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CURRICULUM DEVELOPMENT TYLER AND TABA.pptx
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- 2. Curriculum development isa planned, systematic process of creating, revising, or updating educational programs, encompassing courses, content, and learning experiences to achieve specific learning outcomes. CURRICULUM DEVELOPMENT
- 3. Importance of Curriculum Developmentin Education •Curriculum development is crucial in education as it ensures a structured, relevant, and effective learning experience, aligning with educational goals, promoting student success, and empowering educators to deliver engaging instruction.
- 4. Technical-Scientific Approach Based on systematic planning and objective measurement Emphasizes efficiency,order, and pre- determined objectives Influenced by behaviorist learning theories
- 5. Technical-Scientific Approach Example: Development of standardizedtests and structured learning materials •It is a way of planning a curricula to optimize student’s learning and to allow them to increase their output.
- 6. TheTylerModel • Developed byRalph Tyler in 1949 • It focuses on four basic principles of curriculum and instruction; purposes of school, educational experiences related to purposes, organization of the experiences, and evaluation of the process.
- 7. 1.PurposeofSchool - Identify educationalgoals based on learner needs and societal demands by gathering data from three sources: subject matter, the learners and the society. - After identifying objectives, the curriculum planners were to refine them by filtering through two screens, the philosophy of the school and the psychology of learning.
- 8. 2.EducationalExperiencesRelatedtothe Purposes • Learning experienceshad to take in to account by both the previous experience and the perceptions that the learners bring to a situation. • Also, the experiences were to be selected in light of what educators know about learning and human development. • Choose activities that align with objectives.
- 9. 3.Organizationof theExperiences •Arrange experiencesfor effective learning •The ordering of the experiences had to be somewhat systematic so as to produce a maximum cumulative effect.
- 10. 4.Evaluationoftheprocess •Assess learning outcomesand revise as needed •It is important to determine whether the program was effective or ineffective. An evaluation should relate to all the objectives.
- 11. APPLICATIONOFTHE TYLERMODEL Usedin K-12 and higher education curriculum planning Focuses on clear instructional objectives Strengths: Structured, goal-oriented, and measurable Limitations: May not fully address student interests and adaptability
- 12. THETABAMODEL:GRASS ROOTSPRINCIPLES Hilda Taba's curriculum developmentmodel is a "grassroots" or "bottom-up" approach, emphasizing teacher involvement and starting with the needs and experiences of learners to develop relevant and effective curricula.
- 15. 1.DIAGNOSISOFNEEDS •The teacher (curriculum designer)starts the process by identifying the needs of students whom the curriculum is to be planned.
- 16. 2.FormulationofObjectives •After the teacherhas identified the needs that require attention, he or she specifies objectives to be accomplished.
- 17. 3.Selectionof Content •The objectivesselected or created suggest the subject matter or content of the curriculum.
- 18. 4.OrganizationofContent •A teacher cannotjust select content, but must organize it in some type of sequence, taking into consideration the maturity of the learners, their academic achievement and their interests.
- 19. 5.SelectionofLearningExperiences •Content must bepresented to the pupils and pupils must engage the content.
- 20. 6.OrganizationofLearningActivities •Just as contentmust be sequenced and organized, so must the learning activities.
- 21. 7.EvaluationandMeansof Evaluation •The curriculum plannermust determine just what objectives have been accomplished. •Assessing effectiveness and making improvements.
- 22. Implications in thePhilippine Education System • Teacher Empowerment: Encourages Filipino educators to take an active role in curriculum design. • Localization of Curriculum: Adapts learning content to Filipino culture and context. • Learner-Centered Education: Focuses on students' needs, experiences, and backgrounds. • K-12 Program Alignment: Supports the competency-based and contextualized learning approach in the Philippine K-12 system.
- 23. Comparison of Tylerand Taba Models Aspect Tyler Model Taba Model • Approach • Top-down, administrative- driven • Bottom-up, teacher-driven • Basis • Pre-determined objectives • Flexible and evolving • Teacher’s Role • Implementer • Developer • Focus • Structure and evaluation • Student needs and adaptation
- 24. Conclusion Both modelscontribute to curriculum development in different ways The Tyler Model provides structured guidance and assessment The Taba Model encourages teacher innovation and responsiveness Effective curriculum development requires a balance between structured planning and adaptability
- 25. References Tyler, R. W.(1949). Basic Principles of Curriculum and Instruction. Taba, H. (1962). Curriculum Development: Theory and Practice.
- 26. NON-TECHNICAL APPROACH •A non-technicalapproach to curriculum development is a flexible, learner-centered approach that prioritizes individual needs and interests over predetermined objectives and outcomes. It emphasizes a more holistic and less structured learning experience, focusing on the process of learning rather than a specific product.
