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Curriculum Development: Processes and Models: Dianne Carmela G. Dela Cruz Ma. Franzel Del Mundo
Curriculum Development: Processes and Models: Dianne Carmela G. Dela Cruz Ma. Franzel Del Mundo
Curriculum Development: Processes and Models: Dianne Carmela G. Dela Cruz Ma. Franzel Del Mundo
Development:
Processes and
Models
Dianne Carmela G. Dela Cruz
Ma. Franzel del Mundo
Desired Learning Outcome:
• Explain and summarize the
curriculum development process
and models
Curriculum is a dynamic process. 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. There are many other
models, but let us use the three for this
lesson.
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. There
are many other models, but let us
use the three for this lesson.
Curriculum Development
Process
Curriculum 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: curriculum planning,
curriculum design, curriculum
implementation and curriculum
evaluation.
Generally, most models involve four
phases.
1. Curriculum planning considers the
school vision, mission and goals. It also
includes the philosophy of strong
education belief of the school. All of these
will eventually be translated to classroom
desired learning outcomes for the
learners.
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.
A curriculum design will also
include the resources to be
utilized and the statement of the
intended 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. Implementing the curriculum is
where action takes place.
Implementing the curriculum is
where 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). 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.
The result of evaluation is very
important for decision making of
curriculum planners, and
implementors.
Curriculum Development Process
Models
1. Ralph Tyler Model: Four Basic Principles