CURRICULUM

DEVELOPMENT:
Process and Models
CURRICULUM DEVELOPMENT PROCESS
Curriculum development is a dynamic
process involving many different people
and procedures. Development connotes
changes which is systematic. To produce
positive changes, development should be
purposeful, planned and progressive.
 CURRICULUM MODELS FOUR PHASES
• 1. CURRICULUM PLANNING considers the school
vision, mission and goals. It also includes one
philosophy or strong education belief of the
school.
• 2. 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
assesment produce and the tools to measure
achied learning outcomes.
• 3. CURRICULUM IMPLEMENTING in the
classroom the classroom setting or
learning environment. Implementing the
curriculum is where the action takes place.
It involves the activities that transpires in
every teacher's classroom where learning
became an active process.
• 4. CURRICULUM EVALUATING determines
the extent to which the desired outcomes
have been achieved. This procedure is on
going as afinding out the progress of
learning (formative) or the mastery of
learning (summative).
 CURRICULUM DEVELOPMENT PROCESS
MODELS
• 1. RALPH TYLER MODEL: Four basic Principles
Also known as Tyler's Rationale, the curriculum
development model emphasizes the planning
phase. He posted four fundamental principles
which are illustrated as answers to the following
questions:

a) What education purposes should school srrk to

attain?
b) What educational experiences can be
provided that are likely to attain these
purposes?

c) How can these educational experiences

be effectively organied?

d) How can we determine whether those

purposes are being attained or not?
Tyler's model shows that in curriculum
development, the following considerations
should be made:

1. Purposeful of the school,

2. What educational experiences related to the

purposes

3. Organization of the experiences

4. Evaluation of the experiences

 HILDA TABA MODEL: Grassroots Approach
Hilda improved on Tyler's model. She believed
thet the teachers should participate in
developing a curriculum. As a grassroots
approach Taba begins from yhe bottom, rather
than from the top at what tyler's proposed. She
presented seven major steps to her linear model
which are the following:
1. Diagnoses of leraners needs and expectations
of the larger socieaty.

2. Formulating of learnig 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 it.
GALEN SAYLOR and WILLIAM ALEXANDER
Curriculum Model
Galen saylor and william Alexander (1974)
viewed curriculum development as a
consisting of four steps. Curriculum is a
plan providing sets of learning
opportunities to achieve broad educational
goals and related learning objectives for
an identifiable population served by a
single school center.
 Four steps:
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: continued
learning skills and specialisation. The
goals, objectives and domains are
identified and chosen based on research
findings, accreditation standards, views of
the different stakeholders.
2. Curriclum designing: Designing of a
curriculum follows were 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 along themes?
These are some of the questions that
need to be answred at this stage of
development process.
3. Curriculum Implementation: A
curriculum design is now ready for
implementation. Teachers then prepare
instructional plans were intructional
objectives are specified and appropriate
teaching methods and stratgies are
utilized ti achive the desired learning
outcomes among students.
4. Evaluation: The last step of curriculum
model is evaluation. A comprehensive
evaluation using a variety of evaluation
techniques is recommended. It should
involve the total educational programme of
the school and the curriculum plan, the
effectiveness of instruction and the
achievements of the students. Through the
evaluation process, curriculum developers
and palnners can determine whether or
not the gaols of the school and the
objectives of instruction have been met.
 LESSON 4 :
FOUNDATIONS OF CURRICULUM
DEVELOPMENT
 FOUNDATIONS OF CURRICULUM
Educators, teachers, educational planners and
policy makers must have a philosophy about
education and schooling and the kind of
curriculm in the teacher's clasrooms or
learning environment.

