Curriculum Development Process

PCK105 |THE TEACHER AND THE SCHOOL CURRICULUM Lesson 2: The Teacher as a Knower of Curriculum Curriculum Development Process Curriculum development is a dynamic proc...

PCK105 |THE TEACHER AND THE SCHOOL CURRICULUM Lesson 2: The Teacher as a Knower of Curriculum Curriculum Development Process Curriculum development is a dynamic process involving many different people and procedures. Development connotes changes which is systematic. A change for the better means alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. Usually it is linear and follows a logical step-by-step fashion involving the following phases: curriculum planning, curriculum design, curriculum implementation and curriculum evaluation. Generally, most models involve four phases. 1. Curriculum planning considers the school vision, mission and goals. It also includes the philosophy or strong education belief of the school. All of 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 selection of the assessment procedure and tools to measure achieved learning outcomes. A curriculum design will also include achieved learning outcomes. A curriculum design will also include the resources to be utilized and the statement of the 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. Implementing the curriculum is where action takes place. It involves the activities that transpire in every 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 of learning (formative) or the mastery of learning (summative). Along the way, evaluation will determine the factors that have hindered or supported the implementation. It will also pinpoint where improvement can be made and corrective measures, introduced. The result of evaluation is very important for decision-making of curriculum planners and implementers. 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: 1. What education purposes should schools seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. 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  PCK105 |THE TEACHER AND THE SCHOOL CURRICULUM 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 grassroots approach, Taba begins from the bottom, rather than from the top as what Tyler proposed. She presented six major steps to her linear model which are the following: 1. Diagnosis of learners needs and expectations of the larger 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 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. The goals, objectives and domains are identified and chosen based on research findings, accreditation standards, and views of the different stakeholders. 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 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. 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 program of the school and the curriculum plan, the effectiveness of instruction and the achievement of students. Through the evaluation process, curriculum planners 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 processes of (1) curriculum planning, (2) curriculum designing, (3) curriculum implementing, and (4) curriculum evaluating. References: Bilbao, P. P. (2020). The Teacher and the School Curriculum. Lorimar Publishing Inc. Gulzar, A. A. Taba Model of Curriculum Development https://educarepk.com/taba-model-of-curriculum-development.html Gulzar, A. A. The Saylor and Alexander Curriculum Model https://educarepk.com/the-saylor-and-alexander-curriculum-model.html Jain, H. (2023). Tyler Model of Curriculum Development. https://prepwithharshita.com/tyler-model-of-curriculum-development/