WESTMEAD INTERNATIONAL SCHOOL

FOUNDATION AND INCORPORATED

Alangilan, Batangas
Year 2022-2023

CURRICULUM DEVELOPMENT
CHAPTER 4

The Models of the Curriculum Development

Curriculum development is a step-by-step process for making positive changes to the
course offerings of a school, college, or university. As the world continues to evolve,
school courses must incorporate new discoveries. Educators are continually developing
new teaching techniques and strategies in order to improve the student learning
experience. As a result, a college or university must have a strategy in place for
identifying these changes and then being prepared to incorporate them into the
curriculum. There are various important models for example principles of Ralph Tyler,
Hilda Taba’s model, Wheeler's model Galen Saylor, William Alexander, and Oliva, etc.
All models of curriculum development assist in the process of curriculum development.

Processes For Developing Under Pawilen’s Model

Objectives:

1. Know the origin of Pawilen’s model for development.

2. Define Pawilen’s model for developing curriculum.
3. Identify the different parts of Pawilen’s model of developing curriculum.
4. Discuss the importance of Pawilen’s model in the Philippine curriculum.

Introduction:
Dr. Greg Tabios Pawilen - is a graduate of doctor of philosophy in education from the
University of the Philippines in Diliman major curriculum studies, in which he has earned
an award. The most outstanding research for his dissertation ‘’Model for developing
curriculum standards for preschool teacher education. An associate professor in the
curriculum studies area in the college of education, University of the Philippines,
Diliman.

Two levels of curriculum development

• Macro level – which includes the general or overall process of curriculum
development.
• Micro level- which focuses on the specific context like school-based curriculum
development.
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

Three curriculum sources in the model

• Learners- as a curriculum source is very important. Knowing their interest,
needs, learning styles, thinking styles, culture, socio-economic status, gender,
and other variables are significant data for development.
• Society- is also considered a source of curriculum. Knowing about the society
provides a better understanding of the context in which the curriculum will be
implemented.- cultural beliefs, attitudes, political, and economic systems, and the
physical environment directly or indirectly affect curriculum development because
the learners are an integral part of society.
• Discipline- is also essential in curriculum development. It can provide data for
making decisions as to what context should be included in the curriculum and
how to organize the contents of the curriculum.
Curriculum Influences
• External Influences – are social factors that directly influence curriculum
decisionmaking. These factors are society, market, demand, government, and
discipline.
• Internal Influences- are those that are related to the school like a member,
student discipline, and program mission.
• Organizational- are the school factor but they are more concerned with the
governance of the support system like school resources, leadership, governance,
and program relation. And by nature curriculum sources and influences serve as
the basis for selecting and making decisions about the various elements of
curriculum content learning, experience, and evaluation.

Processes of Developing curriculum standards

1. Situational Analysis- the first phase of the model starts with analyzing the
context in which the curriculum is developed. The situational analysis includes a
study of the different curriculum sources ( students, society, and disciplines or
subject matter), and a careful examination of the different curriculum influences
(internal, external, and organizational) that affect curriculum development.
2. Selection of Goals and Objectives- the result of the situational analysis will
lead to the development of goals and objectives of the curriculum goals and
objectives are already prescribed by the government or the university, these will
be considered as part of the internal or external influences that will be studied in
the situational analysis.
3. Development of curriculum standards- after the situational analysis and
selection of goals and objectives, curriculum standards will be developed. In this
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

phase the first phase of Glatthorn’s Model (1998) was modified to simplify the
task of 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 a final draft of standards, divided into content standards, skills
standards, and value standards.
4. Selection of content or subject areas- in this phase, the curriculum standards
are used to develop or select subjects or courses that should be included in the
curriculum.
5. Selection and organization of learning experiences- this phase includes
selection of learning activities, organizing instructional plans, and selection of
instructional materials that will be used in implementing the curriculum.
6. Implementation- this involves the actual implementation of the curriculum by
faculty members. It is where actual teaching and learning take place.
7. Evaluation- in this final phase, the goals and objectives of the curriculum
including the design and selection of all the curriculum elements are evaluated.
After the result of the evaluation, the curriculum development process will go
back to situational analysis.

Realization Quote:

Effective Teachers DON’T cover Curriculum, They UNCOVER IT!

Analysis Of Different Curriculum Development Models

Introduction:

The term curriculum has different meaning form and purposes for different thinkers. The
task of curriculum development is ultimately building a relationship among
content/subject matter like students, teachers, parents, and society. According to Miol
and Lewis, a curriculum is a set of goals that provides opportunities for engaging
students with various kinds of information and learning techniques
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

(Lewis 1972) The curriculum is also described as an accumulation of knowledge,

learning experience in a different learning environment with various cognitive content,
instructional plan, and technology (Uphoff 1982)

