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. 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:
a) What education purposes should schools seek to attain?
b) What educational experiences can be provided that are likely to attain these
purposes?
c) How can these educational experiences be effectively organized?
d) How can we determine whether these purposes are being attained or not?
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
2. Hilda Taba Model: Grassroots Approach
Hilda Taba improved on Tyler’s model. She believed that teachers should
participate in developing a curriculum. As a grassroot approach Taba begins from
the bottom, rather than from the top as what Tyler proposed.
She presented seven major steps to her linear model which are the ff:
a) Diagnosis of learner’s needs and expectations of the larger society
b) Formulation of learning objectives
c) Selection of learning contents
d) Organization of learning contents
e) Selection of learning experiences
f) Determination of what to evaluate and the means of doing it.
3. 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.
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.
2. Curriculum Designing.
Designing a curriculum follows after appropriate learning opportunities are
determined and how each opportunity is provided.
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.
4. Evaluation.
The last step of the 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 achievement of students. Through the
evaluation process, curriculum planner and developers can determine whether or
not the goals of the school and the objectives of instruction have been met.
Through the evaluation process, curriculum planner 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 process of (1) curriculum planning, (2) curriculum
designing, (3) curriculum implementing, and (4) curriculum evaluating.
EVALUATION
a. It considers the school mission, vision and goals.
b. It is the way the curriculum is conceptualized.
c. This is to put in action the plan which is based on the curriculum design.
d. It determines the extent to which the desired outcomes have been achieved.
e. What is emphasized in the curriculum model of development of Ralph Tyler?
