NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT: GLATTHORN’S MODEL NON-SCIENTIFIC MODELS: 1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely. 2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns 3. Give recognition to the importance of music, arts, literature, health education & humanities. 4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs • One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model Glatthorn Model contains the following eight steps: 1. Assess the alternatives: 2. Stake out the territory: 3. Develop a constituency: 4, Build the knowledge base: 5. Block, in the Unit: 6. Plan quality learning experiences: 7. Develop the course examination: 8. Developing the learning scenarios:

1. PAPER-VIII
CURRICULUM DEVELOPMENT
TOPIC-NON-SCIENTIFIC MODELS OF
CURRICULUM DEVELOPMENT
ASSIGNMENT
BY
SANA FATIMA
M.ED(SEM-II)2018-20
GHULAM AHMED COLLEGE OF
EDUCATION, BANJARA HILLS,HYD.
OSMANIA UNIVERSITY

2. NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT
GLATTHORN’S MODEL
 Models are a set of beliefs about curriculum and curriculum work including underlying
assumptions.
 A Curriculum Development model is a perfect example or copyto be followed in
developing the curriculum. Other terms used to describe models are, approach, image,
orientation, perspective or position.
 Models are designed to provide a basis for decisions regarding selection, structuring and
sequencing of the educational experiences.
 The most common models followed are:
1) Technical-Scientific Approach
2) Non-Technical/Non- Scientific Approach
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning
process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the
needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child
centered and problem centered designs
 One of the most Recognized Nontechnical/Nonscientific Models is the Allan Glatthorn’s model :
Naturalistic Model
GLATTHORN’S MODEL: NATURALISTIC MODEL:
Some models of curriculum development appear to take a middle ground- being systematic in
planning, but still recognizing the “messy” involvement of people. One such model is Allan
Glatthorn’s Naturalistic model. He argues that the technological model is limited by its
insensitivity to the politics of curriculum making and that curriculum cannot be generated in
such a neat, systematic, end-oriented manner.
Glatthorn Modelcontains the following eight steps:
1. Assess the alternatives:

3. Persons involved in planning should commerce the process bysystematically examining
alternatives to the current curriculum. Those employing the technological approachmight also
begin at this stage, but such person’s seem to advance too hastily to developing the course, not
spending time reflecting on and critiquing current practice. While not taking the posture of a
critical theorist, he encourages serious reflection on what the schoolis offering and advocates
that people contemplate alternatives.
2. Stake out the territory:
Here individuals define the course parameters, the learning audience, and learning activities. At
the conclusion of this stage, we have in place a tentative course prospectusthat addresses for
whom the courseis designed, whether it will be elective or required, its basic information and
knowledge, and how it relates to existing courses in the school.
3. Developa constituency:
This step attends to the humanness of curriculum development and to its innately political
character. Thus, before proceeding too far along the development process, those charged with
program creation should realize their own personal convictions and biases, likewise, developers
should realize that there will be those in the system who opposethe new program becauseof
their personal and professional beliefs. Thus, to advance the coursedevelopment, participating
parties must convince others to join forces. They must communicate with various groups and
convince them of the soundness ofthe program being created.
4, Build the knowledge base:
Once the curriculum development team has sufficient supportamong colleagues, it is necessary
to create a knowledge base required for program creation. This knowledge base is about content
or subject matter, but it also relates to gathering data on the students on faculty skill and
receptivity to the suggested program, community willingness to supportthe innovation and
what research information might lend credence to the new program.
5. Block, in the Unit:
At this step, developers determine the nature and number of the units or parts, attending to the
general objectives for the unit as well as how unit topics might be sequenced. Attention is given
again to the question of what students are to learn from engaging with these units. In contrast to
the technological approach, rather than one particular sequence defined for all students to
follow, there are several avenues, all sensitive to students’ interests, learning styles, and other
differences.

4. 6. Plan quality learning experiences:
After blocking in the Units, developers engage in designing particular sets of learning
experiences that will address the general objectives. This stress on learning experiences, rather
than on subject matter, distinguishes this approachand qualifies it as nontechnical. We admit
the reader may have some difficulty in accepting that this student-centered focus is sufficient to
classify this as truly a nontechnical process.But the planning of learning experiences suggests
that there is no clear-cut technical delineation of what will transpire in the curriculum unit. The
developers are creating possible options that will address numerous curriculum objectives and
that will trigger numerous divergent outcomes.
7. Developthe course examination:
In this naturalistic process, there is more emphasis on divergent means of assessment. Tests
(and grades) do not drive the curriculum. Both teacher and student participate in determining
the means of documenting whether learning has occurred and the quality of such learning.
Student portfolios, biographies, and other alternative forms of assessmentare acceptable
procedures, as opposed to only standardized forms.
8. Developing the learning scenarios:
The final step of the process is creating learning scenarios rather than the standard curriculum
guide. These scenarios denote a detailed statement of the unit objectives, a suggested number of
lessons, and a recommended list of learning experiences, with suggestions as to how to
personalize them in the classroom. The scenarios also contain reprints of materials necessary to
supportthe learning experiences. ‘
REFERENCES:
Curriculum Models (2019) retrieved from
https://www.slideshare.net/KtMosinyi/curriculum-models-48661135
Curriculum Development retrieved from
www.scbraves.org/Curriculum%20Approaches.pptx
Ornstein, A., & Hunkins, F. (2009) Curriculum Design. In Curriculum: Foundations, Principles and Issues (5th
Ed.), Boston, MA: Pearson publications.