The document discusses models of curriculum development, focusing on the Tyler model and Taba model. The Tyler model emphasizes consistency between objectives, learning experiences, and outcomes. It involves determining objectives based on subject matter, learners, and society. Taba's model takes a grassroots approach, starting with teacher input to diagnose needs, formulate objectives, select content, organize and sequence content and learning experiences, and evaluate outcomes. Both models remain influential frameworks that emphasize defining objectives, designing learning experiences, and conducting evaluations.

3. WHAT IS CURRICULUM
DEVELOPMENT?
 Curriculum Development can be defined as the
systematic planning of what is taught and learned in
schools as reflected in courses of study and school
programmes.
 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.

4. WHAT IS A MODEL?
 A model is a format for curriculum design
developed to meet unique needs, contexts,
and/or purposes. In order to address these
goals, curriculum developers design,
rearrange one or more key curriculum
components.

5. The most common models
followed in Curriculum
Development are:
1) Scientific Models
2) Non- Scientific Models

6. SCIENTIFIC MODELS OF
CURRICULUM DEVELOPMENT
Two famous scientific models of
curriculum development are given by
Ralph Tyler known as The Tyler model
and Hilda Taba known as The Taba
model

7. THE TYLER MODEL
 The Tyler model is often referred to as the “objective
model” because of its objective approach to
educational evaluation. It emphasizes consistency
among objectives, learning experiences, and
outcomes.
 In l949 Tyler published Basic Principles of Curriculum
and Instruction , in which he outlined a rationale for
examining the problems of curriculum and
instruction.
 He mentioned that those involved in curriculum
inquiry must try to define the four basic principles.

9. TYLER’S MODEL OF CURRICULUM
DEVELOPMENT:

10. 1) PURPOSES OF THE SCHOOL:
 By “purposes,” Tyler was referring to objectives. He
indicated that curriculum planners should identify
these general objectives by gathering data from three
sources:
 (i) The subject matter
 (ii) The learners, and
 (ii) The society

11. (2) EDUCATIONAL EXPERIENCES RELATED TO THE
PURPOSES :
 Learning experiences had to take into account both the
previous experiences and the perceptions that the learner
brings to a situation.
3) ORGANIZATION OF THE EXPERIENCES:
 Tyler next talked about the organization and
sequencing of the experiences.
 Ordering of the experiences had to be somewhat
systematic so as to produce a maximum cumulative
effect. He thought that organizing elements, such as
ideas, concepts, values, and skills, should be woven as
threads into the curriculum fabric.

12. (4) EVALUATION OF THE PURPOSES:
 Tyler’s last principle deals with evaluating the
effectiveness of planning and actions.
 Evaluation is most important in curriculum
development as It is important to determine whether
program is effective or ineffective. An evaluation
should relate to all the objectives.

13. TABA MODEL
 Hilda Taba followed the grass-roots approach in
developing curriculum. The grass- roots approach, a
model whose steps or stages are similar to Tyler’s.
 She believed in an inductive approach (starting with
specifics and building to a general design)
 Hilda Taba believed that those who teach curriculum
should participate in developing it.
 For her, it should be the teachers who should design
the curriculum rather than the higher authorities.

14. Taba noted seven major steps to her grass roots
model in which teachers would have major
input:

15.  1) DIAGNOSIS OF NEEDS:
 The teacher (curriculum designer) starts the process
by identifying the needs of the students for whom the
curriculum is to be planned.
 2) FORMULATION OF OBJECTIVES:
 After the teacher has identified needs that require
attention, he or she specifies objectives to
accomplished.
 3) SELECTION OF CONTENT:
 The objectives selected or created suggest the subject
matter or content of the curriculum. Not only should
objectives and content match, but also the validity and
significance of the content chosen needs to be
determined

16.  4) ORGANIZATION OF CONTENT:
 A teacher cannot just 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.
 5) SELECTION OF LEARNING EXPERIENCES:
 Content must be presented to pupils and pupils must
engage the content. At this point, the teacher’s
instructional methods involve the students with the
content.

17.  6) ORGANIZATION OF LEARNING ACTIVITIES:
 Just as content must be sequenced and organized, so
must the learning activities. Often the sequence of the
learning activities is determined by the content. But
the teacher needs to keep in mind the particular
students whom he or she will be teaching.
 7) EVALUATION AND MEANS OF EVALUATION:
 The curriculum planner must determine just what
objectives have been accomplished. Evaluation
procedures needs to be considered by the students and
teachers.

18. APPLICATION OF THE MODEL:
 The model is currently used today in most curriculum
design. The steps that are still used are:
 1. Identifying the needs of the students.
 2. Developing objectives
 3. Selection of instructional methods.
 4. Organizing learning experiences
 5. Evaluation.