The Teacher and the School Curriculum

Module No. 2

A. The Desired Learning Outcomes and Topic

LEARNING OBJECTIVES TOPIC
1. Describe and summarize curriculum 1. Curriculum Development Process and
development process; Models
2. Identify and describe the curriculum a. Curriculum Development Process
models b. Curriculum Development Models
3. Compare similarities and differences of  Ralph Tyler Model
the different curriculum models  Hilda Taba Model
 Galen Saylor and William
Alexander Curriculum Model

B. Discussion

Curriculum Development Process

Curriculum development connotes that curriculum is dynamic, it is changing according to
the needs of the learner in a given society. The curriculum can be adjusted, modified, or
improved but changes should be purposeful, planned and progressive. The logical phases in
curriculum development are the following:

a. Curriculum Planning. When you pass any public school you will be able to see and
read the mission, vision and core values of the DepEd. You can see similar ones in
CCSFP. In curriculum planning, the mission, vision and core values of the institution
are taken into consideration because they are indicative of the institution's philosophy
and educational belief. Planning includes the students’ needs as they live in society
and the subject matter to address the needs. In the classroom, these are translated
into desired learning outcomes.

b. Curriculum designing. After the desired learning outcomes are identified, the
conceptualization of the curriculum which include the selection and organization of
the content, the selection and organization of learning experiences or activities and
the selection of appropriate assessment procedures and tools to find out whether the
learning outcomes are achieved are referred to as curriculum designing. The
designing also includes the resources to be used to achieve the learning outcomes.

c. Curriculum Implementing. These are the plan and the design that are put into actions
in the classroom or non-classroom setting. The teacher facilitates learning by making
use of the plan and the design in order to achieve the learning objectives set during
the planning. Implementing the curriculum involves the teacher, the learners, the
subject matter and the learning activities.
Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 1 of 6
 d. Curriculum Evaluating. The purpose of evaluation is to
determine whether the learning outcomes are achieved. The
assessment may be formative to monitor the progress of learning or
summative to determine the achievement of the learning objectives.
The result of assessment may reveal learning to be improved by
giving supplementary measures. The result of assessment may
also be a good feedback to planners and implementers of the curriculum.

Activity 1
1. What phase of the curriculum process do you find very important as a teacher? Why?

Curriculum Development Models

1. Ralph Tyler Model

Tyler wrote down his ideas in a book Basic Principles of Curriculum and Instruction for his
students to give them an idea about principles for developing the curriculum.

The Tyler’s model is one of the first models of curriculum development and it was and still
is a highly simple model consisting of four steps. (Educational Research Techniques,
2014)

1. Determine the school’s purposes (aka objectives)

Determining the objectives of the school or a program or a class is one of the most
important step in developing the curriculum. You would like
to know what students need to do in order to be successful
in achieving the objectives. All objectives are based on
students’ needs and the philosophy of the school. For
example, you are preparing a lesson plan in English, you
may create an objective that students will write essays. This
would be one of many objectives within the English
curriculum.

2. Identify educational experiences related to purpose

The development of learning experiences is aimed at helping the students achieve the
learning objectives. These experiences may include the activities that the teacher and
students are doing in the classroom and outside the classroom to facilitate learning.
Example, if one of the objectives is to write an essay, the teacher may demonstrate to
Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 2 of 6
 the students how to write an essay. Practice of writing
essays may follow. The experience (demonstration in
writing essays and students writing essays) is consistent
with the objective (Student will write an essay).
(Educational Research Techniques, 2014)

3. Organize the experiences

When you prepare a lesson plan you are organizing the learning experiences. You
may model (show students how to do the experience) or demonstrate, let them
practice and do the learning experience independently. Usually, the organization of
learning experiences depends upon the decision of the teacher. Will the teacher
organize the learning experiences in a logical order for the students? Logical order
may be done from specific to general or from easy to difficult.

4. Evaluate the purposes

The evaluation of the objectives will tell you how well you have provided students with
learning experiences to achieve the objectives. Back to the example, students will write
an essay. The teacher assesses the students’ ability to write an essay by asking them
to write an essay in a given topic without assistance. If students can write essay, then
the students have achieved the objective of the lesson.

2. The Taba Model

Hilda Taba advocated an inductive approach to curriculum development. In the inductive

approach, curriculum developers start with the specifics and build up to a general design as
opposed to the more traditional deductive approach of starting with the general design and
working down to the specifics.

