topic 3

1. Topic 3: Models of Curriculum
Development
HMEC5213 Early Childhood Curriculum:
Planning and Assessment
Dr. Aliza Ali

2. Learning Outcomes:
 By the end of the topic you will be able to:
 Describe four models of curriculum development
 Explain the process of curriculum planning based
on each model
Learning Objectives

3. Introduction
 Model serve as a guidelines to action
 It gives you order to the process
 Using a model in activities like curriculum
development can results in greater efficiency and
productivity.
 According to Oliva, FOUR (4) models of
curriculum development are presented

4. Four Models of Curriculum Development
The Tyler The Taba
The Saylor,
Alexander and
Lewis
The Oliva

5. Hilda Taba Model
Believe that there should be clear definite order to
curriculum design that teachers must be involved in
process. Taba introduced 8 steps to model of
curriculum development:
1. Identify the needs of the students - curriculum
making should start with diagnosing the needs of
students,
2. Formulation of objectives
3. Selection of contents: Choose content that
matches the objective
4. Organizes content considering the learners
experiences and background

6. 5. Select instructional method that promote
students engagement
6. Organize learning experiences by sequencing
content
7. Evaluate to ensure mastery
8. Checking for balance and sequence

7. Tyler Model
There are four basic principles of Tyler Model of curriculum
development:
1. What is the purpose of education? - How the curriculum
should be made to attain the purposes of that school.
2. What educational experiences will attain the purposes? –
The curriculum developer should be careful in choosing of
what students going to learn and how they are going to learn
3. How can these experiences be effectively organized? – The
curriculum developer should know how to organize those
educational experiences and how these learning experiences
can be effectively organize
4. How can we determine when the purposes are met? – The
curriculum developer should evaluate all the experiences
without exception and this evaluation should be conducted
continuously

8. Tentative General Objectives
Students Society Subject Matter
Sources
Screen
Philosophy of
Education
Philosophy of
Learning
Precise Instructional Objectives
Selection of Learning
Experiences
Organization of Learning
Experiences
Direction of Learning
Experiences
Evaluation of Learning
Experiences
Screen

9. Saylor, Alexander & Lewis Model
 Curriculum planner begin by setting educational
goals and specific objectives that they wish to
accomplish.
 Classified set of broad goals into four domains
under which learning experiences may take place
(1) personel development, (2) social competence,
(3) continued learning skills and (4) specialization.

10.  Once the learning goals, objectives and domains have
been establish, the planners can then move into the
process of planning the curriculum.
 Curriculum designer decide on the appropriate learning
opportunities for each domain and how and when these
opportunity will be made available.
 After design have been made, curriculum implementation
begins. Teacher select the methods through which the
curriculum will be related to the learner.
 After the designed have been created, all teachers
involved in the curriculum planning must create the
instructional plan and objectives
 Finally, the curriculum planner and the teacher engage in
evaluation to determine whether or not the goal of the
curriculum and the objectives of instruction have been
met

11. Oliva Model of Curriculum
Development
Simple, comprehensive and systematic.
Composed of 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 and 4: General purpose and special purpose curriculum
 Component 5: Organizing the design and implement curriculum
 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

12. To make the Oliva Model more simplistic, it can be set forth in 17
specific steps
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.
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.
15. Make final selection of evaluation techniques.
16. Evaluate instruction and modify instructional components.
17. Evaluate the curriculum and modify curricular components.

13. Four Models in Curriculum Design
Models Specification
Hilda Taba • Grass root approach to curriculum development
• Curriculum should be develop by teachers
• Diagnosis the needs of students
Tyler • Special focus to the planning phase
• Emphasizes more importance of philosophy than on
other criteria
• Process – selecting educational objectives
Saylor, Alexander &
Lewis
• Begin with educational goals and objectives
• Element of curriculum development
Oliva • Comprehensive step-by-step process
• From source to curriculum evalualiation
• Feels students should also participate in curriculum

14. Activity
 Compare four models of curriculum development

15. Thank You