: After the designs have been
    created the next step is implementation of the designs by
    teachers. Based on the design of the curriculum plan teachers
    would specify instructional objectives and then select relevant
    teaching methods and strategies to achieve the desired
    learning outcomes among students in the classroom

    The Saylor and Alexander Model


    Evaluation: Finally, curriculum planner and teachers engage in
    evaluation. The model proposed that evaluation should be
    comprehensive using a variety of evaluation techniques.
    Evaluation 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 nor the goals of the school and the
    objectives of instruction have been met.

    You might also like