2. oBJECTIVES:
1. analyze different curriculum models;
2. examine the strengths and weaknesses
of a curriculum; and
3. discuss how these curriculum
development models can be applied in
Philippine context.
2
3. 3
Different Curriculum Development
Models
♡ are based on a clear and consistent
understanding of various scholars of the nature
of curriculum as a discipline and as a field of
study.
4. A. Linear Models of Curriculum
Development
5
♡prescribed a rational step by step procedure for
curriculum development starting with objectives.
a. Tyler's Rational Linear Model
♡ this model was presented in his book of Principles of
Curriculum and Instruction published in 1949.
♡developed by Ralph Tyler
♡Tyler argued that curriculum of development should be
logical and systematic.
5. Society
Philosophy of
Education
Figure 3. Tyler's Rational
Model
6
Psychology of
Learning
Students
Subject
Matter
Selecting
Objectives
Selecting Learning
Experiences
Organizing Learning
Experiences
Evaluation
6. Four (4) Basic Questions
1. What educational purposes should the school
seek to attain?
2. What educational experiences are likely to attain
these objectives?
3. How can these educational experiences be
organized?
4. How can we determine whether these purposes
are being attained?
8. B. Taba's Grassroots Rational Model
♡modified version of Tyler's model
• Hilda Taba
♡ presented her model in her book "Curriculum
Development : Theory and Practice (1962)"
♡ argued that curriculum development should
follow a sequential and logical process.
♡ suggested for more information input in all
phases of curriculum development .
9. ♡claimed that all curricula are composed of
fundamental elements.
7 Steps that should be followed when
developing a Curriculum :
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of Content
4. Organization of content
5. Selection of Learning experiences
6.Organization of Learning experiences
7. Determination of what to evaluate and ways and means of doing it.
10. C. Standards Based Curriculum Development
Model
♡ the model was intended for developing curriculum
standards for any discipline from basic education to higher
education.
• Allah Glatthorn
♡developed the standards -based curriculum development
model.
11. • Phase 1. Develop standards
1. Develop a comprehensive set of content standards,
using multiple sources.
2. Refine the comprehensive list by eliminating and
combining.
3. Secure teacher input to identify teacher priorities.
4. Use data to develop draft of standards, divided into
Essential Standards and Enrichment Standards.
12. • Phase 2. Develop benchmarks
1. Review decisions about content emphases.
2. Identify standards for for continuing development
(standards that will not be benchmarked).
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.
13. • Phase 3. Develop final products.
1. Use standards and benchmarks to produce
scope and sequence chart.
2. Decide on curriculum guide content.
3. Analyze benchmarks into learning objectives.
14. ♡ as developed by Wiggins and McTighe(2002)
♡ also called as the Backward Design Model that puts
emphasis on designing curriculum to engage students in
exploring and deepening their understanding of important
ideas and the design of assessments.
♡ The UbD calls for development of higher and more relevant
curriculum standards in the country.
D. Understanding by Design Model
(UDB)
15. Stage 1. Identify
desired results.
Stage 2. Determine
acceptable evidence.
Stage 3. Plan the
learning experiences
and instruction.
Figure 4. Stages in Backward Design
Process.
16. E. Systematic Design
Model
♡was originally developed by Robert Diamond in
the early 1960s.
♡ It presents a systematic and linear view of
curriculum.
♡It helps the curriculum workers to visualize the
entire curriculum development process.
17. Basic Planning Inputs(project-
specific)
• Field of knowledge
• Student knowledge, attitudes,
and priorities
• Social needs
• Research
• Educational priorities
Phase 1. Project Selection
and Design
Project- Specific Factors
Curriculum Projects
• Accreditation requirements
• Credit restrictions
• Fiscal and staff contraints
• Effectiveness of existing programs
Course Projects
- Goals
- Time
- Resources
- Student factors
- Related research
- Grading and scheduling options
Project Selection
• Establishing needs
• Ensuring success
Ideal
Sequence
Operational
Sequence
Figure 5. Systematic Design Model
18. Phase 2. Production , Implementation, and
Evaluation for each Unit
Design Evaluation Instruments and
Process
Determine
Objectives
Select
Instructional
Formats
Evaluate
and Select
Existing
Materials
Produce and
Field- test
New and
Evaluate
Materials
Coordinate
Logistics for
Implementation
Implement,
Evaluate,
and
Reverse
19. ♡ The first phase shows that some
curriculum influences and sources are
also acknowledge in the process of
curriculum development.
♡The second phase of the model allows
the workers to design for the production
and implementation of the curriculum.
20. F. Murray Print Model for Curriculum
Development
♡ developed and published by Murray Print in
1968.
♡ prescribes a sequential and logical approach
to curriculum development to provide a useful
and easy-to-understand process in developing
curriculum.
21. Aims, Goals, Objectives Content
Implementation and
Modification
Learning
Activities
Instructional
Evaluation
Situational
Analysis
Monitoring and
Feedback, Curriculum
Evaluation
Curriculum Presage
Phase 1. Organization Phase 2. Development Phase 3. Application
Figure 6. Print's Curriculum Development Model
22. ♡The first phase of the curriculum recognizes the nature of
the curriculum of the curriculum workers. In this phase, it is
important to pose the following questions that may influence
the curriculum development:
1. Who are involved in this curriculum development, and what,
if anything, do they represents?
2. What conceptions of curriculum do they bring with them?
3. What underlying forces or foundations have influenced the
developers' thinking?
23. ♡ The second phase in this model is the task of
developing the curriculum.
♡The third phase includes the actual application
that incorporates three major activities:
1. Implementation of the curriculum
2. Monitoring of, and feedback from the curriculum
3. The provision of feedback data to the presage
group.
24. CYCLICAL MODELS OF CURRICULUM
♡ prescribed a cyclical or continuous process of
curriculum development.
♡ usually start with situational analysis that serves
as the basis for all the succeeding process.
A. Audrey Nicholls and Howard Nicholls
Model for Curriculum Development
♡An example of a cyclical model for curriculum
development was developed by Nicholls and
Nicholls(1967).
25. ♡The model emphasizes the cyclical nature of curriculum
development.
♡According to the proponents of this model, curriculum
development is a continuous process.
♡The model prescribes five logical and interdependent
stages that are in a continuous curriculum development
process.
♡The model starts with a situational analysis in which
curriculum decisions are made, followed by the selection of
objectives and the other succeeding phases.
26. Situational Analysis
Evaluation
Selection and Organization
of methods
Aims, Goals, Objectives
Selection and
Organization of Content
Figure 7. Nichols and Nichols
Curriculum Development Model
27. ♡The model is highly prescriptive and dynamic.
The inclusion of situational analysis as part of
the model is a valuable principle in curriculum
development.
- The model also recognizes the influence and
importantance of disciplines such as philosophy,
psychology, and sociology in developing the
curriculum.
28. ♡The model has the potential to be used in
any educational setting, either school- based
or on a national level.
♡The cyclical nature of the nature of the
model also enables curriculum workers in
making the necessary changes and
adjustment in the total curriculum.
29. B. WHEELER'S CURRICULUM
DEVELOPMENT MODEL
♡Wheeler(1967) presented a cyclical process in which each
element of the curriculum is related and interdependent.
♡This model is also rational in nature, and each phase is a
logical development of the preceding one. One cannot
proceed to the next phase unless the preceding phase is
done.
♡It also emphasized the importance of starting from the
development of aims, goals, and objectives
30. 1. Aims, Goals ,and Objectives
2. Selection of Learning
Experiences
3. Selection of Content
5. Evaluation
4. Organization and Integration
of Learning Experiences and
Content
Figure 8.Wheeler's Curriculum Development
Model
31. C. THE CONTEXTUAL FILTERS MODEL OF
COURSE PLANNING
♡It was developed by Stark Lowther , Bently , Ryan ,
Martens, Genthon , Wren , and Shaw in 1990. As part of their
study conducted at the University of Michigan National
Center .
♡Contextual refers to the influences outside of the
instructors immediate control that cause adjustment in the
course plans such as student characteristics or instructional
resources.
32. Influence of
faculty
Background and
Characteristics
Faculty Views of
Their Academic
Fields
Purposes of
Education
Espoused by
Faculty
Members
Purposes of Education Espoused by
Faculty Members
Select Content
Arrange Content
Choose Process
Feedback
Adjustment
Figure 9. The Contextual Filters Model of
Course Planning
Course Decisions (Form)
33. DYNAMIC MODEL OF CURRICULUM
♡described how the curriculum workers develop
curricula in various educational context.