Taba believes that teachers should participate in developing a curriculum for their classroom.
She referred to it as grassroots approach because it begins from the bottom. She presented
seven major steps in the model:
1. Diagnosis of learners’ needs and expectations of the larger society
2. Formulation of Objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the means of doing it.
Most of the time, when you apply to any college, you have to hurdle an entrance examination
to meet the standard requirements of the school (Step 1). In another instance before the start
of the instruction, your teacher may decide to give a pretest to find out what you already know
about the subject matter. This is also belonging to Step 1. The teacher prepares instructional
objectives for the students based on the program standards (Step 2). With the given
Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 3 of 6
 objectives, the teacher selects content from the different curriculum materials (Step3). The
content is the vehicle of the teacher to facilitate the achievement of the learning objectives.
With the list of contents or subject matter, the teacher organizes the content according to the
logical arrangement of the objectives (Step 4). To achieve the objectives, the teacher
identifies learning experiences to help facilitate the learning. (Step 5). This may include
modeling, demonstrating, working on activities, doing experiments, researching, making
models, making exhibit, field work, etc. All these activities contribute to the achievement of
objectives. Once the teacher has identified and planned the learning experiences, she
organizes them to facilitate the achievement of the learning objectives and meet the content
standard (Step 6). The teacher conducts the learning experiences with the students, facilitates
the achievement of the learning objectives while doing the monitoring of learning (formative
assessment), and do summative assessment at the end to find out if the learning objectives
are achieved (Step 7). The teacher may employ written, oral or authentic assessment.

Activity 2
1. Which of the two models, Tyler and Taba’s do you understand well? Choose one and
write about it in two paragraphs.

3. Galen Saylor and William Alexander Curriculum Model

There are four steps in curriculum development as viewed by Saylor and Alexander.
These are the following:

1. Goals, Objectives and Domains. Similar to Tyler model, the curricularists begin by
specifying the major goals and specific objectives the school wishes to accomplish for
the learners. According to Saylor and Alexander, each major goal represents a
curriculum domain: personal development, human relations, continued learning skills
and specialization. It is said that the goals, objectives and domains are selected after
careful consideration of several external factors such as findings from educational
research, accreditation standards, views of community groups and others. (Mishra,
2018) Example: The teacher degree program “aims to develop highly motivated and
competent teachers specializing in the content and pedagogy for elementary or

Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 4 of 6
 secondary education”. (Goal of teacher
education) The teacher program consists of
many subjects and each of these subjects has
objectives or learning outcomes. Example: one
of the objectives of Assessment of Student
Learning subject is “to be able to demonstrate
knowledge and skills in assessing student
learning” (Objective). The teacher education
program has 7 domains and one of the domains
is Content, Knowledge and Pedagogy (Domain).
2. Curriculum Designing. According to Saylor and Alexander, designing a curriculum
follows after determining appropriate learning opportunities and how each opportunity
is provided. Example: The community is under MGCQ because of COVID 19
(opportunity). The curriculum at the CCSFP was designed for face-to-face learning
considering the needs of students. A review of the curriculum (opportunity) was done
to consider the students’ needs (lacking in digital device) in re-designing the teacher
curriculum (opportunity). Teachers were given the opportunity to go flexible teaching
through modular approach.
3. Curriculum implementation. After designing the curriculum, the teachers prepare
instructional plans, where objectives and strategies are identified to be used for the
implementation. Example: CCSFP teachers are preparing modules for each subject
so that they can be distributed to students in the coming school year. Implementation
includes modular approach through written modules. Consultation and feed backing
process are planned and scheduled. Modular activities are also provided.
4. Evaluation. Saylor and Alexander recommended a comprehensive evaluation with the
use of variety evaluation techniques. Evaluation should involve the educational
program of the school, the curriculum, the effectiveness of the instruction and the
achievements of the students. Evaluation is one way of determining whether or not
the goals of the school and the objectives of instruction have been achieved.

Note that the models presented used processes of:

1. Curriculum planning,
2. Curriculum designing,
3. Curriculum implementing, and
4. Curriculum evaluating.

C.References:
Bilbao, et. al. (2015). Curriculum Development for Teachers. Quezon City: Lorimar.
Educational Research Techniques. (2014). Retrieved from
https://educationalresearchtechniques.com/2014/07/01/curriculum-development-the-
tyler-model/.
Mishra, M. (2018). Slideshare.

Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 5 of 6
NAME: YEAR/SECTION: SCORE:

D.Evaluation

1. Determine the similarities of the three models of Curriculum Development Process. Answer
in bullets only. Do not write on the shaded parts.

Similar Features Tyler Taba Saylor & Alexander

Tyler

Taba

Saylor & Alexander

2. Determine the differences of the three models of Curriculum Development Process.

Answer in bullets only. Do not write on the shaded parts.

Different Features Tyler Taba Saylor & Alexander

Tyler

Taba

Saylor & Alexander

Module 2: The Teacher and the School Curriculum A.Y. 2020-2021 Prepared by: Anicetas C. Laquian, Ed.D. Cand
Page 6 of 6