EDM 509Advanced Curriculum Development

The Oliva Model of Curriculum

Jheally L. OrlandaDiscussant

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.

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.

The Oliva ModelOliva model is LINEAROliva model is DEDUCTIVEOliva model is PRESCRIPTIVECombines a scheme for curriculum development and a design for instruction

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 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

17 Specific Steps of Oliva Model of Curriculum

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.

“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

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.

References: http://www.allynbaconmerrill.com/

authors/bio.aspx http://rflora.wikispaces.com/

Models+of+Curriculum+Development http://www.academia.edu/4657356/

Curriculum_Models http://www.gliffy.com/publish3647340/

Thank you for listening..