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1. Curriculum Development: Processes and Models by: Genevib Condao

2. Learning Outcomes: At the end of the lesson, you should be able to: 1. Explain and summarize the curriculum development process and models Page 02

3. 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 phase. Page 03

4. 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. Page 04

5. 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. Page 04

6. 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. Page 04

7. 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 . Page 04

8. Curriculum Development Process Models Page 04

9. 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: Page 04

10. Curriculum Development Process Models 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? Page 04

11. Curriculum Development Process Models 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 Page 04

12. Curriculum Development Process Models 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 whish are the following: Page 04

13. Curriculum Development Process Models 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 experiences 5. Selection of learning experiences 6. Determination of what to evaluate and the means of doing it. Page 04

14. Curriculum Development Process Models 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.” Page 04

15. 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. Page 04

16. 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. Page 04

17. 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. Page 04

18. 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 and 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. Page 04