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    Curriculum Development Models: Dr. Josephine S. Lambinicio

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    Joemar Tarlit
    This document discusses various models of curriculum development, including their key components and principles. It provides an overview of Tyler's ends-means model, Taba's inverted model, the AIM model, Oliva's 12-component model, Saylor and Alexander's model, Macdonald's model, and Eisner's artistic model. It also discusses how curriculum development in the Philippine context typically follows a top-down approach where goals and content are set at the national level. The document aims to help analyze different curriculum models, examine the strengths and weaknesses of curriculums, and discuss how these models can be applied in the Philippine education system.

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    Curriculum Development Models: Dr. Josephine S. Lambinicio

    Uploaded by

    Joemar Tarlit
    418 views27 pages
    This document discusses various models of curriculum development, including their key components and principles. It provides an overview of Tyler's ends-means model, Taba's inverted model, the AIM model, Oliva's 12-component model, Saylor and Alexander's model, Macdonald's model, and Eisner's artistic model. It also discusses how curriculum development in the Philippine context typically follows a top-down approach where goals and content are set at the national level. The document aims to help analyze different curriculum models, examine the strengths and weaknesses of curriculums, and discuss how these models can be applied in the Philippine education system.

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    Curriculum development model

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    Curriculum-development-model

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    This document discusses various models of curriculum development, including their key components and principles. It provides an overview of Tyler's ends-means model, Taba's inverted model, the AIM model, Oliva's 12-component model, Saylor and Alexander's model, Macdonald's model, and Eisner's artistic model. It also discusses how curriculum development in the Philippine context typically follows a top-down approach where goals and content are set at the national level. The document aims to help analyze different curriculum models, examine the strengths and weaknesses of curriculums, and discuss how these models can be applied in the Philippine education system.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    418 views27 pages

    Curriculum Development Models: Dr. Josephine S. Lambinicio

    Uploaded by

    Joemar Tarlit
    This document discusses various models of curriculum development, including their key components and principles. It provides an overview of Tyler's ends-means model, Taba's inverted model, the AIM model, Oliva's 12-component model, Saylor and Alexander's model, Macdonald's model, and Eisner's artistic model. It also discusses how curriculum development in the Philippine context typically follows a top-down approach where goals and content are set at the national level. The document aims to help analyze different curriculum models, examine the strengths and weaknesses of curriculums, and discuss how these models can be applied in the Philippine education system.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 27
    At a glance
    Powered by AI
    The key takeaways are that there are several models for curriculum development including Tyler's model, Hilda Taba's model, AIM model, and others. The document discusses these models and their application in the Philippine context.

    Some of the curriculum development models discussed include the AIM model, Tyler's model, Hilda Taba's model, Oliva model, Saylor and Alexander model, and Macdonald's model.

    The key steps in Hilda Taba's curriculum development model are: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting instructional methods, 6) organizing learning experiences, 7) evaluation, and 8) checking for balance and sequence.

    CURRICULUM DEVELOPMENT

    Models

    DR. JOSEPHINE S. LAMBINICIO


    LEARNING OUTCOME

    1. analyse different curriculum models


    2. Examine the strengths and weaknesses of a curriculum
    3. Discuss how these curriculum development models can be applied in the
    Philippine context
    What is curriculum model?

    A model is a format for curriculum design


    developed to meet unique needs, contexts,
    and/or purposes. In order to address these goals,
    curriculum developers design, reconfigure,
    or rearrange one or more key curriculum
    components
    LEARNING OUTCOME

    1. analyse different curriculum models


    2. Examine the strengths and weaknesses of a curriculum
    3. Discuss how these curriculum development models can be applied in the
    Philippine context
    Models of Curriculum Development

    Saylor and
    TYLER’S Ends-
    AIM Model Alexander
    Means Model
    Model
    Other models

    TABA’s Macdonald’s
    Inverted Oliva Model Model
    Model
    AIM Model

    Teacher Student Test


    Objectives Content Materials
    Activities Activities Activities
    Hilda Taba Model

    Step 1 : diagnosing needs of the students


    (needs assessment tool)
    Step 2: formulating specific objectives(concepts,
    skills, attitudes)
    Step 3: selection of content (topics, activities parallel to the developmental
    levels that matches the objectives)
    Step 4: organizing the content (learners experiences and background)
    Step 5: Selecting of instructional method that promote students engagement
    Hilda Taba Model

    Step 6 : organize learning experiences by sequencing content


    (activities should have a definite function, developmental level of students,
    multipurpose activities, relevant, essential activities)
    Step 7 : evaluate to ensure mastery
    Step 8 : checking for balance and sequence (activities provides opportunities, content
    sequence flows, balance between oral and written work, research and
    analysis)
    Tyler Model

    Ends Means

    Philosophy, Aims, Goals Curriculum Content


    and Objectives and Activities
    Four Basic principles of Tyler Model

    Setting of
    Objectives • What educational purposes should the institution seek to attain?

    • What educational experiences can be provided that are likely to attain


    these purposes?
    Learning
    experiences
    and content

    Organizing
    • How can these educational experiences be effectively organized?
    learning
    experiences

    • How can we determine whether these purposes are being attained?


