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Curriculum

Development
Models
By: EVELYN B. SAN JUAN
Tyler model con’t…
Tyler model con’t…
Tyler model con’t…
Models of Curriculum Development
The Taba Model

Taba took what is known as a grass-roots


approach to curriculum development. She
believed that the curriculum should be designed
by the teachers rather than handed down by
higher authority. Further, she felt that teachers
should begin the process by creating teaching-
learning units for their students in their schools
rather initially in creating a general curriculum
design.
Models of Curriculum Development

The Taba Model


- an inductive approach to
curriculum development, starting
with specifics and building up to a
general design
The Taba Model
Five-Step Sequence.

1.Producing pilot units - linking


theory and practice
a.) Diagnosis of Learner’s Needs
b.) Formulation of Objectives
c.) Selection of Content
The Taba Model
Five-Step Sequence.

1. Producing pilot units - linking theory and


practice
d.) Organization of Content
e.) Selection of Learning Experiences
f.) Organization of Learning Activities
g.) Determination of what to evaluate and
of the ways and means of doing it
h.) Checking for Balance and Sequence
The Taba Model

Five-Step Sequence (cont.):


1.
2.Testing Experimental Units
3.Revising and consolidating
4.Developing a Framework
5.Installing and disseminating
new units.
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

Galen Saylor and William


Alexander (1974) believed that
curriculum is “ a plan for providing
sets of learning opportunities to
achieve broad educational goals
and related specific objectives.”
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

GOALS, OBJECTIVES AND DOMAINS

Curriculum planners begin by


specifying the major
educational goals and specific
objectives.
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

GOALS, OBJECTIVES AND DOMAINS

Each major goal represents a


curriculum domain:
* Continued
* Personal * Human Learning
development Relations Skills

* Specialization
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

GOALS, OBJECTIVES AND DOMAINS

The goals, objectives and


domains are identified and chosen
based on research findings,
accreditation standards, and views
of different stakeholders.
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

CURRICULUM DESIGNING
CURRICULUM IMPLEMENTATION
CURRICULUM DESIGNING
The following are questions that need
A designed curriculum is now ready for to be
Designing
answered atathis curriculum
stage: follows after
implementation. Teachers then prepare
appropriate learning opportunities
1. Will the curriculum be designed alongare the
instructional plans
lines of academic where instructional
determined and howdisciplines?
each opportunity is
objectives
2. Or will arecurriculum
the specifiedbeand appropriate
designed
provided.
andaccording
strategies to are unified
student needsto and
achieve the
interests
desired learning outcomes.
or themes?
Saylor, Alexander, and Lewis’s conception of the
curriculum planning process:

CURRICULUM EVALUATION
CURRICULUM EVALUATION
CURRICULUM
A comprehensive EVALUATION
evaluation using a variety
should involve
of evaluation the totaliseducational
techniques recommended.
Through the evaluation process,
programme of the school and the
curriculum planner and developers
curriculum plan, the effectiveness ofcan
determine whether or not the goals
instruction and the achievement of of
the school
students. and the objectives of
instruction have been met.
Macdonald: Systems Model
Macdonald’s: Systems Model
Teaching
Macdonald’s depicts
Or behaviors Model
whicha personality
introduced
produce
system
learninginvolving
curriculum while
as one aofteacher
instruction
the is the
performing
interacting his in
social system professional
systems which
involving roles,
teaching
learning
other as another
and learning
systems process
such as personality
occurred
teaching,
system
learning wherein
which involved the students
and instruction.
principally, the
perform
teacher task-related
and learner. activities.
Weinstein and Fantini: Humanistic
Model
Gerald Weinstein and
For this reason, these Mario
Fantini link socio-psychological
authors
with cognition so learners can
Consider their
deal with their model and
problems a
“curriculum
concerns. of affect.”
Weinstein and Fantini: Humanistic Model
The first and
Weinstein step, shown
Fantini are in Figure
concerned
with the group, as opposed
2, is to identify the learners,to
individuals, because most students
their age, grade level, and
are taught in groups. Therefore,
common of
knowledge cultural
commonand ethnic
characteristics
and interests is
characteristics. considered
prerequisite to differentiating and
diagnosing individual problems.
In the
Throughsecond step,
diagnosis, thetheschool
teacher
In organizing
determines theideas, the
learners’ teacher
concerns and
attempts
should to develop
select themes strategies
and topicsfor
assesses the
instruction reasons
to meet for these
learners’rather
around
concerns.learners’
Student concerns
concerns include
concerns.
than on theEmphasis
demands isofon how
subject
the needs
students and interests
canconcepts
gain greater of thecontrol
matter.
learners,The
self-concepts, and
and skills
self- to
over
be their lives
taught should and feelthe
help more at
learners
image.
ease
cope with
with themselves.
their concerns.
The content
.”Self-awarenessis organized
According to the authors, around three
learning
major principles, or what skills and personal
Weinstein and
skills include the basic skill of learning
skills call
Fantini arevehicles:
recommended,
life experiences too, oftothe
how to learn
learners, which
attitudes and infeelings
turn increases
of the
help
learners’ students
coping deal
activitywith their
and in power own
learners, and the social context which
feelings
over and how they relate
they live. These three types of contentskills
their environment. Learning to
other
also help
influence people.
students
the Teaching
concepts, deal procedures
withand
skills, thevalues
areare
that
content developed
taught
vehiclesin thefor
and learning
classroom,
problemand skills,
they
solving
form
in the basis
different for
subject the “curriculum
content vehicles, and organizing
areas. of affect.”
ideas.
In the last step, the teacher
evaluates the outcomes of the
curriculum: cognitive and affective
objectives. This evaluation
component is similar to the
evaluation components of deductive
models