The curriculum is one of the essential components of education because it is a standard purposely designed for the school to follow. These four models used an eclectic approach, and throughout the years, the curriculum was made and has evolved using the following models:
THE TYLER MODEL
THE TYLER MODEL
THE TYLER MODEL WAS DEVELOPED BY RALPH TYLER AND SUGGESTED THE FOUR (4) BASIC PRINCIPLES:
Determine the school’s purposes or objectives
Identify educational experiences related to the purpose
Organize the experiences
Evaluate the purposes
This is a Deductive Model.
THE TABA MODEL
THE TABA MODEL
THE TABA MODEL WAS DEVELOPED BY HILDA TABA (1902-1967)
The main concept of this approach to curriculum development is that teachers must be involved in the development of the curriculum.
This model is used to enhance the thinking skills of students.
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992).
This is an Inductive Model.
THE SAYLOR, ALEXANDER & LEWIS MODEL
THE SAYLOR, ALEXANDER & LEWIS MODEL
Saylor, Alexander & Lewis classified sets of broad goals into domains under which many learning experiences take place:
personal development
social competence
continued learning skill
and specialization
Instruction is seen as the main design as this curriculum is nothing without instruction
Specializes in administrative approaches
The model emphasizes the existence of a connection with the ends and means, relevant factual data, and sequential flow of methodologies as their plans in their curriculum.
This model’s evaluation consists of formative and summative in which learning outcomes correlate with the curriculum plan.
This is a Deductive Model.
THE OLIVA MODEL
THE OLIVA MODEL
PETER F. OLIVA DEVELOPED THE OLIVA MODEL.
This is a deductive, linear, and prescriptive model that offers a faculty a process for the complete development of a school’s curriculum.
This model accomplishes two (2) purposes:
Suggests a system that curriculum planners might wish to follow
Serves as the framework for explanations of phases or components of the process for curriculum improvement
Oliva recognized the needs of students in particular communities are not always the same as the general needs of students throughout our society.
17 SPECIFIC STEPS OF THE OLIVA MODEL
17 SPECIFIC STEPS OF THE OLIVA MODEL
Specify the needs of the students in general.
Specify the needs of society.
Write a statement of philosophy and the aims of education.
Specify the needs of the students in your school.
Specify the needs of the particular community.
Specify the needs of the subject matter.
Specify the curriculum goals of your school.
Specify the curriculum objectives of your school.
Organize and implement the curriculum.
Specify instructional goals.
Specify the instructional objectives.
Specify the instructional strategies.
Begin selection of evaluation techniques.
Implement instructional strategies.
Make a final selection of evaluation techniques
Evaluate instruction and modify instructional components.
Evaluate the curriculum and modify curricular components.
12 COMPONENTS OF THE OLIVA MODEL
12 COMPONENTS OF THE OLIVA MODEL
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 the curriculum.
Components 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
"Learning requires meaning." The K-12 program's eclectic approach is evident in how the Department of Education (DepEd) develops curriculum guides to facilitate course learning from K-12. Content standards and performance standards help reinforce this, after which learning capacity is adjusted. Furthermore, this also meets the objective of the English Curriculum goal which are:
The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English is the most widely used language.
The ultimate goal of the Language and Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies, and skills in: (1) interacting with others, (2) understanding and learning other content areas, (3) and fending for themselves in whatever field of endeavor they may engage.
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