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    of 3

    COLEGIO DE LA PURISIMA CONCEPCION

    The School of the Archdiocese of Capiz


    Roxas City

    COLLEE OF ARTS, SCIENCES AND EDUCATION

    Instructional Learning Kit/Module


    In
    PEC 7
    The Teacher and the School Curriculum

    Week 4

    Name/Title of the Topic/s: Curriculum Development: Processes and Model


    Foundations of curriculum Development

    Intentions:
    At the end of the module, the students are expected to:
    1. explain and summarize the curriculum development processes and models
    2.describe the foundations of curriculum development
    3.explain how each foundation influences the curriculum development

    Introduction:
    Curriculum is a dynamic process. In curriculum development, there are always changes
    that occur that are intended for improvement. To do this, there are models presented to from well-
    known curricularists like Ralph Tyler, Hilda Taba, Galen Saylor and William Alexander which would help
    clarify the process of curriculum development. In addition, curriculum development is anchored on a
    very solid foundation, its significance in the light of global development has now been acknowledge.

    Inputs:

    Curriculum Development Process

    Curriculum development is a dynamic process involving many different people and


    procedures. Development con not changes which is systematic. A change for the better means
    alterations, modifications or improvement of existing condition. To produce positive changes,
    development should be purposeful, planned and progressive. It is usually linear and follows a logical
    step-by-step fashion.
    1. Curriculum planning considers the school vision, mission and goals. It also includes the
    philosophy or strong education belief of the school. All these will eventually be translated to classroom
    desired learning outcomes for the learners.
    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
    election of assessment procedure and tools to measure achieved learning outcome. It includes the
    resources to be utilized and the statement of intended 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. It involves the activities
    that transpire in very teacher’s classroom where learning becomes an active process.
    4. Curriculum evaluating determines the extent to which the desired outcomes have been
    achieved. This procedure is on going as in finding out the progress f learning(formative) or the mastery
    of learning(summative). The result of evaluation is very important for decision making of curriculum
    planners, and implementors.

    Curriculum Development Process Models

    1. Ralph Tyler Model: Four Basic Principles


    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
    1. Diagnosis of learners’ needs and expectations of the large 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 it
    3. 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 gal represents a
    curriculum domain: personal development, human relations, continued learning skills and specialization.
    The goal, objectives and domains are identified and chosen based on research findings, accreditation
    standards, and views of the different stakeholder.
    2. Curriculum Designing. Designing a curriculum follows after 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 interest or along themes?
    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 achieved 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.

    Foundation of Curriculum

    1. Philosophical Foundation

    Educators, teachers, educational planners and policy makers must have a philosophy or
    strong belief about education and schooling and the kind of curriculum in the teachers’ classrooms or
    learning environment. Philosophy of the curriculum answers questions like: What are schools for?
    What subjects are important? How should students learn? What methods should be used? What
    outcomes should be achieved ? why?
    The various activities in school are influenced in one way or another by a philosophy.
    John Dewey influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist, the
    focus on the fundamentals of reading, writing and arithmetic are essential subject in the curriculum.
    There are many philosophies in education but we will illustrate only those presented by
    Ornstein and Hukins in 2004.

    A. Perrennialism
    * Aim: To educate the rational person; cultivate intellect
    * Role: Teachers assist students to think with reason (critical thinking HOTS)
    * Focus: Classical subjects, literary analysis. Curriculum is enduring
    * Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts

    B. Essentialism
    * Aim : To promote intellectual growth of learners to become competent
    * Role: Teachers are sole authorities in the subject areas
    * Focus: Essential sklls of the 3Rs: essential 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; Equal opportunities for all, Contextualized curriculum, Humanistic education.

    D. Reconstructionism
    * Aim: To improve and reconstruct society. Education for change
    * Role: Teacher acts 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

    Reference:

    Bilbao, P.P., Dayagbil, F.T., Corpuz, B.B.Curriculum Development for Teachers. OBE and
    K to 12 Based.2015.Lorimarr Publishing Inc. Manila.Philippines.

    Prepared by:

    REGINA JOCELYN A. ALBA, Ph. D.


    Teacher

    Approved:

    IVY G. GORRICETA, Ph.D.


    Dean, CASE

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