PRAYER

ATTENDANCE
CLASS RULES
REVIEW
 MOTIVATION
I prepared here four processes and
three models. I will divide the class
into two groups. What you are going to
do is to arrange the four processes in
its exact order and paste the exact
attributes of the models on the bond
paper. The first group to post their
answers on the board will earn bonus
points.
Objectives
At the end of the discussion, the
Grade 7 Sampaguita Students are
expected to;

a. analyze and compare different curriculum

development models and process.
b. recognize the value of collaboration and
teamwork in curriculum development.
c. demonstrate effective communication skills
while applying curriculum development
processes and models.
Curriculum
Developmen
t; Processes
and Models
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 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:
 Curriculum
Development
1
Process
2 3 4
Curriculum Curriculum Curriculum Curriculum
Planning Designing Implementing Evaluation
 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
Is the way curriculum is conceptualized to
Designing
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 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
Developmen
t 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
posited four fundamental principles which are
illustrated as answers to the following questions:
 Ralph Tyler Model: Four
Basic Principles
1. What education purposes should schools seek to
attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these’ educational experiences be
effectively. Organized?
4. How can we determine whether these purposes
are being attained or not?
 Ralph Tyler Model: Four
Basic Principles
Tyler’s model shows that in curriculum
development, the 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 experience
Hilda Taba Model: Grassroots
Approach
Hilda Taba improved on Tyler’s model. She believed that
teachers should participate in developing a curriculum. As a
grassroots approach, Taba begins from the bottom, rather
than from the top as what Tyler proposed. She presented six
major steps to her linear model which are the following:
 Hilda Taba Model: Grassroots
1.Approach
Diagnosis of learners’ needs and expectations of the
larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of
doing
Galen Saylor and William
Alexander Curriculum
Model
Galen Saylor and William Alexander
(1974) viewed curriculum development as
consisting of four steps. 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.”
 Galen Saylor and William
Alexander Curriculum Model
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. The goals, objectives and domains
are identified and chosen based on research
findings, accreditation standards, and views of the
different stakeholders.
 Galen Saylor and William
Alexander Curriculum
2. Curriculum Designing. Designing a curriculum
Model
follows appropriate learning opportunities are
determined and how each opportunity is provided.
Will the curriculum be designed along the lines of
academic disciplines, 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
Galen Saylor and William
Alexander Curriculum
Model
3. Curriculum Implementation. A designed
curriculum is now ready for implementation.
Teachers then prepare instructional plans
where instructional objectives are specified
and appropriate teaching methods and
strategies are utilized to achieve the desired
learning outcomes among students.
 Galen Saylor and William
Alexander Curriculum
4. Evaluation. The last step of the curriculum model is
Model
evaluation. A comprehensive evaluation using a variety
of evaluation techniques is recommended. It should
involve the total educational program of the school and
the curriculum plan, the effectiveness of instruction
and the achievement of students. Through the
evaluation process. Curriculum planners and
developers can determine whether or not the goals of
the school and the objectives of instruction have been
met.
All the models utilized the processes of (1)
curriculum planning, (2) curriculum
designing, (3) curriculum implementing,
and (4) curriculum evaluating.
We have explored the Curriculum Development Processes and
models, including the Ralph Tyler Model, Hilda Taba Model, and
Galen Saylor and William Alexander Curriculum Model. These
models guide educators in planning student learning by setting
educational goals, selecting teaching content, and determining
assessment methods. Each model, such as Hilda Taba’s
grassroots approach, Ralph Tyler’s focus on predetermined
objectives, and the collaborative model by Galen Saylor and
William Alexander, offers a framework for creating engaging and
effective curricula that address students’ needs and enhance
learning outcomes.
Think-pair-share.
I prepared two questions here and what you are
going to do is to find a pair. Get a ½ crosswise sheet
of paper and try to brainstorm and share your ideas
together with your pair. After 5 minutes I will
choose one student from each pair to present their
answers in front.
1. What phase of the
curriculum process do you
find very important? Why?
2. Describe the model of
curriculum development which
you understood best.
DIRECTION: Write T if the statement is true and
write F if the statement is false.

1. In the curriculum development process, planning

comes before implementation.

2. The Tyler Model of Curriculum Development involves

setting objectives first and then designing activities to
achieve them.
3. The Taba Model of Curriculum Development emphasizes
integrating student experiences into the curriculum rather
than starting with subject content.

4. The Galen Saylor and William Alexander Curriculum

Model begins with identifying desired outcomes and then
works backward to plan instruction.

5. Evaluation is typically the final step in the curriculum

development process before the curriculum is reviewed and
revised.
 Assignment
Compare and Contrast

Cite the differences and the similarities of the Three

Curriculum Development Models.
Arigato!
!!