Lesson 3:

Curriculum Development:
Processes and Models

Reporters:
Ma. Shienna Oquendo
Rodalyn Niñofranco
 What is
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.
1. Curriculum Planning
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
It is the way curriculum is
conceptualized to include the
selection and organization of
content, the organization of
learning experiences or activities
and the selection of assessment
procedure tools to measure
achieved learning outcomes.
 2. Curriculum Designing

A curriculum design will also

include the resources to be utilized
and the statement of the intended
learning outcomes.
3. Curriculum Implementing

It is putting into action the plan

which is based on the curriculum
design in the classroom setting or
the learning environment.
3. Curriculum Implementing
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.
3. Curriculum Implementing

Implementing the curriculum is

where the 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).
4. Curriculum Evaluating
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.
4. Curriculum Evaluating

The result of evaluation is very

important for decision making of
curriculum planners, and
implementors.
Curriculum Development
Process Models
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
which would help clarify the process of
curriculum development.
1. Ralph Tyler Model:
Four Basic Principles
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. Ralph Tyler Model: Four Basic Principles
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?
1. Ralph Tyler Model: Four Basic Principles
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. Evaluating the experience
 2. Hilda Taba:
Grassroots Approach
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 grasssroots approach Taba begins from
the bottom, rather than from the top as
what Tyler proposed. She presented
seven major steps to her linear model
which are the following
2. Hilda Taba Model: Grassroots Approach
1. Diagnosis of learner’s 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 & William
Alexander Curriculum Model
3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander

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.”
3. Galen Saylor and William Alexander Curriculum Model

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.
3. Galen Saylor and William Alexander Curriculum Model

The goals, objectives and domains are

identified and chosen based on
research findings, accreditation
standards, and views, and views of
different stakeholders.
3. Galen Saylor and William Alexander Curriculum Model
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 interest or
along themes? These are some questions that
need to be answered in this stage of the
development process.
3. Galen Saylor and William Alexander Curriculum Model

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.
3. Galen Saylor and William Alexander Curriculum Model

4. Curriculum 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.
3. Galen Saylor and William Alexander Curriculum Model

Through the evaluation process,

curriculum planner and developers can
determine whether or not the goals of the
school and the objectives of instruction
have been met.