Curriculum Development:

Processes and Models

By : Brandon D. Donatos
 Concept of Curriculum

• Curriculum is a tool in the hands of artist

(teacher) to mould his material (student)
according to his ideal (objectives) in his studio
(school)
- Cunningham
• Curriculum is a dynamic process.
• A change for the better means alteration,
modification, or improvement of existing
condition.
 Curriculum Development Process

• Systematically organizes what will be taught, who will

be taught and how it will be taught
 Curriculum Development Process
1. Curriculum Planning
• considers the school vision, mission and goals.
• It also includes the philosophy of strong
education belief of the school.
2. 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.
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.
4. Curriculum Evaluating

• Determines the extent to which the desired

outcomes have been achieved.
• Along the way, evaluation will determine the
factors that have hindered or supported the
implementation.
 Models of Curriculum Development

• Any significant change specifically in the society’s

always requires a model
 The AIM Model
Teacher Student Test
Objectives Content Materials
Activities Activities Activities

• No foundation and philosophy elements

 Tyler’s Ends-Mean’s Model
(Ralph Tyler)
• The most prominent name in curriculum
development
• Introduced a revolutionary idea to curriculum
planning
• deductive
 Ends Means
• Philosophy • Curriculum Content
• Aims and Activities
• Goals
• Objectives
 Five Elements
1. Student as a Source
• He considered that a broad and comprehensive
analysis of the students should be completed
• The developer should consider students needs and
wants
 2. Society as a Source

• He explained that the process of generating was

central to all learning
• Interacting with others is essential
 3. Subject Matter as a Source

• To master a subject, one must understand its

underlying structure
• Learning by doing
 4. Philosophy as a Source

• Teachers spell out both their own individual

philosophies and that of their school
• To understand others, you must first understand
yourself
 5. Psychology as a Source
• He believes that effective curriculum development
requires understanding the learners’ levels of
development and the nature of the learning
process
• Curriculum developers should use philosophy and
psychology to filter out objectives that are beyond
students capacity
 √ ×
• Takes into account the learner, society • Lack of interdependence among
and the subject various components
• Active participation of the learner • Mechanical process when there is no
• Value the individual learner interaction between the components
• Uses assessments to achieve the • Not the universal model of curriculum
defined learning objectives development
• Promote participatory learning • Time consuming
through interesting activities • Restricted to the range of the student
• Objectives are clearly defined skills
• Gave developers a useful way to plan • Outdated
the conduct of the school • Only good for administrators who
want to control the schools curriculum
• Overly managerial and linear
 Taba’s Inverted Model
(Hilda Taba)
• It starts in the classroom with the teacher
• She believed that teachers should be the developers
of the curriculum rather than higher authority.
• Inductive
 Grassroots Approach

• As a grassroot approach Taba begins from the bottom,

rather than from the top as what Tyler proposed.
 8 Steps

• Step 1 is diagnosing needs

• Step 2 is formulating specific objectives
• Step 3 is selecting content
• Step 4 is organizing the content
• Step 5 and 6 are selecting and organizing
experiences
• Step 7 is evaluating the unit continuously
• Step 8 checking for balance and sequence
 √ ×

• Higher order thinking skills

• Open-ended questions • Not easily applied to all content
areas
• Rich classroom discussions
• Often proves difficult for non
• Abstract thinking gifted/high achieving students
• Benefits gifted students • Time consuming
• Involves teachers in the
development process
 The Oliva Models
• His target was to develop a model for curriculum
development that was simple, comprehensive and
systematic:
Statement of Statement of Statement of Design of
Implementation Evaluation
Philosophy Goals Objectives Plan
 12 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
• Component 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
• Component 11 and 12 : Evaluation of learning and
curriculum evaluation
 Use of the Model

• It offers a process for the complete development

of a school’s curriculum
• By following the model, the faculty of each special
area, for example, language arts can fashion a plan
for the curriculum of that area and design ways in
which it will be carried out through instruction
 The Saylor and Alexander Model
(Galen Saylor and William Alexander)
• 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 centre
bases (external approach)
Goals, objectives and
domain

Curriculum Curriculum
Curriculum designing
implementation evaluation

feedback
 The Macdonald’s Model

• Perceived teaching as a personality system (the

teacher) acting in a professional role and learning
as a personality system (the students) performing
task-related (learning) behavior
• In looking at the models we cannot say that one model
is superior to another model. Some curriculum planners
have followed the Tyler Model with considerable
success. But this does not mean that the Tyler model
represents the best models for curriculum development
or that all educators are convinced with it