Oliva Model of Curriculum Development

1. EDM 509
Advanced Curriculum Development
The Oliva Model of Curriculum
Jheally L. Orlanda
Discussant

2. PETER F. OLIVA
 Formerly professor and chairperson at Southern Illinois
University, Florida International University, and Georgia
Southern University.
 Author of numerous articles in education journals and
several textbooks and is co-author of Supervision for
Today’s Schools, now in its 8th ed.
 He has served as a high school teacher, guidance
counselor, and as a professor of education at the University
of Florida, University of Mississippi, Indiana State University,
and the University of Hawaii.

3.  He has taught summer sessions at Portland State College
(Oregon), Miami University (Ohio), and Western Michigan
University. He has also served as part-time instructor
supervising interns at the University of Central Florida.
 He has traveled extensively on educational and/or
governmental programs in Europe, the Middle East, and Latin
America. Developing the Curriculum has been translated into
Mandarin, Vietnamese, and Korean.

4. The Oliva Model
Oliva model is LINEAR
Oliva model is DEDUCTIVE
Oliva model is PRESCRIPTIVE
Combines a scheme for
curriculum development and a
design for instruction

5. 12 Components of the
Oliva Model

6. Component 1: 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 and 4: General purpose and
special purpose curriculum
Component 5: Organizing the design and
implement curriculum

7. Component 6 and 7: Describe the curriculum in
the form of the formulation of general objectives
and specific learning
Component 8: Define the learning strategy
Component 9: Preliminary studies on possible
strategies or assessment techniques to be used
Component 10: Implement the learning strategy
Components 11 and 12: Evaluation of learning
and curriculum evaluation

8. 17 Specific Steps of
Oliva Model of Curriculum

9. 1. Specify the needs of the students in general.
2. Specify the needs of society.
3. Write a statement of philosophy and aims of
education.
4. Specify the needs of students in your school.
5. Specify the needs of the particular community.
6. Specify the needs of the subject matter.
7. Specify the curriculum goals of your school.

10. 8. Specify the curriculum objectives of your school.
9. Organize and implement the curriculum.
10. Specify instructional goals.
11. Specify instructional objectives.
12. Specify instructional strategies.
13. Begin selection of evaluation techniques.
14. Implement instructional strategies.

11. 15. Make final selection of evaluation techniques.
16. Evaluate instruction and modify instructional
components.
17. Evaluate the curriculum and modify curricular
components.

12.  “The model accomplishes two purposes;
1)Suggests a system that curriculum planners
might wish to follow
2)Serves as the framework for explanations of
phases or components of the process for
curriculum improvement

13. REFLECTION:
 The Oliva curriculum reflects the learners, values,
and needs of the population it will serve. Oliva goes
on to describe curriculum development as “a
cooperative group activity”, “systematic”, and
“(most) effective if it is a comprehensive process,
rather than piecemeal”. This illustrates the point that
“doing what we have always done” is not
acceptable in schools today and educators must
become active participants in making changes to
their curriculum at the district and classroom level.

14. References:
 http://www.allynbaconmerrill.com/author
s/bio.aspx
 http://rflora.wikispaces.com/Models+of+C
urriculum+Development
 http://www.academia.edu/4657356/Curri
culum_Models
 http://www.gliffy.com/publish3647340/

15. Thank you for listening..