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    The Saylor and Alexander Model

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    Edgar Cabungcal

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    © All Rights Reserved
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    The Saylor and Alexander Model

    Uploaded by

    Edgar Cabungcal
    33 views9 pages

    Copyright

    © © All Rights Reserved

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    PPTX, PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    33 views9 pages

    The Saylor and Alexander Model

    Uploaded by

    Edgar Cabungcal

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 9

    THE SAYLOR AND ALEXANDER MODEL

    Presenter: Edgar M. Cabungcal, RN


    MN Student
    INTRODUCTION
    WHEN WE ARE CREATING A CURRICULUM OR
    PLANNING A LESSON, WE MIGHT CONCERN ABOUT
    WHAT WE NEED TO DO. AND FOR THE CONTENTS,
    WHICH OF THEM ARE SUITABLE. IF YOU GOT THESE
    OF THE PROBLEMS, “MODELS” MAY HELP YOU TO
    FIND THE ANSWER. AND THE USE OF CURRICULUM
    MODELS IS TO FORMULATE TEACHING, LEARNING
    AND ASSESSMENT APPROACHES SYSTEMATICALLY.
    GALEN SAYLOR AND WILLIAM
    ALEXANDER CURRICULUM MODEL
    Galen Saylor and William Alexander (1974) viewed
    curriculum development as a consisting of four steps.
    Curriculum is a plan providing sets of learning
    opportunities to achieve broad educational goals and
    related learning objectives for an identifiable
    population served by a single school center.
    1. GOALS, OBJECTIVES AND DOMAINS
    The model indicates that curriculum planners begin by
    specifying the major educational goals and specific
    objectives they wish to accomplish. Each major goal
    represents a curriculum domain and they advocate 4 major
    goals or domains: personal development, human relations,
    continued learning skills and specialisation. The goals,
    objectives and domains are selected after careful
    consideration of several external variables such as
    findings from educational research, accreditation
    standards, views of community groups and others.
    2. CURRICULUM DESIGNING
    Once the goals, objectives and domains have been
    established, planners move into the process of designing
    the curriculum. Here decision is made on the appropriate
    learning opportunities for each domain and how and when
    these opportunities will be provided. Will the curriculum be
    designed along the lines of academic disciplines, or
    according to student needs and interests or along
    themes? These are some of the questions that need to be
    answered at this stage of the development process
    3. CURRICULUM IMPLEMENTATION
    After the designs have been created the next step is
    implementation of the designs by teachers. Based on
    the design of the curriculum plan teachers would
    specify instructional objectives and then select relevant
    teaching methods and strategies to achieve the
    desired learning outcomes among students in the
    classroom
    4. EVALUATION
    Curriculum planner and teachers engage in evaluation. The
    model proposed that evaluation should be comprehensive
    using a variety of evaluation techniques. Evaluation 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
    nor the goals of the school and the objectives of instruction
    have been met.
    THANK YOU

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