CURRICULUM DEVELOPMENT

Models

DR. JOSEPHINE S. LAMBINICIO

 LEARNING OUTCOME

1. analyse different curriculum models

2. Examine the strengths and weaknesses of a curriculum
3. Discuss how these curriculum development models can be applied in the
Philippine context
What is curriculum model?

A model is a format for curriculum design

developed to meet unique needs, contexts,
and/or purposes. In order to address these goals,
curriculum developers design, reconfigure,
or rearrange one or more key curriculum
components
 LEARNING OUTCOME

1. analyse different curriculum models

2. Examine the strengths and weaknesses of a curriculum
3. Discuss how these curriculum development models can be applied in the
Philippine context
 Models of Curriculum Development

Saylor and
TYLER’S Ends-
AIM Model Alexander
Means Model
Model
Other models

TABA’s Macdonald’s
Inverted Oliva Model Model
Model
 AIM Model

Teacher Student Test

Objectives Content Materials
Activities Activities Activities
Hilda Taba Model

Step 1 : diagnosing needs of the students

(needs assessment tool)
Step 2: formulating specific objectives(concepts,
skills, attitudes)
Step 3: selection of content (topics, activities parallel to the developmental
levels that matches the objectives)
Step 4: organizing the content (learners experiences and background)
Step 5: Selecting of instructional method that promote students engagement
Hilda Taba Model

Step 6 : organize learning experiences by sequencing content

(activities should have a definite function, developmental level of students,
multipurpose activities, relevant, essential activities)
Step 7 : evaluate to ensure mastery
Step 8 : checking for balance and sequence (activities provides opportunities, content
sequence flows, balance between oral and written work, research and
analysis)
 Tyler Model

Ends Means

Philosophy, Aims, Goals Curriculum Content

and Objectives and Activities
 Four Basic principles of Tyler Model

Setting of
Objectives • What educational purposes should the institution seek to attain?

• What educational experiences can be provided that are likely to attain

these purposes?
Learning
experiences
and content

Organizing
• How can these educational experiences be effectively organized?
learning
experiences

• How can we determine whether these purposes are being attained?

Evaluation
 Ralph Tyler Model

Tayler consider the five elements as source in curriculum development :

1. the learners, (learners needs and wants, abilities)
2. life in the community, (student’s learning laboratory)
3. subject matter, (learning by doing, to master a subject, one must understand the
underlying structure)
4. Philosophy (development begins with sound thinking ….formulating a philosophy)
5. Psychology (understanding the learners’ levels of development and nature of the
learning process)
 Oliva Model

Statement Statement
Statement Design of Implemen
of of Evaluation
of Goals Plan tation
Philosophy Objectives
Oliva Model

 Simple, comprehensive and systematic

12 Components
Component 1: Aims of education, psychological principles, philosophical
formulation, target, mission and vision of the institution
Component 2: analysis of the needs of the community where the school is
located
Components 3 & 4: General purpose and special purpose curriculum
Component 5: Organizing the design and implement curriculum
Component 6 & 7 : describe the curriculum in the form of the formulation of
general objectives and specific learning
Oliva Model

 Simple, comprehensive and systematic

12 Components
Component 8: Define the learning strategy
Component 9: Preliminary studies on possible strategies or assessment techniques to be
used
Component 10: Implement the strategy
Component 11 & 12 : Evaluation of learning and curriculum evaluation
 Saylor and Alexander Model

Bases (external variables: educational research, accreditation standards, views of community groups etc. )

Goals and
objectives

Curriculum
Designing Curriculum Curriculum
Implementation Evaluation

Feedback
Saylor and Alexander Model
Milton Saylor and Alexander Lewis

 Goals, objectives and domains

1. Personal development
2. Human relations
3. Continued learning skills
4. Specialization
 Curriculum designing --appropriate learning opportunities for each domain
 Curriculum implementation –curriculum plan, instructional objectives, teaching
methods and strategies to achieve the desired learning outcomes
 Evaluation –use of evaluation techniques to ensure that educational program,
curriculum plan, effectiveness of instruction, achievement of students ,the
goals of the school and the objectives of instruction are attained
Macdonald’s Model
Macdonald &Leeper 1965

Curriculum
 Perceived teaching as a personality system I
Teacher: professional role
Student: perform task-related (learning) behaviors
Teaching Learning
III IV
 Concomitant learning
 Behavior modification through teacher feedback
 In-service experiences Instruction
II
 Supervision experiences
 Pupil-teacher planning experiences
Audrey Nicholls and Howard Nicholls Model

 the model emphasizes the cyclical

nature of curriculum development.
 Curriculum development is a
continuous process
 Highly prescriptive and dynamic

In the Phil. Context of curriculum development follows the top-down approach where
many curricular decisions are made in the national level. Goals and content of the
curriculum are set by the state.
 Wheeler’s Curriculum Development Model

 Cyclical process in which

the element of the curriculum
is related and interdependent
Murry Print Model

Questions that may influence curriculum development

 Who are involved in this curriculum development?

 What conceptions of curriculum do they bring with them?
 What underlying forces or foundations have influenced the developers’
thinking?
Murray Print Model
Walker’s Model
(Decker Walker )

 Dynamic and descriptive model

of curriculum development
 Allows more flexibility
Skilbeck’s Curriculum Development Model
(Malcolm Skilbeck)

 Dynamic
 School-based
 Realistic
 Process
 Flexible
Eisner’s Artistic Model of Curriculum Development

1. Goals and their priorities (well defined objectives)

2. Content of the curriculum (options in selecting curriculum)
3. Types of learning opportunities(transforming goals and content to learning
events)
4. Organizing of learning opportunities (diverse student outcomes)
5. Organization of content areas(cross-curricula organization of content)
6. Mode of presentation and mode of response (mode of communication)
7. Types of evaluation procedure (
References

 https://educationalresearchtechniques.com/2014/07/01/curriculum-
development-the-tyler-model/
 Eman Awad El-Sawy (2016)
https://www.slideshare.net/ahmedabbas1121/tyler-model
 https://www.youtube.com/watch?v=zzS3I_-sEjY
 Mrutyunjaya Mishra (2013) : Models of Curriculum.
https://www.slideshare.netj_allsopp
 Reyes E. and Dizon E. (2015) Curriculum Development.Adriana Publishing
Co. Inc. ISBN 978-971-9656-16-6
 Activity 6
(By group)

A. Make an analysis on the different curriculum development models

B. Review the Philippine Curriculum and Identify the strengths and weakness using the matrix
below:

Curriculum Year strengths weaknesses

National Elementary School 1984-2002
Curriculum
New Secondary Education 1991-2002
Curriculum
Secondary Education Curriculum RBEC 2002

Secondary Education Curriculum UBD 2010

K-12 Education Curriculum 2012

Thank you