CD Tutorial 5

HPGD1103
CURRICULUM DEVELOPMENT
TUTORIAL 5
CURRICULUM PLANNING
DR.KALIDASS MACHAPPAN
Tyler model
Taba model
Saylor model
Alexander model
INTRODUCTION:
Curriculum planning which involves

establishing the goals and objectives of a
curriculum based on the agreed
educational philosophy.
Source: adaptation of http://www.freeclipart.com
THE CURRICULUM DEVELOPMENT PROCESS
 Curriculum : The foundation of the teaching-learning process whether

it is a school, college, university or training organisation.
FOUNDATION
Without a curriculum no educational

institution can function efficiently.
Curriculum :
 A plan for ordering and directing the
teaching-learning experiences that students
encounter in an educational institution.
Curriculum development:
 Process of providing the plan and keeping it running smoothly includes

planning (determination of aims and goals), design,implementation and
evaluation.
 A process that continuously strives to find newer, better and more

efficient means to accomplish the task of educating the next generation.
MODELS OF CURRICULUM DEVELOPMENT
 A model consists of interacting parts that serves as a guide

or procedures for action.
 The Tyler Model, the Taba Model, and the Saylor and
Alexander Model.
 Named after their originator.

The Tyler Model
 Introduced in 1949 by Ralph Tyler.
 In his classic book Basic Principles of Curriculum and Instruction in which

he asked four questions:
1. What educational purposes should the school 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 ?

Tyler's Curriculum Development Model
The Taba Model
 Proposed by Hilda Taba in her book Curriculum Development: Theory and

Practice published in 1962.
 Noted 7 major steps to her grass-roots model in which teachers would have major
input.
 Taba felt that a curriculum should be designed by the users of the programme.
 Teachers should begin the process by creating specific teaching-learning units for
their students.
 Teachers take an inductive approach to curriculum development.

Taba's Curriculum Development Model
KNOWLEDGE THAT IS MOST WORTH
Taba proposed seven major steps to her grass-roots model :
1. Diagnosis of need
2. Formulation of objectives
3. Selection of content
4. Organisation of content
5. Selection of learning experiences
6. Organisation of learning activities
7. Evaluation and means of evaluation
Curriculum development requires the involvement of
many parties at various stages of the process.
a. Central Office
b. Ministry of Education
c. district education officers
d. principals, teachers
e. community leaders
f. subject matter experts
g. Academics
h. students
The Saylor and Alexander 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 centre”.
Saylor and Alexanders Curriculum Development Model
1.Goals, Objectives and Domains :
 personal development
 human relations
 continued learning skills
 specialisation.
2.Curriculum Designing
Here decision is made on the appropriate

learning opportunities for each domain and
how and when these opportunities will be
provided.
3.Curriculum Implementation
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
4.Evaluation
Evaluation should involve the total

educational programme of the school and
the curriculum plan, the effectiveness of
instruction and the achievement of
students.
Taba model emphasises the role of teachers in
curriculum development while the Tyler model
focuses on the two screens objectives have to pass
through.
GOALS OF EDUCATION
LEVELS OF GOALS:
Goals can be written at several levels of generality involving many
curriculum workers such as teachers, subject specialists, academics,
principals, teacher trainers, administrators and others who may be
engaged in curriculum efforts on several levels at the same time.
Levels of Curriculum Planning
Educational Philosophy
• The educational philosophy of an educational

system is a reflection of national policies.
• The educational philosophy will also reflect

national priorities such as the development
aspects of the nation, socio-cultural needs of the
people and levels of achievement of the children
at different cycles.
Education Goals
• Educational goals are outcomes to be achieved

by students at the end of a particular period of
time in school.
• The goals are the basic elements in curriculum

planning and should be clearand well articulated
without ambiguities.
Curriculum Goals
• A curriculum goal is a purpose or desired

end stated in general terms.
• No time period is specified when the goals

must be reached.
• Goals provide direction for the curriculum.

Curriculum Objectives
Curriculum objectives are derived from the curriculum goal.
A curriculum objective is a purpose or end stated in specific,

measurable terms.
It is a refinement of the curriculum goals.

Instructional Goals
 Curriculum objectives are translated initially into instructional goals.

 An instructional goal is a statement of performance expected of each student
in a class stated in general terms.
 For example, 'Students will show an understanding about the tropical
rainforest'.
Instructional Objectives
 An instructional objective is a statement of performance to be demonstrated by

each student in a class.
 It is stated in a form that is measurable and observable.
 Other names given for instructional objectives are specific instructional objectives,
specific learning outcomes, behavioural objectives performance objectives, and
competencies.
INSTRUCTIONAL OBJECTIVES OR LEARNING
OUTCOMES
 Instructional objectives are the learning outcomes desired and are of primary
importance in developing a curriculum.
 Objectives point to the appropriate content to be selected, how teaching and learning is
to be conducted and ways of assessing performance in the subject.
 In the teacher-centred approach, teaching is generally seen to be about the

transmission of knowledge.
 In the learner-centred approach, however, the focus is on what the learner does, and
the intentions of a subject area are usually expressed in terms of how the learner will
be changed as a result of learning that content.
CLASSIFYING INSTRUCTIONAL OBJECTIVES OR
LEARNING OUTCOME
 The classification of learning objectives or outcomes was developed by

