The document discusses three models of curriculum development: 1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation. 2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation. 3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met. All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.

1. Curriculum
Development:
Processes and
Models
Dianne Carmela G. Dela Cruz
Ma. Franzel del Mundo

2. Desired Learning Outcome:
• Explain and summarize the
curriculum development process
and models

3. Curriculum is a dynamic process. In
curriculum development, there are
always changes that occur that are
intended for improvement. To do this,
there are models presented to us from
well-known curricularists like Ralph
Tyler, Hilda Taba, Galen Saylor and
William Alexander which would help
clarify the process of curriculum
development. There are many other
models, but let us use the three for this
lesson.

4. To do this, there are models
presented to us from well-known
curricularists like Ralph Tyler,
Hilda Taba, Galen Saylor and
William Alexander which
would help clarify the process of
curriculum development. There
are many other models, but let us
use the three for this lesson.

5. Curriculum Development
Process
Curriculum 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.

6. 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.

7. Generally, most models involve four
phases.
1. Curriculum planning considers 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.

8. 2. Curriculum designing 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.

9. A curriculum design will also
include the resources to be
utilized and the statement of the
intended learning outcomes.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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:

15. 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?

16. 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 the experiences
4. Evaluation of the experience

17. 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 grassroot approach Taba begins from the
bottom, rather than from the top as what
Tyler proposed.
She presented seven major steps to her linear
model which are the ff:

18. 1. Diagnosis of learner’s needs and expectations
of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the
means of doing it.

19. 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.

20. 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.

21. 2. Curriculum Designing.
Designing a curriculum follows after
appropriate learning opportunities are
determined and how each opportunity is
provided.

22. 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.

23. 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 the
goals of the school and the objectives of
instruction have been met.

24. 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.
All the models utilized the process of (1)
curriculum planning, (2) curriculum designing,
(3) curriculum implementing, and (4)
curriculum evaluating.

25. Evaluation
1. It considers the school mission, vision and
goals.
2. It is the way the curriculum is conceptualized.
3. This is to put in action the plan which is based
on the curriculum design.
4. It determines the extent to which the desired
outcomes have been achieved.
5. What is emphasized in the curriculum model
of development of Ralph Tyler?