    Evaluation
    Ralph Tyler Model

    Tayler consider the five elements as source in curriculum development :


    1. the learners, (learners needs and wants, abilities)
    2. life in the community, (student’s learning laboratory)
    3. subject matter, (learning by doing, to master a subject, one must understand the
    underlying structure)
    4. Philosophy (development begins with sound thinking ….formulating a philosophy)
    5. Psychology (understanding the learners’ levels of development and nature of the
    learning process)
    Oliva Model

    Statement Statement
    Statement Design of Implemen
    of of Evaluation
    of Goals Plan tation
    Philosophy Objectives
    Oliva Model

     Simple, comprehensive and systematic


    12 Components
    Component 1: Aims of education, psychological principles, philosophical
    formulation, target, mission and vision of the institution
    Component 2: analysis of the needs of the community where the school is
    located
    Components 3 & 4: General purpose and special purpose curriculum
    Component 5: Organizing the design and implement curriculum
    Component 6 & 7 : describe the curriculum in the form of the formulation of
    general objectives and specific learning
    Oliva Model

     Simple, comprehensive and systematic


    12 Components
    Component 8: Define the learning strategy
    Component 9: Preliminary studies on possible strategies or assessment techniques to be
    used
    Component 10: Implement the strategy
    Component 11 & 12 : Evaluation of learning and curriculum evaluation
    Saylor and Alexander Model

    Bases (external variables: educational research, accreditation standards, views of community groups etc. )

    Goals and
    objectives

    Curriculum
    Designing Curriculum Curriculum
    Implementation Evaluation

    Feedback
    Saylor and Alexander Model
    Milton Saylor and Alexander Lewis

     Goals, objectives and domains


    1. Personal development
    2. Human relations
    3. Continued learning skills
    4. Specialization
     Curriculum designing --appropriate learning opportunities for each domain
     Curriculum implementation –curriculum plan, instructional objectives, teaching
    methods and strategies to achieve the desired learning outcomes
     Evaluation –use of evaluation techniques to ensure that educational program,
    curriculum plan, effectiveness of instruction, achievement of students ,the
    goals of the school and the objectives of instruction are attained
    Macdonald’s Model
    Macdonald &Leeper 1965

    Curriculum
     Perceived teaching as a personality system I
    Teacher: professional role
    Student: perform task-related (learning) behaviors
    Teaching Learning
    III IV
     Concomitant learning
     Behavior modification through teacher feedback
     In-service experiences Instruction
    II
     Supervision experiences
     Pupil-teacher planning experiences
    Audrey Nicholls and Howard Nicholls Model

     the model emphasizes the cyclical


    nature of curriculum development.
     Curriculum development is a
    continuous process
     Highly prescriptive and dynamic

    In the Phil. Context of curriculum development follows the top-down approach where
    many curricular decisions are made in the national level. Goals and content of the
    curriculum are set by the state.
    Wheeler’s Curriculum Development Model

     Cyclical process in which


    the element of the curriculum
    is related and interdependent
    Murry Print Model

    Questions that may influence curriculum development

     Who are involved in this curriculum development?


     What conceptions of curriculum do they bring with them?
     What underlying forces or foundations have influenced the developers’
    thinking?
    Murray Print Model
    Walker’s Model
    (Decker Walker )

     Dynamic and descriptive model


    of curriculum development
     Allows more flexibility
    Skilbeck’s Curriculum Development Model
    (Malcolm Skilbeck)

     Dynamic
     School-based
     Realistic
     Process
     Flexible
    Eisner’s Artistic Model of Curriculum Development

    1. Goals and their priorities (well defined objectives)


    2. Content of the curriculum (options in selecting curriculum)
    3. Types of learning opportunities(transforming goals and content to learning
    events)
    4. Organizing of learning opportunities (diverse student outcomes)
    5. Organization of content areas(cross-curricula organization of content)
    6. Mode of presentation and mode of response (mode of communication)
    7. Types of evaluation procedure (
    References

     https://educationalresearchtechniques.com/2014/07/01/curriculum-
    development-the-tyler-model/
     Eman Awad El-Sawy (2016)
    https://www.slideshare.net/ahmedabbas1121/tyler-model
     https://www.youtube.com/watch?v=zzS3I_-sEjY
     Mrutyunjaya Mishra (2013) : Models of Curriculum.
    https://www.slideshare.netj_allsopp
     Reyes E. and Dizon E. (2015) Curriculum Development.Adriana Publishing
    Co. Inc. ISBN 978-971-9656-16-6
    Activity 6
    (By group)

    A. Make an analysis on the different curriculum development models


    B. Review the Philippine Curriculum and Identify the strengths and weakness using the matrix
    below:

    Curriculum Year strengths weaknesses


    National Elementary School 1984-2002
    Curriculum
    New Secondary Education 1991-2002
    Curriculum
    Secondary Education Curriculum RBEC 2002

    Secondary Education Curriculum UBD 2010

    K-12 Education Curriculum 2012


    Thank you

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