Curriculum Development Process Models

 Educational experiences related to the purpose

 Explain and summarize the curriculum development process and models

 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.
 These are identified and chosen based on research findings, accreditation standards, and views
od the different stakeholders.

 John Galen Saylor (1902-1998). Graduated from Carleton High School.

 A teacher, administrator, and professor of secondary education.
 John was an authority on curriculum, supported a program of national assessment but opposed
national testing.
 He was an author or co-author of more than a dozen books.

1. Goals, Objectives and Domains

2. Curriculum Designing
3. Curriculum Implementing
4. Evaluation

Curriculum Development
Ralph Tyler's Model: Four Basic Principles
The four questions refer to the following considerations that should be made
in curriculum development:

 Purposes of the school

Developing learning experiences that help the students to achieve step one.

 Curriculum is a dynamic process.

 In curriculum development, there are always changes that occur that are intended for
improvement.
 There are models presented to us from well-known curricularists like Ralph Tyler, Hilda Taba,
Galen Saylor and William Alexander which would help clarify the process of curriculum
development.

Curriculum Designing
  Is the way curriculum is conceptualized to include the selection and organization of the 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.

Desired Learning Outcome

- Ralph Tyler
- Hilda Talba
- Galen Saylor and William Alexander

 Once the goals, objectives and domains have been established, planners move into the process
of designing the curriculum.
 Here decision is made on the appropriate learning opportunities for each domain and how and
when these opportunities will be 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.

 Saylor and Alexander (1974) viewed curriculum development as consisting of four steps.
 According to them, 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."
 The four steps of curriculum development according to Saylor and Alexander are the following:

Who were Galen Saylor and William Alexander?

Curriculum Implementation:

 After the designs have been created the next step is implementation of the designs by teachers.
 Based on the design of the curriculum plan, teachers would specify instructional objectives and
then select relevant teaching methods and strategies to achieve the desired learning outcomes
among students in the classroom.

Who was Ralph Tyler?

 Ralph W. Tyler (1902–1994) was an American educator who worked in the field of assessment
and evaluation.
 He served on or advised a number of bodies that set guidelines for the expenditure of federal
funds and influenced the underlying policy of the Elementary and Secondary Education Act of
1965.
 Tyler chaired the committee that eventually developed the National Assessment of Educational
Progress (NAEP).
  He has been called by some as "the father of educational evaluation and assessment".

Curriculum Evaluation:

 Finally, curriculum planner and teachers engage in evaluation.

 The model proposed that evaluation should be comprehensive using a variety of evaluation
techniques.
 Evaluation 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 planner and developers can determine whether or
nor the goals of the school and the objectives of instruction have been met.

 Organization of the experiences

 Evaluation of the experience

Now the teacher assesses the students ability to write an essay and there are many ways to evaluate
students learning.
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?

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.

Hilda Taba's Model: Grassroots Approach

Curriculum Implementing

 Hilda Taba's theory of curriculum development is considered a more grassroots, inductive

approach than other traditionalist models, such as Ralph Tyler's objectives model, or rational
model, of curriculum design.
 She believed that teachers should participate in developing a curriculum rather than higher
authorities dictating the curriculum to the teachers.
 She also believed that curriculum was best designed inductively, starting with specifics and
building up to a more general design.
 Taba improved on Tyler's model in 1962, adding three additional stages that involved diagnosing
the needs of the learners as a first step and added the selection and organization of content as
additional steps.
 Thus, Taba's linear model presented seven major steps to curriculum development.
  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
design as guide 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; involves all activities in the classroom
where learning becomes an active process.

 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.
 Evaluation 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.

Goals, Objectives and Domains:

 Some well known curricularists developed models to help in the process of curriculum
development.

Curriculum designing:
Galen Saylor and William Alexander Curriculum Model
Determining the objectives of the school or class. In other words, what do the students need to do in order
to be successful? Each subject has natural objectives that are indicators of mastery. All objectives need
to be consistent with the philosophy of the school; and this is often neglected in curriculum development.

 Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning
phase; presented in his book Basic Principles of Curriculum and Instruction.
 He posited four fundamental principles which are illustrated as answers to the following
questions:

 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.
 It is linear and follows a logical step-by-step fashion involving the following phases: curriculum
planning, curriculum design, curriculum implementation and curriculum evaluation.

 All the models utilized the process of (1) curriculum planning, (2) curriculum designing, (3)
curriculum implementing, and (4) curriculum evaluating.
 Tyler's, and Saylor and Alexander's models are deductive in nature which proceed from general
to specific whereas that of Taba is inductive.
  All models are LINEAR: Propose an order/sequence of how to progress through the different
steps of curriculum development.
 All models combine a scheme for curriculum development and a design for instruction.
 All models are PRESCRIPTIVE: That means it suggest what 'ought' to be done.

 William M. Alexander (1912-1996). Earn a bachelor's degree in 1934 from Bethel College in
McKenzie.
 He earned a master's degree in education in 1936 from what is now the Peabody College for
Teachers, a unit of Vanderbilt University, and a doctorate in 1940 from Columbia Teachers
College.
 He wrote more than 250 books and articles in his field over the years.

Who was Hilda Taba?

 Hilda Taba (7 December 1902 in Kooraste, Estonia – 6 July 1967 in San Francisco, California)
was an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.
 She attended school at Kanepi Parish School, the Võru’s Girls’ Grammar School and earned her
undergraduate degree in English and Philosophy at Tartu University.
 She earned her Master’s degree at Bryn Mawr College in Pennsylvania. She attended Teachers
College at Columbia University.
 She became curriculum director at the Dalton School in New York City.

Should the teacher demonstrate first or should the students learn by writing immediately? Either way
could work and preference is determined by the philosophy of the teacher and the needs of the students.
The point is that the teacher needs to determine a logical order of experiences for the students.

Curriculum Development Process

The seven major steps to Taba's linear model:
1. Diagnosis of learner’s needs and expectations of the larger society;
2. Formulation of learning objectives;
3. Selection of learning contents, based on the objectives;
4. Organization of learning contents, into appropriate levels and sequences;
5. Selection of learning experiences that help the students learn the content;
6. Determination of what to evaluate and the means of doing it ; and
7. Evaluation of whether the objectives are met.

Curriculum Evaluating
Curriculum Development: Processes and Models