Philosophy of the school answers the following

questions like:
What are schools for?
What subjects are important?How should
students learn?
What methods should be used?
What outcomes should be achieved?
 Here are some philosophies in education
presented by ORNSTEIN and HUNKINS 2004

A. PERRENIALISM
• Aim: to educate the rationale person;
cultivate intellect.
• Role: Teachers assit students to think
what reason ( critical thinking: HOTS)
• Focus: Classical subjects, literary analysis.
Curriculum is enduring.
• Trends: Use of great books (Bible, Koran,
Classics) Liberal arts
B. ESSENTIALISM
• Aim: to promote intellectual growth of
learners to become competent.
• Role: Teachers are soul authorities in the
subject area.
• Focus: Essential skills of 3R's; Essentail
subjects
• Trends: Back to basics. Excellence in
education. Cultural literacy
C. PROGRESSIVISM

• Aim: Promote democratic social living.

• Role: Teacher leads for growth and
development of lifelong learners.
• Focus: Interdisciplinary subjects. Learner-
centered. Outcomes based.
• Trends: Equa opportunities for all.
Contextualized curriculum. Humanistic
education.
D. RECONSTRUCTIONISM

• Aim: To improve and reconstruct society.

• Role: Teachers act as agent of change
and reforms.
• Focus: Present and future educational
landscape.
• Trends: School and curricular reform.
Global education. Collaboration and
convergence. Standards and
competencies.
HISTORICAL
FOUNDATION
 FRANKLIN BOBBIT (1876-1956)
• Started the curriculum
development
movement.
• Curriculum as a
science that
emphasize on
student's needs.
• Curriculum prepare
learners for adult life.
• Objectives and
activities grouped
together when task are
clarified.
 WERRET CHARTERS (1875-1952)

• Like Bobbit,
curriculum is a
science and
emphasizes
students' needs.

• Objectives and
activities should
match. Subject
matter or content
should relates to
objectives.
 WILLIAM KLIPARTICK (1875-1952)
• Curricula are purposeful
activities which are child-
centered.
• The purpose of the
curriculum is child
develelopment end
growth. The project
method was introduced
by Klipartick and student
plan the activties.
• The curriculum develops
social relationships and
small group instructions.
 HAROLD RUGG (1886-1960)
• To Rugg, curriculum
should develop the
whole child. It is child-
centered.
• With the statement of
the objectives and
related learning activities,
curriculum should
produce outcomes.
• Harold Rugg
emphasized social
studies and the teacher
plans the curriclum in
advance.
 HOLLIS CASWELL (1901-1989)

• Sees curriculum as
organized around social
functions of themes,
organized knowledge
and learner's interests.
• caswell believes that
curriculum, instruction
and learning are
interrelated.
• Curriculum is a set of
experiences. Subject
matter is developed
around social functions
and learner's interests.
 RALPH TYLER (1902-1994)
• As one of the hallmarks of
curriculum, Tyler believes that
curriculum is a science and an
extension of scholl's
philosophy. It is based on the
students' needs and interest.
• To Tyler, curriculum is always
related to instruction. Subject
matter is organized in terms of
knowledge skills and values.
• The process emphasizes the
curriculum aims to educate
generalist and not the
specialist.
 HILDA TABA (1902-1967)
• Contributed the
theoretical and
pedagogical
foundations of
concepts
development and
critical in the social
studies curriculum.
• Helped lay the
foundation for
diverse student
population.
 PETER OLIVA (1992-2012)
• Described how
curriculum change is a
cooperative endeavor

• Teachers and
curriculum specialist
constitute the
professional core of
planners.

• Significant
improvement through
group activity.
PSYCHOLOGICAL
PSYCHOLOGIC
FOUNDATION OF
AL FONDATION
CURRICULUM
OF
CURRICULUM
3. PSYCHOLOGICAL FOUNDATION OF
CURRICULUM
Psychology provides a basis to nderstand the
teaching and learning process. It unifies the
elementsof the learning process.

