NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT GLATTHORN’S MODEL(NATURALISTIC MODEL)

1. PAPER-VIII
CURRICULUM DEVELOPMENT
SANA FATIMA
M.ED SEM-II
GHULAM AHMED COLLEGE OF
EDUCATION,BANJARA HILLS,HYD.

2. NON-SCIENTIFIC MODELS OF CURRICULUM
DEVELOPMENT
GLATTHORN’S MODEL
(NATURALISTIC MODEL)

3. CURRICULUM DEVELOPMENT MODEL:
 A Curriculum Development model is
a perfect example or copy to be
followed in developing the
curriculum. Other terms used to
describe models are, approach,
image, orientation, perspective or
position.

4. MODELS OF CURRICULUM DEVELOPMENT:

5. NON-SCIENTIFIC MODELS:
 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.
 Give recognition to the importance of
music, arts, literature, health
education & humanities.

6.  The approaches in this category are
humanistic and reconceptualist as
this category prefers child centered
and problem centered designs.
 Based on the progressive philosophy
where the needs and interests of
individual learners and the needs of
the society are the main concerns.

7. One of the most recognized
Nontechnical/Nonscientific
Model is the
Allan Glatthorn’s model :
Naturalistic Model

8. GLATTHORN’S 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

9. 1. Assess the alternatives:
 Persons involved in planning should
commerce the process by systematically
examining alternatives to the current
curriculum.
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 prospectus that addresses for
whom the course is designed,

10. 3. Develop a constituency:
 This step attends to the humanness of
curriculum development and to its
innately political character.
 To advance the course development,
participating parties must convince
others to join forces. They must
communicate with various groups and
convince them of the soundness of the
program being created.

11. 4, Build the knowledge base:
 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.
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.

12. 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 approach and qualifies
it as nontechnical.

13. 7. Develop the 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.

14. 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.