CURRICULUM DEVELOPMENT:

Process and Models

KRISTAL MAY SUYAT

Curriculum Development
Objectives:

• To understand and have a very clear idea of how the

steps occur in each of the phases of curriculum
development
• To determine the importance of developing the
curriculum for better learning.
• To identify what steps are included in each of the
phases in developing a curriculum.
 A Definition of Curriculum
(Daniel Tanner,
  Essential Considerations 1980) Development:
for Curriculum

1.“The
Issue/problem/need is identified
planned and guided (issue  what),
learning experiences and
2.intended
Characteristics and
learning needs of formulated
outcomes, learners (target audience
through the
systematic
who), reconstruction of knowledge and
3.experiences,
Changes intended
underfor
thelearners
auspices(intended
of the school for the
learners’ continuous
outcomes/objectives andwhat thegrowth
willful learnersinwill be able to
personal
do),
social competence.”
4. The important and relevant content (what),
5. Methods to accomplish intended outcomes (how),
6. Evaluation strategies for methods, content, and
intended outcomes (What works?).
12 STEPS 4 PHASES
Curriculum Development Process
(1)  Identify Issue/Problem/Need
(2) Form Curriculum Development Team
Curriculum is a dynamic process involving many
(3) Conduct Needs Assessment and Analysis
different people and procedures. Development
(4) State Intended Outcomes
connotes changes which is systematic. A change for the
(5) Select Content    
better
(6) Designmeans Experiential alteration,
Methods modification or improvement
of a existing condition.
                                                          

ToProduce
(7) produce positive
Curriculum changes, development should be
Product
(8) Test and Revise
purposeful, Curriculum
planned and progressive.
(9) Recruit and Train Facilitators
(10) Implement Curriculum

(11) Design Evaluation Strategies

(12) Reporting and Securing Resources
12 STEPS 4 PHASES

(1)  Identify Issue/Problem/Need

(2) Form Curriculum Development Team PLANNING
PLANNING
(3) Conduct Needs Assessment and Analysis

CURRICULUM PLANNING - This phase considers the school’s 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.
12 STEPS 4 PHASES

(4) State Intended Outcomes

(5) Select Content     DESIGN or
CONTENT &METHODS
(6) Design Experiential Methods
                                                          

CURRICULUM DESIGNING -Is the way curriculum is conceptualized

to include the selection and organization of the content, the
selection and organization of learning experience or activities and
the selection of assessment procedure and tools to measure
achieved learning outcomes.                                                          
12 STEPS 4 PHASES

CURRICULUM IMPLEMENTING - Means putting the plan into action

which is based on the curriculum design in the classroom setting
or the learning environment

(7) Produce Curriculum Product

(8) Test and Revise Curriculum IMPLEMENTATION
(9) Recruit and Train Facilitators
(10) Implement Curriculum
12 STEPS 4 PHASES

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 hindered or supported the
implementation.
(11) Design Evaluation Strategies EVALUATION and
(12) Reporting and Securing Resources REPORTING
CURRICULUM DEVELOPMENT MODEL
CURRICULUM DEVELOPMENT
PROCESS MODELS
1. Ralph Tyler: Four Basic Principles
Also known as Tyler’s Rationale, the curriculum development model
emphasizes the planning phase. He posited four fundamental
principles which are illustrated as answers to the following questions:

1. What education purpose should school seek to attain?

2. What educational experiences can be provided that are likely
to attain these purposes?
3. How can these educational experience be effectively
organized?
4. How can we determine whether these purposes are being
attained or not?
1. Ralph Tyler: Four Basic Principles

Tyler’s model shows that in curriculum development,

the following considerations should be made:

1. Purposes of he school
2. Educational experiences related to the
purposes
3. Organization of experiences
4. Evaluation of the experience
Tyler Model
Tyler’s Objective Model
Major Components: