EDUPRO5- The Teacher and the School Curriculum

1. EDUPRO5- The Teacher and the School Curriculum
Chapter 4-Curriculum Development
Activity 14
1. Define Dynamic and Descriptive Model of Curriculum Development
Dynamic Model of Curriculum Development The dynamic models
describe how curriculum workers develop curricula in various
educational contexts. The dynamic curriculum development models
are usually used in school-based settings.
Curriculum development can be defined as the step-by-step process
used to create positive improvements in courses offered by a
school, college or university. As the world continues to evolve,
new discoveries have to be roped into the education curricula.
Innovative teaching techniques and strategies (such as active
learning or blended learning) are also constantly being devised in
order to improve the student learning experience. As a result, an
institution must have a plan in place for acknowledging these
shifts—and then be able to implement them in the college
curriculum.
Linear Curriculum Development Model
Phase I. Develolpment standards.
1. Develop a comprehensive set of content standards using multiple
sources.

2. 2. Refine he comprehensive list by eliminating and combining.
3. Secure teacher input to identify teacher priorities.
4. use data to develop final draft of stanndards divied into
Essential Standards and Enrichment Standard.
Phase II. Develop benchmarks.
1. Review decisions about content emphases
2. identify standards for continuing development (standards hat
will not be benchmarks).
3. Decide how benchmarks will be identified- by taskforce or by
teachers.
4. Develop initial draft of benchmarks, evaluating with criteria
provided, and secure teacher review; revise benchmarks if needed.
Phase III. Develop final products.
1. Use standards and benchmarks to produce the scope and sequence
chart.
2. Decide on curriculum guide content.
3. Analyze benchmarks into learning objectives.
Tyler’s Rational-Linear Model

3. The Tyler Model, developed by Ralph Tyler in the 1940’s, is the
quintessential prototype of curriculum development in the
scientific approach. One could almost dare to say that every
certified teacher in America and maybe beyond has developed
curriculum either directly or indirectly using this model or one
of the many variations.
Tyler did not intend for his contribution to curriculum to be a
lockstep model for development. Originally, he wrote down his ideas
in a book Basic Principles of Curriculum and Instruction for his
students to give them an idea about principles for to making
curriculum. The brilliance of Tyler’s model is that it was one of
the first models and it was and still is a highly simple model
consisting of four steps.
Determine the school’s purposes (aka objectives)
Identify educational experiences related to purpose
Organize the experiences
Evaluate the purposes
Taba’s Grassroots Rational Model
Diagnosis of needs
Formulation of objectives
Selection of content
Organization of content

4. Selection of learning experiences
Organization of learning experiences
Determination of what to evaluate and the ways and means of doing
it
These rational models provide a logical, sequential and meaningful
approach. They provides an easy to follow step-by-step guide to
curriculum planning and development. These models are also time
efficient and they emphasize on roles and values of objectives but
however they are rigid. The nature of teaching and learning, being
unpredictable, one cannot be sure of the learning outcomes.
Learning often occurs beyond objectives and if we stick to the
linear model, learning will be limited and this model hence cannot
account for the many/complex outcomes of learning.
Linear models end at the evaluation stage and there is no scope
for re-visiting the teaching methods or other elements of the
curriculum; it is a static model and it fails to consider the
changing environment.
Cyclical and Dynamic Models of Curriculum Development
We have a group work and the assign task in our group is Walker’s
Model of Curriculum Development
Cyclical Models of Curriculum Development

5. The cyclical model prescribes a cyclical or continuous process of
curriculum development Cyclical models usually start with
situational analysis that serve as basis for all the succeeding
process.
Audrey Nicholls and Howard Nicholls Model of Curriculum
Development
• Audrey and Howard Nicholls, his book “Developing a Curriculum:
A Practical Guide”(1978 )devised a straight forward cyclical
approach that covered the elements of curriculum briefly but
succinctly.
• This model is like a map for particular teaching and learning
process.
• It is a cyclical model (rational Model and Dynamic model in
middle of it this model stands.
• It is logical sequential model
• elements of curriculum are interdependent in this model
STEPS
Situational analysis
Formation of Objectives
Selection and Organization of Content
Selection and Organization of Method
Evaluation
Understanding by Design Model (UbD)

6. This model is also called backward design for putting emphasis on
starting with the goals and objectives in designing curriculum.
The model puts emphasis on designing curriculum to engage students
in exploring and Deeping their understanding of important ideas
and the design of assessments (Wiggins & Mctighe 2002).
Systematic Design Model
Robert Diamond originally develop the Systematic Design model in
the early 1960. Since then, it has undergone major revisions but
its structure is unchanged (Diamond 1998 ). The Model , has two
basic phases (1) project selection and design; and (2) production,
implementation, and evaluation. Like some of the previous models,
it follows a linear process of curriculum development. Diamond
(1998 ) explained that ideally, some actions must precede others,
and certain decisions should not be made until all relevant facts
are known. It is imperative that all data must be complete before
preceding to the next step.
Wheeler’s Curriculum Development Model
The Wheeler model of curriculum development (1967), or cyclic
model, asserts that curriculum should be a continuous cycle which
is responsive to changes in the education sector and makes
appropriate adjustments to account for these changes. It focuses
on situational analysis: the context in which the curriculum