A. Walker's Model of Curriculum Development
♡developed by Docker Walker in 1971
♡In this model, Walker was particularly interested
on how curriculum workers actually do their task in
curriculum development.
35. ♡In the first phase, he Suggested that curriculum
workers bring with them their individual beliefs,
knowledge, and values.
♡Second phase involves identifying which facts are
needed for means and ends generating alternatives
and considering the consequences of these
alternatives.
♡Third phase involves planning, decision- making,
and the actual development of the curriculum.
36. STRENGTHS
♡Curriculum developer can begin with any of
the elements
♡Developers may retrace their steps and
proceed in whatever way they prefer.
♡Reflects the teaching situation; this model
could be a more suitable, less dysfunctional
approach.
37. WEAKNESSES
♡Appears confusing and seems to lack
direction. (Developer are left perplexed as to
what to do)
♡Confusion rather than clarity.
♡Lack of emphasis on the construction and
use of objectives.
♡Developers waste significant amounts of time
by not following a logical sequence.
38. B. Skilbeck's Curriculum
Development Model
♡Skilbeck's curriculum model developed in
1976
♡The model claims that for SBCD (School
Based Curriculum Development) to work
effectively five steps are required in the
curriculum process.
39. Goal Formulation
Situational Analysis
Program Building
Interpretation and
Implementation
Monitoring , Feedbacks ,
Assessment,
Reconstruction
Figure 11. Skilbeck's Curriculum Development
40. C. Eisnier's Artistic Approach to
Curriculum Development
♡was a famous curriculum scholar
♡In 1979, he published the book "The Educational
Imagination" where he presented on how
curriculum development should be done.
Elliot W. Eisner
41. ♡He believed that there is a need to a
new theory that recognizes the artistry
of teaching which is useful in helping
teachers to develop those arts.
♡He outlined how artistic this
approach can also be used in
curriculum.
42. Eisner's Artistic Model of Curriculum
Development
1. Goals and their priorities
♡The need to consider less, well-
defined objectives as well as explicit o
♡The need for deliberation in talking
through priorities
43. 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 nonlinear approach in order to
encourage diverse students outcomes
44. 5. Organization of context areas
♡Emphasis on cross- curricula organization of
content
6. Mode of presentation and mode of
response
♡Use of a number of models 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
45. D. PAWILEN'S MODEL FOR
CURRICULUM
♡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.
46. Situational
Analysis
Situational
Analysis
3. Development of Curriculum Standards
a. Developing a comprehensive set of standards
b. Aligning standards with several criteria
c. Securing teachers' input
d. Validating of standards by experts
e. Developing final curriculum standards
1. Situational Analysis
2. Selection of Goals and Objectives
5. Selection and Organization of Learning
Experiences
6. Implementation
7. Evaluation
4. Selection of Contents or Subject Areas
Figure 12. Pawilen's
Model
47. Processes for Developing Curriculum
Under Pawilen's Model
1. Situational Analysis - includes a
study of the different curriculum
sources(students, society, and
disciplines or subject matter),and
careful examination of the different
curriculum influences (internal,
external, and organizational).
48. 2. Selection of Goals and Objectives- results from
situational analysis.
3. Development of Curriculum Standards- In this
phase the first phase of Glatthorn’s Model (1998) was
modified to simplify the task for developing
curriculum standards: (1) develop a comprehensive
set of content standards by examining various
curriculum sources and influences; (2) align the
standards to several criteria; (3) secure teacher input
to revise and improve the standards; (4) have the
experts validate the standards; and (5) develop final
draft of standards, divided into contents standards,
skills standards, and values standards.
49. 4. Selection of Content or Subject Areas-
phase where the developed curriculum
standards are used to select subjects or
courses to be included in the curriculum.
5. Selection and Organization of Learning
Experiences- includes selecting activities,
organizing instructional plans, and
selecting instructional materials to be used
in implementing the curriculum.
50. 6. Implementation- involves the
actual implemention of the
curriculum by faculty members.
7. Evaluation- where the goals and
objectives of the curriculum
including the design and selection of
all the curriculum elements are
evaluated.
