CURRICULUM

DEVELOPMENT
PROCESS MODELS

By: Dyna S. Ando

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 procedure 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.
 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.
 Curriculum designing is the way curriculum is
conceptualized to include the selection and organization
of 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.
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. It involves the activities that transpire in
every teacher’s classroom where learning becomes an active
process.
 Curriculum evaluating determines the
extent to which the desired outcomes have
been achieved. This procedure is ongoing 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
implementations.
Curriculum Development Process Models
-Some well known curricularists developed
models to help in the process of curriculum
development.

-Ralph Tyler
-Hilda Taba
-Galen Saylor and William Alexander
Who was Ralph Tyler?
-Ralph W. Tyler (1902-1994) was an American
educator who worked in the field of assessment
and evaluation.
-He served on or advised a number of bodies that
set guidelines for the expenditure of federal
funds and influenced the underlying policy of the
Elementary and Secondary Education Act of 1965.
-Tyler chaired the committee that eventually
developed the National Assessment of
Educational Progress (NAEP)
-He has been called by some as “the father of
educational evaluation and assessment.
Curriculum Development Process Models
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 posted four fundamental principles which are
illustrated as answers to the following questions:
1. What education purposes should schools seek to
attain?
2. What educational experiences can be provided that
are likely to attain these purpose?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes are
being attained or not?
Tyler’s model shows that in curriculum development
following considerations should be made:

1. Purposes of the school

2. Educational experiences related to the purposes

3. Organization of the experiences

4. Evaluation of the experiences

 Who was Hilda Taba?
-Hilda Taba (7 December 1902 in Kooraste,
Estonia- 6 July in San Francisco, California)
was an architect, a curriculum theorist, a
curriculum reformer, and a teacher educator.
-She attended school at Kanepi Parish School,
the Voru’s Girl’s Grammar School and earned
her undergraduate degree in English and
Philosophy at Tartu University.
-She earned her Master’s degree at Bryn Mawr
College in Pennsylvania. She attended
Teachers College at Columba University.
-She became curriculum director at the Dalton
School in New York.
 Hilda Taba’s Models Grassroots Approach
-Hilda Taba’s theory of curriculum development is considered a more grassroots,
inductive approach than other traditionalist models, such as Ralph Tyler’s objectives
model, or rational model, of curriculum design.
-She believed that teachers should participate in developing a curriculum rather than
higher authorities dictating the curriculum to the teachers.
-She also believed that curriculum was best desigened inductively, starting with
specifics and building up to a more general design.
-Taba improved on Tyler’s model in 1962, adding three additional stages that involved
dianosing the needs of the learners as a first step and added the selection and
organization of content as additional steps.
-Thus, Taba’s linear model presented seven major steps to curriculum development.
The seven major steps to Taba’s linear models
1. Diagnosis of learner’s need and expectations of the larger society;
2. Formulation of learning objectives;
3. Selection of learning contents, based on the objectives;
4. Organization of learning contents, into appropriate levels and sequences.
5. Selection of learning experiences that help the students learn the content;
6. Determine of what to evaluate and the means of doing it; and
7. Evaluation of whether the objectives are met.
Who were Galen Sylor and William Alexander?
-John Galen Saylor (1902-1988) Graduated from Calreton High School
-A teacher, administrator, and professor of secondary education.
-John was an authority on curriculum, supported a program of national
assessment but opposed national testing.
-He was an author or co-author of more than a dozen books.

-William M. Alexander (1912-1996) Earn a bachelor’s degree in 1934

from Bethel College in Mckenzie.
-He earned a master’s degree in education in 1936 from what is now the
Peabody College for Teachers, a unit of Vanderbilt University, and a
doctorate in 1940 from Columbia Teachers College.
-He wrote more than 250 books and articles in his field over the years.
 Galen Saylor and William Alexander Curriculum Model

-Saylor and Alexander (1974) viewed curriculum development as consisting of four steps
-According to them, 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.
-The four steps of curriculum development according to Sayler and Alexander are the
following:

1. Goals Objectives and Domains

2. Curriculum Designing
3. Curriculum implementing
4. Evaluation
 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.
-These are identified and chosen based on
research findings, accreditation standards, and
views of the different stakeholders.
2. Curriculum designing
-Once the goals, objectives and domains have been established,
planners move into the process of designing the curriculum.
-Here decision is made on the appropriate learning opprotunities
for each domain and gow and when these opprotunities will be
provided.
-Will the curriculum be designed along the lines of academic
discoplins, or according to student needs and interests or along
themes?
-These are some of the questions that need to be answered at this
stage of the development process.
3. Curriculum Implementation.
A designed curriculum is now ready for implementation.
Teachers then prepare isntructions plans where instructional
objectives are specified and appropriate teaching methods
and strategies ar utilized to achieve the desired learning
outcomes among students.
4. Evaluation.
The last step of the curriculum model is eveluation. A
comprehensive evaluation using a variety of evaluation techniques
is recommended. It should involve the total educational program of
the shool and the curriculum plan, the effectiveness of instruction
and the achievement of students. Through the evaluation process,
curriculum planner and developers can determine whether or not
the goals of the shool and the objectives of instruction have been
met.
Activity: Comparison of the Three Models
Instruction: Determine the similarities and
differences of the three models of Curriculum
Development Process.
 How are the models similar? How the models differ?

Similar Tyler’s Taba’s Saylor & Different Tyler’s Taba’s Saylor &
Features Alexander Features Alexander
Tyler Tyler

Taba Taba

Sayler & Sayler &

Alexander Alexander
“The model curriculum guides
you by expanding on the
standards, but you have a lot
of freedom with it in how you
teach. It gives you a goal, but
how you get there is based on
whatever you think will work
best for your students.”
Michelle Elliott
Thank You.