7. decisions are taken is considered important, as this is believed
to help make the most effective decisions. This model is comprised
of five interconnected stages
Aims, goals and objectives
Selection of learning experiences
Selection of content
Organization and integration of learning experiences and content
Evaluation
Once the cycle has been followed once, it begins again at step one
and continues onward to continuously improve the curriculum in the
face of any changes that may have been imposed or come about
naturally. It is different from other models in that ‘selection of
learning experiences’ comes before ‘selection of content’: it
specifically gears the content in the curriculum to learners, where
most models follow the opposite structure. Wheeler viewed
evaluation as particularly important, stating that ‘[e]valuation
enables us to compare the actual outcomes with the expected
outcomes […] [without it] it is impossible to know whether
objectives have been realized, and if they have, to what extent’
(Wheeler, 1976, cited in Carl, 2009). While Wheeler’s approach,
like other cyclical models, has been popular in teaching practice
for its flexibility and relevance to learners in particular
situations, it is not always practical to use because of time
constraints. Undertaking a detailed situational analysis that

8. Wheeler advocates is a time-consuming process that can be difficult
to put into practice in the hectic conditions in modern educational
practice.
The Contextual Filters Model Of course Planning
The Contextual Filters Model of Course Planning was developed by
Stark, Lowther, Bentley, Ryan, Martens, Gethon, Wren, and in 1990
as part of their study conducted at the University of Michigan
National Center for Research to Improve Post-Secondary Teaching
and Learning. This model appeared in the book Shaping the College
Curriculum written by Stark and Latucca, Published in 1997.
Dynamic Model of Curriculum Development
The dynamic models describe how curriculum workers develop
curricula in various educational contexts. The dynamic curriculum
development models are usually used in school-based settings.
2. Decker Walker develop a model for curriculum development, first
published it in 1971. Explain how the model works (Walker, 1971,
Print, 1993, Marsh & Wills, 2007. 2. Show Figure 10 - Walker's
Naturalistic Model.
The dynamic models describe how curriculum workers develop
curricula in a various educational contexts. The dynamic
curriculum development models are usually used in school-based
settings
Decker Walker developed a model for curriculum development and
first published it in 1971. Walker contended that curriculum
developers do not follow the prescriptive approach of the

9. rationale-linear sequence of curriculum elements when they develop
curricula(Walker 1971; Marsh & Wills 2007; print1993). In his
model, Walker was particularly interested on how curriculum
workers actually do their tasking curriculum development.
3. In 1976, Skillbeck came up with a model for developing a school-
based curriculum in Australia. He presented a dynamic view of
curriculum development. When using this model, Curriculum workers
may start from any phase. Discuss it.
In 1976, Malcolm skilbeck came up with a model for developing a
school-based curriculum in Australia. His model presents a dynamic
view of curriculum development. When using this model, curriculum
workers may start from any phase, each phase is interrelated and
follows, a systematic sequence: skilbech’s model includes a
situational analysis that involves gathering data from the school,
society, and the learners. The results of the situational analysis
provide strong baes for asking curricular decisions for all the
succeeding phases of curriculum development.
Skilbeck (1976) stated that: A situational analysis of needs is
vital for effective curriculum change. He also said: Education
should be a meaningful learning experience. Teachers are very
important. Curriculum change can occur at any point in the process
& can proceed in any direction. The source of objectives should be
clear to teachers and curriculum developers.

10. Below is the model proposed by Skilbeck and he suggested that
planning of the curriculum can be started at any of these five
stages and proceed in any order.
Situation analysis
Goal formulation
Program building
Interpretation and implementation
Monitoring, feedback, assessment, reconstruction
4. Show Figure 11 on this model.
Parents- as parents of the child who is in that school, parents
ensure that the curriculum being implemented is the best and their
child experience the learning and teaching in the best way.
Students- as the center of the curriculum, sudents can serve as
the major source of collection of data of the curriculum being
implemented.
Community officials- community can also be involved in curriculum
evaluation because community serves as the bais of what curriculum
or program can be implemented and can satisfy the needs of the
community.
Professional Organizations- these organizations serve as one of
the source of funds for the projects and sevices that the school
or the curriculum can offer.
Alumni- these will serve as for proving the effectiveness of the
curriculum being implemented, wheter the curriculum is need for
rejection, improvement or revisions.
5. Define the Eisner's Artistic Approach to Curriculum Development
as shown in Table 3, page 55 of this book.
1. Goals and priorities
• The need to consider less, well- defined objectives as well as
explicit ones

11. • The need for deliberation in talking through priorities
2. Content of Curriculum
• Options to consider in selecting curriculum
• Caveats about the null curriculum
3. Types of learning opportunities
• Emphasis on transforming goals and content into learning events
that will be of significance to students
4. Organization of learning opportunities
• Emphasis on a nonlinear approach in order to encourage diverse
student outcomes
5. Organization of content areas
• Emphasis on cross-curricula organization of content
6. Model of presentation and mode of response
• Use of number of modes of communication to widen educational
opportunities for students
7. Types of evaluation procedure
• Use of a comprehensive range of procedures at different stages
of the process of curriculum development
6. Lastly, Show the Pawilen's Model for Developing Curriculum in
Figure 12 in his book. Discuss the processes for developing
curriculum under Pawilen's Model.
The author developed this model as one of the major outputs of his
doctoral dissertation in the University of the Philippines and
this model was developed to help curriculum workers in developing
a curriculum that is relevant and appropriate to the Philippine
context.