Bicol University

COLLEGE OF INDUSTRIAL TECHNOLOGY

Department of Technical-Vocational Teacher Education
East Campus, Legazpi City

Name: Catherine M. Fernandez Program, Year and Block: BTVTED-FSM 2C Date: 8/31/2022

Reflective Learning Tasks No. 03-2

I. Compare the Three Models of Curriculum Development Process

How are the models similar?

Similar Features Tyler’s Taba’s Saylor & Alexander

Tyler The models of Tyler and The Tyler, Saylor, and
Taba are comparable in Alexander models are
that both include steps to comparable in that they
take while analyzing the all include considerations
needs of the pupils or to follow while analyzing
society, as well as an the needs of the pupils or
evaluation at the society and conclude with
conclusion. an evaluation.
Taba Taba and Tyler’s model The models of Taba,
are similar in a way that Saylor, and Alexander are
both has considerations to comparable in that they
follow in examining the both have factors to
needs of the students or follow while analyzing
society as well as there’s the demands of the pupils
an evaluation at the end or society and a final
evaluation.
Saylor & Alexander In that both models Saylor and Alexander and
examine the demands of Taba’s model are similar
the pupils or society and in a way that both has
conclude with an considerations to follow
evaluation, Saylor, in examining the needs of
Alexander, and Tyler's the students or society as
models are comparable to well as there’s an
each other. evaluation at the end.
The processes of curriculum planning, curriculum designing, curriculum implementing, and curriculum evaluation
are used in all of the models. Additionally, each model has decisions to be taken and considerations to follow. Based
on my observations, the similarities are that each model concludes with an evaluation.

How are the models different?

Different Features Tyler’s Taba’s Saylor & Alexander

Tyler Tyler’s model is different
from Taba’s model
because it starts the steps
of curriculum
development from the top.
Unlike Saylor and
Alexander's model,
Tyler's model also
considers experiences in
relation to the
curriculum's purpose in
addition to goals,
 objectives, and domains
as design factors.
Taba Taba’s grassroot approach Saylor and Alexander's
begins from the bottom, model, which submits the
rather than from the top aims and objectives to
for which Tyler proposed. curriculum creating
without describing the
material and potential
experiences that the
learners gain, differs from
Taba's model in that
Taba's model specifies
each step toward
developing a curriculum.
Saylor & Alexander Tyler's model differs from Saylor and Alexander's
Saylor and Alexander's in model differs from Taba's
that Tyler's model takes in that Taba's focuses on
experiences into account anything that can obstruct
whereas Saylor and students' ability to learn,
Alexander's model does whereas Saylor's model
not. leads the steps to the four
primary steps.
Tyler's methodology has focused on the educational experience and its goal. In Taba's work, the phases were
outlined; in Saylor and Alexander's work, the domain, objectives, and goals are identified before curriculum design,
implementation, and evaluation.