(Beauchamp 1961) considered curriculum ‘’ as a written document’’. According to

(Beauchamp 1961) the most important purpose of curriculum theory is to give meaning
to various aspects of curriculum activity according to existing knowledge.
• Curriculum Design: a specific order of the curriculum is called curriculum design.
Specifically many elements are crucial to designing a curriculum in which
functions and objectives are included.
• Curriculum Implementation: when an authentic use of a curriculum put into
practice it is called curriculum implementation
• Curriculum evaluation: It involves planning, implementing, information gathering,
evaluating inconsistencies among planned and real educational results;
evaluating inconsistencies among programs of study and their implementation, to
shape the efficiency of development of curriculum and to clarify its importance
(Kimpston and Rogers 1986)

Curriculum Development Models

• Tyler’s Model
• Taba’s Model
• Saylor, Alexander and Lewis’s model
• Oliva model

The Tyler Model

• Introduced in 1949 by Ralph Tyler in his classic book Basic Principles of
Curriculum and Instruction.
• One of the best-known models for curriculum development.
• Known for the special attention it gives to the planning phases.
• Deductive for it proceeds from the general (examining the needs of society, for
example) to specific ( specifying instructional objectives).
• Tyler recommends that curriculum planners identify general objectives by
gathering data from three sources:
- The learners
- Contemporary life outside the school
- Subject matter
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

• After identifying numerous general objectives, the planners refine them by

filtering them through two screens:
o The philosophical screen
o The psychological screen
• In the Tyler Model, the general objectives that successfully pass through the two
screens become what is now popularly known as instructional objectives.

The Taba Model

• Another approach to curriculum development was proposed by Hilda Taba in
her book Curriculum Development: Theory and Practice published in 1962.
• An inductive approach to curriculum development, starting with specifies and
building up to a general design.
• Taba took what is known as a grass-roots approach to curriculum
development.
• She believed that the curriculum should be designed by the teachers rather
than handed down by higher authority.
• Further, she felt that teachers should begin the process by creating teaching-
learning units for their students in their school rather initially in creating a
general curriculum design.
• She noted 7 major steps to her grass- roots model in which teachers would
have major input.
• She was of the opinion that the Tyler model was more of an administrative
model.

Hilda Taba: Grassroots Approach

1. Diagnosis of learners needs and expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

The Taba Model

• Diagnosis of need: The teacher who is also the curriculum designer starts the
process by identifying the needs of students for whom the curriculum is planned.
For example, the majority of students are unable to think critically.
• Formulation of objectives: After the teacher has identified needs that require
attention, he or she specifies objectives to be accomplished.
• Selection of content: The objectives selected or created suggest the subject
matter or content of the curriculum. Not only should objectives and content
match, but also the validity and significance of the content chosen needs to be
determined i.e the relevancy and significance of content.
• Organization of content: A teacher cannot just select content, but must
organize it in some type of sequence, taking into consideration the maturity of
learners, their academic achievement, and their interest.
• Selection of learning experiences: Content must be presented to students and
students must be engaged with the content. At this point, the teacher selects
instructional methods that will involve the students with the content.
• Organization of learning activities: Just as content must be sequenced and
organized, so must the learning activities be determined by the content. But the
teacher needs to keep in mind the particular students whom he or she will be
teaching.
• Evaluation and means of evaluation: The curriculum planner must determine
just what objectives have been accomplished. Evaluation procedures need to be
designed to evaluate learning outcomes.

The Saylor, Alexander, and Lewis Model

• Curriculum planners begin by specifying the major educational goals and specific
objectives they wish to be accomplished.

Saylor, Alexander, and Lewis’s conception of the curriculum planning

process: Goal and Objectives:

• Curriculum Designing – decisions as to design made by the responsible

curriculum planning educational center. Various prior decisions by political and
social agencies may limit the final designs.
 WESTMEAD INTERNATIONAL SCHOOL
FOUNDATION AND INCORPORATED
Alangilan, Batangas
Year 2022-2023

• Curriculum Implementation- Design as to instructional made by responsible

teachers. The curriculum plan includes alternative modes with suggestion as to
resources, media, and organization, thus encouraging flexibility and more
freedom for the teachers and students.
• Curriculum Evaluation – Decisions as to evaluative procedures for determining
learners progress made by the responsible teachers. Decisions as to evaluative
procedures for evaluating the curriculum. Plans are made by the responsible
planning group. Evaluative data become bases for decisions making in further
planning.

THE OLIVA MODEL

• The Oliva Model is a deductive model that offers a faculty process for the
complete development of a school’s curriculum.
• Oliva recognized the needs of students in particular communities are not always
the same as the general needs of students throughout our society.

In the Oliva Model A Faculty Can Fashion A Plan :

• For the curriculum of an area and design ways in which it will be carried out
through instruction
• To develop school-wide interdisciplinary programs that cut across areas of
specialization such as career education, guidance, and class activities.
• For a faculty to focus on the curricular components of the model to make
programmatic decisions.
• To allow a faculty to concentrate on instructional components.
Sources:
https://www.coursehero.com/file/74893404/Pawilen-Model-for-Developing-Curriculumpptx/

https://www.slideshare.net/jasleenbrar03/models -of-curriculum-dvelopment https://www.evelynlearning.com/curriculum-

development-models/

https://www.slideshare.net/jasleenbrar03/models-of-curriculum-dvelopment

MEMBERS:
Talabis, Cristine Joyce I.
Sarmiento, Mikka Angel