a team led by Benjamin Bloom in the 1950s.
 Taxonomies of learning objectives or learning outcomes are used to

categorise goals for student learning.
 Taxonomies are based on the assumption that different types of

objectives are learned through different mental processes.
Three taxonomies
 The Cognitive Domain which is concerned with mental or intellectual skills and abilities.
 The Affective Domain which is concerned with feelings, values and attitudes.
 The Psychomotor Domain which is concerned with physical skills.
The three taxonomies remain a useful conceptual tool for thinking

about what a body of content require students to do, and for thinking
about how students should be able to demonstrate their learning
through their behaviour.
The Cognitive Taxonomy
Knowledge : Remembering previously learned

material.
Comprehension : The ability to grasp meaning of
material.
Application : The ability to use learned material in new
and concrete situations.
Synthesis : The ability to put parts together to form a
new whole.
Evaluation : The ability to judge the value of material
(statement, novel, poem, research report) for a given
purpose.
Affective Domain
The Affective Taxonomy
 Receiving : Willingness to receive or to attend to particular

information or activity (textbook, classroom activity).
 Responding : Refers to active participation by the student.
 Valuing : The students sees worth or value in what is being

learned or the activity being done.
 Organisation : The student brings together many different values

and attempt to resolve the conflicts between the values.
 Characterisation : The student internalises the values. In other

words, he or she adopts the values as his or her own.
Affective Domain
Psychomotor Domain
The psychomotor domain is less known compared to

the other two taxonomies.
The psychomotor domain involves physical movement,

coordination and use of the motor-skill areas.
The Psychomotor Taxonomy
The Psychomotor Taxonomy
 Imitation : The student indicates a readiness to learn a certain

complex skill.
 Manipulation : The student continues to practice the skill until it

becomes habitual and can be performed with some confidence.
 Precision : The student attains the skill and proficiency is indicated

by a quick, smooth and accurate performance.
 Articulation : The student is involved at an even higher level of

precision. The skill is well developed.
 Naturalisation : The skill is automatic and the student is able to

experiment and create new ways of using the skill.
SUMMARY
 Curriculum development is the more comprehensive term, which includes determination of aims and goals, design,
implementation and evaluation.
 The Tyler model focuses on four aspects: the purpose of education, the educational experiences to be provided,
organisation of educational experiences, and evaluation to determine attainment of goals.
 The Taba model emphasises the need for teachers, who teach the curriculum, to participate in developing it.
 The Alexander and Saylor model consists of four phases: goals and domains, curriculum design, curriculum
implementation and evaluation.
 Levels of goals: educational philosophy, educational goals, curriculum goals, curriculum objectives, instructional goals
and instructional objectives.
 An instructional objective or learning outcomes specifies the behaviour desired, the conditions in which the behaviour
is to be exhibited and the criteria for evaluating achievement.
 The learning domains are: the cognitive domain (intellectual abilities), the affective domain (emotions and feelings)
and the psychomotor domain (skills).
THANK YOU

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HPGD1103

Curriculum planning which involves

 Curriculum : The foundation of the teaching-learning process whether

Without a curriculum no educational

 Process of providing the plan and keeping it running smoothly includes

 A process that continuously strives to find newer, better and more

 A model consists of interacting parts that serves as a guide

 Named after their originator.

 In his classic book Basic Principles of Curriculum and Instruction in which

1. What educational purposes should the school seek to attain ?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained ?

 Proposed by Hilda Taba in her book Curriculum Development: Theory and

 Teachers take an inductive approach to curriculum development.

Taba proposed seven major steps to her grass-roots model :

 Galen Saylor and William Alexander (1974) viewed curriculum

 Curriculum is "a plan for providing sets of learning opportunities to

Here decision is made on the appropriate

Based on the design of the curriculum plan

Evaluation should involve the total

• The educational philosophy of an educational

• The educational philosophy will also reflect

• Educational goals are outcomes to be achieved

• The goals are the basic elements in curriculum

• A curriculum goal is a purpose or desired

• No time period is specified when the goals

• Goals provide direction for the curriculum.

Curriculum objectives are derived from the curriculum goal.

A curriculum objective is a purpose or end stated in specific,

It is a refinement of the curriculum goals.

 Curriculum objectives are translated initially into instructional goals.

 An instructional objective is a statement of performance to be demonstrated by

 In the teacher-centred approach, teaching is generally seen to be about the

 The classification of learning objectives or outcomes was developed by

 Taxonomies of learning objectives or learning outcomes are used to

 Taxonomies are based on the assumption that different types of

 The Psychomotor Domain which is concerned with physical skills.

The three taxonomies remain a useful conceptual tool for thinking

Knowledge : Remembering previously learned

 Receiving : Willingness to receive or to attend to particular

 Responding : Refers to active participation by the student.

 Valuing : The students sees worth or value in what is being

 Organisation : The student brings together many different values

 Characterisation : The student internalises the values. In other

The psychomotor domain is less known compared to

The psychomotor domain involves physical movement,

 Imitation : The student indicates a readiness to learn a certain

 Manipulation : The student continues to practice the skill until it

 Precision : The student attains the skill and proficiency is indicated

 Articulation : The student is involved at an even higher level of

 Naturalisation : The skill is automatic and the student is able to

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