Module 5 : Curriculum Development Process and Modeld Introduction To develop the curriculum is a tough and a dynamic process involving different procedures with the intention of improvement in the existing conditions. So its complexity is increased by the lack of the distinct ideas or models in the development and planning of curriculum. There are various important models for example principles of Ralph Tyler, Hilda Taba induction model, Galen Saylor and William Alexander etc. All models of curriculum development assist in the process of curriculum development. The curriculum development models are very important for guiding all the planners of education, mentors, and administrators. Moreover; in order to produce positive changes, curriculum should be purposeful, planned and progressive. The objectives of a curriculum development model are based on the need of people at individual level as well as society level. Modeling is a way through which a curriculum development plan is defined. Models are samples that provide guidelines for educational purpose. The models are used in the development of curriculum for the better output. This lesson examines the crucial stages of three curriculum development models known as Tyler, Taba , Galen Saylor and William Alexander .. For the use of specific way of teaching, learning and evaluation strategies, to plan an underlying principle, the curriculum development models help designers clearly and systematically.

1. :

2. INTRODUCTION
To develop the curriculum is a tough and a
dynamic process involving different procedures with the
intention of improvement in the existing conditions. So its
complexity is increased by the lack of the distinct ideas or
models in the development and planning of curriculum.
There are various important models for example
principles of Ralph Tyler, Hilda Taba induction model,
Galen Saylor and William Alexander etc. All models of
curriculum development assist in the process of
curriculum development.

3. The curriculum development models are very
important for guiding all the planners of education,
mentors, and administrators. Moreover; in order to
produce positive changes, curriculum should be
purposeful, planned and progressive. The objectives
of a curriculum development model are based on the
need of people at individual level as well as society
level. Modeling is a way through which a curriculum
development plan is defined. Models are samples
that provide guidelines for educational purpose. The
models are used in the development of curriculum for
the better output.

4. This lesson examines the crucial stages
of three curriculum development models known
as Tyler, Taba , Galen Saylor and William
Alexander .. For the use of specific way of
teaching, learning and evaluation strategies, to
plan an underlying principle, the curriculum
development models help designers clearly and
systematically.

5. Let’s Play
“Know Me!!”

6. Statement of Concern
1. What is curriculum development process?
2. What are the phases of curriculum
development process?
3. What are the 3 curriculum
development model?

7. Curriculum Development
Process
• Curriculum development is a dynamic process
involving many different people and procedures.
• Connotes changes which is systematic
• Means alteration, modification, or improvement
of existing condition.
• Should be purposeful, planned, and progressive
• It is linear and follow step-by-step fashion
involving the following phases: curriculum
planning, curriculum design, curriculum
implementation and curriculum evaluation

8. 1. Curriculum Planning
3. Curriculum Implementing
2. Curriculum Designing
4. Curriculum Evaluating

9.  Considers the school vision, mission and
goals
CURRICULUM PLANNING
 Includes the philosophy or strong
education belief of the school.
 Eventually
translated to
classroom desired
learning outcomes
for the learners.

10. CURRICULUM DESIGNING
 The way curriculum is conceptualized to include the
selection and organization of content.
 Selection and organization of learning
experiences or activities
 Selection of the assessment
procedure and tools to measure
achieved learning outcomes
 Include the resources to be utilized
and the statement of the intended
learning outcomes.

11. CURRICULUM IMPLEMENTING
 Putting into action the plan 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.

12. CURRICULUM EVALUATING
 Determines the extent to which the desired outcomes
have been achieved.
 This procedure is ongoing 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. Pinpoint where improvement can be made
and corrective measures, introduced
Result of evaluation
is very important for
decision making of
curriculum planners
and implementors.
CURRICULUM EVALUATING

15. Ralph Tyler Model:
Four Basic Principles
 Ralph W. Tyler presented four
basic stages of curriculum
development defined as “Basic
Principles of Curriculum and
Instruction” as known as Tyler’s
Rationale.
The Tyler Rationale (1949) is
the most famous modernist
model of curriculum
development that specifies the
four main components of the
curriculum: purposes,
experiences, methods and

16. Tyler posited four fundamental
principles which are illustrated as
answer to the following question:
1. What education purposes should school seek or attain?
(GOALS AND OBJECTIVES)
2. What educational experiences can be provided that are
likely to attain these purposes? (CONTENT )
3. How can these
educational experiences
can be effectively
organized? (LEARNING
EXPERIENCES)
4. How can we
determine whether these
purposes are being
attained or not?

17. Tyler’s model shows that in curriculum
development the following
consideration should be made:
1. Purposes of the school.
2. Educational experiences
related to the purpose.
3. Organization of the experiences
4. Evaluation of the experiences.
 The model of curriculum development means
how to plan a curriculum according to the goals
and the mission of an educational institution

18. Hilda Taba Model :
Grassroots Approach
 Hilda Taba got supremacy on Tyler’s model in
1967 by emphasizing on the role of teachers in
developing a curriculum.
 Tyler starts from the top but, unlike Tyler,
Taba starts from the bottom as a grass
roots approach.
 Taba argued, in curriculum development:
theory and practice that there is a definite
order of creating curriculum and teachers
should participate in curriculum
development; this is called as grass-root
approach.

19. TEACHER
S
INPUT
Organizing
Learning
Activities
Objectives
Formulation
Organizing
the
Contents
Selection
of
Contents
Diagnosis
of students
needs
Evaluation
Selecting
Learning
Activities
Taba’s
model
of
Curriculum
Development

20. To explain a "grassroots approach to
curriculum development”, Taba introduced
seven most important steps as follow:
1. Diagnosis of learner’ needs and
expectation 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. Organization of learning activities.
7. Determination of what to evaluate
and the means of doing it.

21. Galen Saylor and William
Alexander Curriculum Model
 Curriculum “ a plan for providing
sets of learning opportunities
achieved broad educational goals
and specific objectives for an
identifiable population served by a
single school center.”
GalenSaylor
WilliamAlexander

22.  They viewed curriculum
development as consisting of four(4)
steps.

23. 1. Goals, Objectives and
Domain
 Curriculum planners begin by specifying the major
educational goals and specific objectives they wish to
accomplish.
 Each major goal represent a curriculum domain:
 Personal development
 Human relations
 Continued learning skills
 Specialization
 Are identified and chosen based on research
findings, accreditation standard, and views of
the different stakeholders.

24. 2. Curriculum Designing
 Follows after appropriate learning
opportunities are determined and how each
opportunity is provided.
Question to be answered:
Will the curriculum be
designed along the lines of
academic disciplines, or
according to student needs
and interests or along
themes?

25. 3. Curriculum Implementation
DESIGN CURRICULUM
INSTRUCTIONAL
PLAN
INSTRUCTIONAL
OBJECTIVES
APPROPRIATE TEACHING
METHODS AND
STRATEGIES
DESIRED LEARNING
OUTCOMES

26. 4. Evaluation
 Should involve the following:
A. Total Educational programme of the school
B. Curriculum Plan
C. Effectiveness of instruction
D. Achievement of the students,
Through this, the goals of the
school and objectives of
instruction can be
determined to have been met
or not.

27. The best curriculum model should be according
to the needs of learner at individual or class level, it
should also take into account the available study
environment, facilities and time as well. All the needs
should be identified at first level and later the objective
should be defined according to learner, environment,
subject matter requirements and time as well. Further,
a curriculum should also be interesting, motivational,
flexible as well as practical so that it can be easily
implemented.
CONCLUSION

28. Reporters
Miaka Balino Julius Amido Leilanie Anda

29. Instructor
Ms. Agnetha Garcia