The document discusses two curriculum development models: Ralph Tyler's model and Hilda Taba's model. Tyler's model consists of four basic principles: determining school purpose, identifying educational experiences, organizing experiences, and evaluating purposes. It is deductive and emphasizes the planning phase. Taba improved on Tyler's model by making it more inductive and grassroots, involving teachers in the process and putting student needs first. Her seven-step model includes diagnosing learner needs, formulating objectives, selecting content, organizing content, selecting experiences, organizing activities, and determining evaluation.

1. CURRICULUM
DEVELOPMENT
MODELS
Mirasol O. Gallogo

2. CURRICULUM
DEVELOPMENT MODELS
 Ralf Tyler Model: Four Basic Principles
 Presented in his Book- Basic Principles of Curriculum, and
Instruction.
• Emphasizes on Planning phase and importance of planning in
creating curriculum.
• One of the first model and it is highly simple model consisting
of four steps.
• Deductive
• Administrators should design the curriculum, teachers are
implementers (top to bottom).

3. Four Fundamental Principles
 Determine the school purpose.
- What education should schools seek to attain?
 Identify the educational experiences
- What educational experiences can be provided that are likely to attain
these purpose.
 Organize Experiences.
- How can these educational experiences be effectively organized.
 Evaluate the purpose.
-How can we determine whether these purpose are being attained or not?

4. HILDA TABA’S MODEL
 Improved Tyler's Model.
 Believed that Teachers must be involve in creating
the curriculum.
 Inductive
 The needs of the students are at the forefront.
 The grassroots approach or from bottom to top.

5. Seven Major Steps to her Linear
Model
1. Diagnosis of learner’s needs and expectations of he
larger society.
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents.
5. Selection of learning experiences.
6. Organizing the learning activities.
7. Determination of what to evaluate and the means of
doing it.