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- 28. •A flexible, non-traditionallearning environment •Focuses on student choice, autonomy, and collaboration •Classrooms are arranged to promote interaction and exploration OPEN CLASSROOM MODEL
- 29. Key characteristics •Multi-age groupingof students •Teachers as facilitators, not lecturers •Learning centers or stations for various activities •No fixed seating or rigid structure Advantages •Encourages creativity and independence •Supports different learning styles •Promotes peer learning and collaboration •Enhances motivation and engagement
- 30. Role of theTeacher •Acts as a guide and mentor •Designs diverse and meaningful learning activities •Observes and supports individual progress •Fosters a positive and inclusive classroom culture Challenges •Requires strong classroom management skills •Can be noisy or chaotic without structure •Needs careful planning and resource availability •Not always supported by traditional school systems
- 31. GLATHORN’S NATURALISTIC MODEL •- Developed by Allan Glatthorn • - Emphasizes real-world, collaborative curriculum design • - Curriculum emerges from the actual practices and needs of stakeholders
- 32. Key Features • -Naturalistic and non-linear process • - Curriculum is responsive to context and environment • - Developed through negotiation and collaboration • - Focus on continuous improvement
- 33. Stages of Development •1. Situation Analysis • 2. Collaborative Planning • 3. Curriculum Design and Development • 4. Implementation • 5. Ongoing Evaluation and Revision
- 34. Role of Stakeholders •- Teachers, administrators, students, and community members are involved • - Emphasizes shared decision-making • - Ensures curriculum relevance and acceptance
- 35. Advantages • - Encouragescollaboration and ownership • - Adapts to local context and needs • - Promotes continuous feedback and development
- 36. Challenges • - Canbe time-consuming • - Requires strong communication and teamwork • - Needs flexibility in planning and implementation
- 37. Introduction to Goodlad’sModel • - Developed by John Goodlad • - Emphasizes the complexity and multiple levels of curriculum • - Focuses on the relationship between curriculum theory and classroom practice
- 38. Four Types ofCurriculum • 1. **Ideal Curriculum** – What society expects (philosophical, national goals) • 2. **Formal Curriculum** – Written and officially approved content • 3. **Perceived Curriculum** – What teachers understand and interpret • 4. **Operational Curriculum** – What is actually taught in the classroom
- 39. Key Principles • -Curriculum should reflect both societal needs and classroom realities • - Emphasizes teacher autonomy and student experiences • - Encourages ongoing curriculum evaluation
- 40. Focus Areas • -Curriculum planning and development • - Classroom observation and teacher practice • - Learner outcomes and school environment
- 41. Advantages • - Addressesgaps between curriculum intent and practice • - Recognizes complexity of educational systems • - Provides a framework for curriculum improvement
- 42. Challenges • - Translatingideal goals into classroom practice • - Ensuring coherence across curriculum levels • - Requires ongoing reflection and adaptation
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- 44. TABA MODEL Why It’sCalled “Non-Technical” •Flexible and adaptable •No fixed blueprint •Encourages professional judgment •Not based on rigid standards or outcomes benefits of the Taba Model •Empowers teachers •Student-centered learning •Allows for context and diversity •Supports deep thinking skills
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- 47. Why Communication Mattersin School Content: •Helps build trust and friendships •Improves learning and understanding •Reduces misunderstandings and conflicts •Encourages teamwork and collaboration COMMUNICATION IN SCHOOL
- 48. Types of SchoolCommunication Content: •Student to Student – friendships, teamwork •Student to Teacher – asking questions, getting help •Teacher to Parent – progress reports, behavior updates •School to Community – newsletters, events COMMUNICATION IN SCHOOL
- 49. Benefits of GoodCommunication Content (with icons or bullet points): •Better grades •Fewer conflicts •Stronger school community •More confidence and participation COMMUNICATION IN SCHOOL
- 50. How to ImproveCommunication Content: •Be respectful and listen actively •Speak clearly and honestly •Use “I” statements (e.g., "I feel…") •Ask questions when unsure COMMUNICATION IN SCHOOL
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- 52. English Language Arts,Year 11 COMMUNICATION It is the process that people use to exchange significant messages and share meaning about their ideas and feelings with one another (Porter and Roberts, 1976)
- 53. English Language Arts,Year 11 COMMUNICATION PROCESS A. Message- it is typically the verbal or nonverbal cues or symbols that each communicator conveys. It is the idea or information that an individual hopes to communicate.
- 54. COMMUNICATION PROCESS CHANNEL- itis the vehicle, medium or form in which a message travels. Form can range from light waves of nonverbal cues to sound waves of talking face to face, to electronic signals in telephones and e-mail.
- 55. COMMUNICATION PROCESS SENDER- itis the person or a generalized source.
- 56. COMMUNICATION PROCESS TRANSMISSION- itis the actual sending and receiving of messages through designated channels or media.