(teacher) to mould his material (student) according to his ideal (objectives) in his studio (school) - Cunningham • Curriculum is a dynamic process. • A change for the better means alteration, modification, or improvement of existing condition. Curriculum Development Process
• Systematically organizes what will be taught, who will
be taught and how it will be taught Curriculum Development Process 1. Curriculum Planning • considers the school vision, mission and goals. • It also includes the philosophy of strong education belief of the school. 2. Curriculum Designing • is the way curriculum is conceptualized to include the selection and organization of the content, the selection and organization of learning experiences or activities and the selection of the assessment procedure and tools to measure achieved learning outcomes. 3. 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. 4. Curriculum Evaluating
• Determines the extent to which the desired
outcomes have been achieved. • Along the way, evaluation will determine the factors that have hindered or supported the implementation. Models of Curriculum Development
• Any significant change specifically in the society’s
always requires a model The AIM Model Teacher Student Test Objectives Content Materials Activities Activities Activities
• No foundation and philosophy elements
Tyler’s Ends-Mean’s Model (Ralph Tyler) • The most prominent name in curriculum development • Introduced a revolutionary idea to curriculum planning • deductive Ends Means • Philosophy • Curriculum Content • Aims and Activities • Goals • Objectives Five Elements 1. Student as a Source • He considered that a broad and comprehensive analysis of the students should be completed • The developer should consider students needs and wants 2. Society as a Source
• He explained that the process of generating was
central to all learning • Interacting with others is essential 3. Subject Matter as a Source
• To master a subject, one must understand its
underlying structure • Learning by doing 4. Philosophy as a Source
• Teachers spell out both their own individual
philosophies and that of their school • To understand others, you must first understand yourself 5. Psychology as a Source • He believes that effective curriculum development requires understanding the learners’ levels of development and the nature of the learning process • Curriculum developers should use philosophy and psychology to filter out objectives that are beyond students capacity √ × • Takes into account the learner, society • Lack of interdependence among and the subject various components • Active participation of the learner • Mechanical process when there is no • Value the individual learner interaction between the components • Uses assessments to achieve the • Not the universal model of curriculum defined learning objectives development • Promote participatory learning • Time consuming through interesting activities • Restricted to the range of the student • Objectives are clearly defined skills • Gave developers a useful way to plan • Outdated the conduct of the school • Only good for administrators who want to control the schools curriculum • Overly managerial and linear Taba’s Inverted Model (Hilda Taba) • It starts in the classroom with the teacher • She believed that teachers should be the developers of the curriculum rather than higher authority. • Inductive Grassroots Approach
• As a grassroot approach Taba begins from the bottom,
rather than from the top as what Tyler proposed. 8 Steps
• Step 1 is diagnosing needs
• Step 2 is formulating specific objectives • Step 3 is selecting content • Step 4 is organizing the content • Step 5 and 6 are selecting and organizing experiences • Step 7 is evaluating the unit continuously • Step 8 checking for balance and sequence √ ×
• Higher order thinking skills
• Open-ended questions • Not easily applied to all content areas • Rich classroom discussions • Often proves difficult for non • Abstract thinking gifted/high achieving students • Benefits gifted students • Time consuming • Involves teachers in the development process The Oliva Models • His target was to develop a model for curriculum development that was simple, comprehensive and systematic: Statement of Statement of Statement of Design of Implementation Evaluation Philosophy Goals Objectives Plan 12 Components of the Oliva Model
mission and vision of the institution • Component 2 : Analysis of the needs of the community where the school is located • Component 3 and 4 : General purpose and special purpose curriculum • Component 5 : Organizing the design and implement curriculum • Component 6 and 7 : Describe the curriculum in the form of the formulation of general objectives and specific learning • Component 8 : Define the learning strategy • Component 9 : Preliminary studies on possible strategies or assessment techniques to be used • Component 10 : Implement the learning strategy • Component 11 and 12 : Evaluation of learning and curriculum evaluation Use of the Model
• It offers a process for the complete development
of a school’s curriculum • By following the model, the faculty of each special area, for example, language arts can fashion a plan for the curriculum of that area and design ways in which it will be carried out through instruction The Saylor and Alexander Model (Galen Saylor and William Alexander) • 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 centre bases (external approach) Goals, objectives and domain
teacher) acting in a professional role and learning as a personality system (the students) performing task-related (learning) behavior • In looking at the models we cannot say that one model is superior to another model. Some curriculum planners have followed the Tyler Model with considerable success. But this does not mean that the Tyler model represents the best models for curriculum development or that all educators are convinced with it