Lesson 2.
3 Curriculum Development: Processes and
Models
Curriculum Development Process
Curriculum development 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. 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. Generally, most models
involve four phases.
1. Curriculum planning- considers the school vision, mission and goals. It also
includes the philosophy or strong education belief of the school. All of these will
eventually be translated to classroom desired learning outcomes for the
learners.
2. Curriculum designing- is the way curriculum is conceptualized to include
the selection and organization of content, the selection and organization of
learning experiences or activities and the selection of the assessment procedure
and tools to measure achieved learning outcomes. A curriculum design will also
include the resources to be utilized and the statement of the intended learning
outcomes.
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. It involves the activities that transpire in
every teacher’s classroom where learning becomes an active process.
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. 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.
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:
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?
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
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 grassroots approach, Taba begins
from the bottom, rather than from the top as what Tyler proposed. She
presented six major steps to her linear model which are the following:
1. Diagnosis of learners’ 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
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.”
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. The goals, objectives and
domains are identified and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
2. Curriculum Designing. Designing a curriculum follows after appropriate
learning opportunities are determined and how each opportunity is provided. Will
the curriculum be designed along the lines of academic disciplines, or according
to student needs and interests or along themes? These are some of the
questions that need to be answered at this stage of the development process.
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.
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 planners and developers
can determine whether or not the goals of the school and the objectives of
instruction have been met.