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PETER F.

OLIVA
Formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia
Southern University.
Author of numerous articles in education journals and several textbooks and is co-author of Supervision for
Today’s Schools, now in its 8th ed.
He has served as a high school teacher, guidance counselor, and as a professor of education at the University of
Florida, University of Mississippi, Indiana State University, and the University of Hawaii.
He has taught summer sessions at Portland State College (Oregon), Miami University (Ohio), and Western
Michigan University. He has also served as part-time instructor supervising interns at the University of Central
Florida.
He has traveled extensively on educational and/or governmental programs in Europe, the Middle East, and Latin
America. Developing the Curriculum has been translated into Mandarin, Vietnamese, and Korean.

 The Oliva Model Oliva model is LINEAR


 Oliva model is DEDUCTIVE
 Oliva model is PRESCRIPTIVE
 Combines a scheme for curriculum development and a design for instruction

Peter Oliva’s Model has twelve components. It illustrates a step-by-step process of developing the curriculum
from specifying the needs of students in general and the needs of the society to evaluating the curriculum. Oliva
said that he wanted to come up with a simple, comprehensive and systematic model. This model integrates two
submodels: the curriculum submodel and the instructional submodel. The curriculum submodel includes mostly
the planning stages and it will not be completed if it is not translated into the instructional submodel (Oliva,
1992).
Oliva’s model answers the limitation of the Taba model in terms of diagnosing only the need of the student
before formulating the objectives. He considered the society and the subject matter in stating the aims of
education and their philosophical and psychological principles which is similar to Tyler’s considerations for
selecting the objectives (Oliva, 1992). https://www.academia.edu/Library

Components of the Oliva Model

 Component 1: Philosophical formulation, target, mission and vision of the institution


 Component 2: Analysis of the needs of the community where the school is located
 Components 3 and 4: General purpose and special purpose curriculum
 Component 5: Organizing the design and implement curriculum
 Component 6 and 7: Describe the curriculum in the form of the formulation of general objectives and
specific learning
 Component 8: Define the learning strategy
 Component 9: Preliminary studies on possible strategies or assessment techniques to be used
 Component 10: Implement the learning strategy
 Components 11 and 12: Evaluation of learning and curriculum evaluation
17 Specific Steps of Oliva Model of Curriculum
1. Specify the needs of the students in general.
2. Specify the needs of society.
3. Write a statement of philosophy and aims of education.
4. Specify the needs of students in your school.
5. Specify the needs of the particular community.
6. Specify the needs of the subject matter.
7. Specify the curriculum goals of your school.
8. Specify the curriculum objectives of your school.
9. Organize and implement the curriculum.
10. Specify instructional goals.
11. Specify instructional objectives.
12. Specify instructional strategies.
13. Begin selection of evaluation techniques.
14. Implement instructional strategies.
15. Make final selection of evaluation techniques.
16. Evaluate instruction and modify instructional components.
17. Evaluate the curriculum and modify curricular components.

“The model accomplishes two purposes;


1) Suggests a system that curriculum planners might wish to follow
2) Serves as the framework for explanations of phases or components of the process for curriculum
improvement
THE OLIVA MODEL
• The Oliva Model is a deductive model that offers a faculty a process for the complete development of a school’s
curriculum.
• Oliva recognized the needs of students in particular communities are not always the same as the general needs
of students throughout our society.
THE OLIVA MODEL In the Oliva Model a faculty can fashion a plan:
• for the curriculum of an area and design ways in which it will be carried out through instruction
• to develop school-wide interdisciplinary programs that cut across areas of specialization such as career
education, guidance, and class activities.
• for a faculty to focus on the curricular components of the model to make programmatic decisions.
• to allow a faculty to concentrate on the instructional components.

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