CARILLAS, MISHIL L.

BEED 3 – H (3)

CURRICULUM DEVELOPMENT

LINEAR MODEL OF CURRICULUM DEVELOPMENT

MODEL STRENGTHS WEAKNESSES

A.TYLER’S RATIONAL -Provide a logical sequence of - Some find the selection of

LINEAR MODEL curriculum element objectives from the three
possible sources ambiguous
-Provide curriculum developer and considered it as a
with a clear direction for the weakness but others find it to
development process be strength of the model as
well.
-This involves active
participation of learners which -This might be time
is parallel to the engaging consuming in constructing
potentials of Filipino learners. behavioral objectives when in
Philippines setting.

B.TABA’S - It answers the question of - It may not appeal to

GRASSROOTS ambiguity in selecting the curriculum developers who
RATIONAL MODEL objectives in Tyler's model by prefer to consider the more
diagnosing the needs of the global aspects of the
learners first. As well as curriculum before proceeding
diagnosing the society and to specifics.
subject matter
- Lots of learning facilities in
- It also emphasizes the need the Philippines are with
to organize the content and diverse learners such as
the learning experiences. below average, average and
advanced students are fused
and thus this model might be
difficult for those that cannot
easily cope up with lessons
like those non-gifted students

C.STANDARDS-BASED - The use of benchmarks to
CURRICULUM improve, refine, and validate
DEVELOPMENT curriculum standards in an
MODEL equally good practice in
curriculum development.
-Its relevance and applicability
in any educational institution
developing curriculum
standards for various courses
especially here in the
Philippines.
D.UNDERSTANDING - It assesses the student's
BY DESIGN MODEL ability before planning for the
(UBD) appropriate materials and
activities. It enables students
to have a better understanding
of the lesson.
- It allows introduction of new
teaching methods. It gives
room for adjustments of the
teaching styles for the
students to achieve the
desired learning outcomes.
- Many pertinent factors are
considered before designing
the curriculum. It carefully
determines student's ability
that teaching will be effective
and a good student learning is
provided.
E.SYSTEMATIC -Collect data that will be used
DESIGN MODEL to improve instructional
materials and to expand the
effectiveness of the instruction
for a larger number of
to grasp everything.
- Standardized tests, also
known as high-stakes tests,
have been the norm here at
Philippines for assessing
achievement since early in
the standards-based
education movement. These
tests, often conducted online,
are generally disliked by
teachers and students.
-Some of its curriculum
projects was neglected here
in the Philippines due to its
top down approach in
developing the curriculum.
- Little flexibility to adjust
learning for differentiation.
- Planning can be time
consuming for teacher.
- Limited opportunity for
student investigation since
here in the Philippines you
have to go to a process and
enough budget to continue
do an investigation.
-It could be time consuming.
A lot of thought and work
must go into his design
process, so this model would
not be beneficial if a teacher
 learners.
- Develop activities to help
achieve the objectives. These
activities include how the
information will be
preserved ,how learners will
practice what is being learned,
and how learners will be
tested.
does not have much time for
instructional design.
- This model does not
account for variables. For
example, a teacher could use
this model to design an
instructional unit, implement
it, and revise it for the next
school year. However, the
teacher will have a new
group of students next year
who bring in different
preconceived notions and
prior knowledge. Thus, what
may have worked before
may not work this time
around or vice versa.

F.MURRAY PRINT -It's a very practical model that - Lack of emphasis on the
MODEL FOR can be apply here in the construction and use of
CURRICULUM Philippines because this objectives.
DEVELOPMENT model can be used in any
level of curriculum
-It assumes that all teachers
development. Could be in and developers understand
local, college wide, or national.
curriculum theory and
elements and that it lacks
- Inclusion of instructional reflection of reality.
evaluation, monitoring, and
feedback system.