3 GROUPS OF LEARNING THEORIES

a. behaviorism or association theories
b. cognitive-information processing theories
c. humanistic theories
 COGNITIVE INFORMATION PROCESSING THEORIES

IVAN PAVLOV (1849-1936)

• Father of the Classical
Conditioning Theory the
S-R Theory
• The key to learning is
early years of life is to
train them what you
want them to become.
• S-R Theory is a
foundation of learning
practice called
indoctrination.
 EDWARD THORNDIKE (1874-1949

EDWARD THORNDIKE (1874-1949)

• Championed the
Connectionism Theory

• Specific stimulus has

specific response

• Proposed the three

laws of learning:
– Law of readiness
– Law of exercise
– Law of effect
 ROBERT GAGNE (1916-2002)
• Proposed the
Hierarchical Theory
Learning follows a
hierarchy

• Behaviors is based
on prerequisite
conditions.

• Introduced tasking in
the formulation of
objectives.
 JEAN PIAGET (1896-1980)
Theories of Jean Piaget
– Describes cognitive development
in terms of stages of birth to
maturity.
– Sensorimotor stage(0-2),
preoperational stage(2-7),
concrete operations stage(7-11),
and formal operations(11-
onwards)
• Key to learning
– Assimilation (incorporation of new
experiences)
– Accommodation (learning
modification and adaptation)
– Equilibration (balance between
previous and later learning)
 LEV VYGOTSKY (1896-1934)
• Theory of Lev Vygotsky
– Cultural transmisson and
development
– Children could, as a result
of theis interaction which
society, actually perform
certain cognitive actions
prior to arriving at
developmental stage.
– Learning precedes
development
– Sociocultural development
theory
• Vygotsky's Key to
learning
–Pedagogy creates
learning process
that lead to
development
–Child is an active
agent in his or her
educational
process.
 HOWARD GARDNER
• GARDNER'S MULTIPLE
INTELLIGENCES
– Humans have several
different ways of
processing informtion and
these ways are relatively
independent of one another.

– Eight intelligenes: linguistic,

logico-mathematical,
musical, spatial,
bodily/kinesthetic
interpersonal, intrapersonal
and naturalistic.
 DANIEL GOLEMAN

• Emotion contains
the poer to affect
action.

–Emotional
qoutient
HUMANISTIC
APPROACH
 HUMANISTIC APPROACH
GESTALT
Gestalt Theory
– -Learning is explained in terms of
"wholeness" of the problem.
– -Human beings do not respond to isolated
stimuli but an organization or patten of stimuli.

• Key to learning
– Learning is complex and abstract.
– Learners analyze the problemm discriminate
between essential and non-essential data, and
percieve rerlationships.
– Learners will persive something in relation to the
whole. What/how they percieve is related to their
previous experiences.
 ABRAHAM MOSLOW (1908-1970)
– Self-Actualization Theory
– Classic theory of human
needs.
– A child whose basic
needs are not met will not
be interested in acquiring
knowledge of the world.
– Put importance on human
emotions, based on love
and trust.
• Key to Learning
– Produce a healthy and
happy learner who can
accomplish, grow and
actualize his or her
human self.
 CARL ROGERS (1902-1987)
• Nondirective and Thearapeutic
Learning
• Established counselling
procedures and methods for
facilitating learning.
• Children's perceptions, which
are highly individualistic,
influence their learning and
behavior in class.
• Key to learning
• Curriculum concerned with
process, not subject matter,
psychological meaning not
cognitive scores.
• SOCIAL
SOCIAL
FOUNDATIONS OF
CURRICULUM
FOUNDATIONS OF
CURRICULUM
 SOCIAL FOUNDATIONS OF
CURRICULUM
• SHOOLS and SOCIETY

– Society as a source of change

– Schools as agents of change
– Knowledge as an agent of change
 JOHN DEWEY (1859-1952)
• Considered two
fundamental
elements- school
and civil society- to
be the major topics
needing
attentionand
reconstruction to
encourage
experimental
intelligence and
plurality.
 ALVIN TOFFLER
• Wrote the book Future
Shock
• Believed that knowledge
should prepare the
students for the future.
• Suggested that in the
future, parents might
have the resources to
teach prescribed
curriculum from home as
a result of technology, not
inspire of it. (home
schooling)
• Foresaw schools and
students worked
creatively, collaboratively,
and independent of their
age.