CYCLICAL MODELS OF CURRICULUM DEVELOPMENT

A.AUDREY NICHOLLS & -This model emphasizes on -This can be time

HOWARD NICHOLLS FOR the situational analysis
CURRICULUM such as this model is
DEVELOPMENT flexible, less rigid, more
relevant and incorporates
new information into the
curriculum that can be
surely useful in Philippine
setting.
consuming, as situational
analysis is a long time
process and difficult to
maintain logical sequential
analysis.
- Many curriculum workers
are used to develop
 - This model views curricula following a linear
curriculum elements as model. Example here in the
interrelated and Philippines, the curriculum
interdependent. development follows a top-
down approach where
many curricular decisions
are made in the national
level. The goals and
contents of the curriculum
are set by the state.

B.WHEELER’S -This model sets the school

- It seems that this model to
CURRICULUM objectives as a final step in
lack a procedure between
DEVELOPMENT MODEL as well as the first. It clearly
organizing and integrating
calls for the setting up of
learning experience content
objectives. and evaluation. This
procedure is the execution
- This has a feedback of this integrated content.
mechanism, so it provides
students with ways to - The objective includes
measure their progress or behavioral characteristics.
accuracy. Behavioral objectives have
some limitations on
execution.

C.THE CONTEXTUAL -It provides a framework for - The framework has not
FILTERS MODEL OF understanding teachers been commonly used in
COURSE PLANNING decisions higher
about the design and education.
enactment of educational
experiences. - This factor did not
unilaterally dictate faculty
-Teaching and learning and behaviors but were
experiences as an instead filtered by features
instructor would of the organizational
largely drive decisions context that
about the structure and ultimately determined how
content of a a course was designed and
course. taught
(stark, 2000).
 DYNAMIC MODELS OF CURRICULUM DEVELOPMENT

A.WALKER’S MODEL OF -Input is given by the -The process for

CURRICULUM curriculum developers, deliberation can be time
DEVELOPMENT target group, other consuming and resource
stakeholders in the intensive, and can be result
development of the in curriculum products that
curriculum, and empowers may not be consistent and
especially teachers, as aligned internally.
valuable contributors.
- Consensus is often hard
- It is claimed by the to achieve when developing
proponents of these models curriculum at national or
that they are the regional level.
realistic way of handling
curriculum development.
Also parties are given
ample of opportunity to
contribute.

B.SKILBECK’S - It is more comprehensive - Perceive and felt

CURRICULUM framework, which can problems and shortcoming
DEVELOPMENT MODEL encompass in existing
either the process model or curriculum.
the objective model
depending on - It does not presuppose a
which aspects of the linear progression through
curriculum are being its
designed. components. Teachers can
begin at any stage and
- It views such design as a activities
means hereby teachers can develop concurrently.
modify and
transform pupil experience
through providing insights
into
cultural values,
interpretative frameworks
and symbolic
systems.

C.EISNER’S ARTISTIC - This model caters for the - It can also be a challenge
APPROACH TO students’ individual because it requires great
CURRICULUM preferences and expertise
DEVELOPMENT differences, by not being
biased towards the student
who is academically gifted
only but also to those gifted
in the arts.
- It assist the teacher on
what strategies to employ
to teach his or
her pupils effectively
,parents on how to help
their children in
education .
D. PAWILEN'S MODEL - It could help in creating a
FOR DEVELOPING curriculum development
CURRICULUM model for the
development of a transition
program curriculum in the
Philippines.
- This model necessitates
the need for support from
professionals and other key
people in the community in
order
for the individual with
special needs to attain
independent living.
and it can be a very
expensive exercise for
schools to engage
such expert service.
- The model can be very
cumbersome and strenuous
for the
teachers who are already
burdened with over
enrolment.
-This model should be
closely aligned with how the
department of education
develops various curricula.
- The curriculum
development model for the
transition program
curriculum should follow a
logic process that describes
the
necessary tasks that
teachers and administrators
can follow.