Paz, Maria Angela R.

BEED IV
Activities for Chapter 4: Curriculum Development

Activity 19: Reflect on and address the following

1. Review the linear curriculum development models.

 Curriculum development is a systematic process that involves the design, development,

implementation, and evaluation of educational courses and programs. Various models guide
this process, and linear models are among the most straightforward and commonly used.
Here are some of the most notable linear curriculum development models:

Tyler’s Model (1949)

Purpose: To provide a clear, step-by-step method for curriculum design.
Key Steps:
 Defining the purposes of the school (objectives)
 Selecting learning experiences that align with these objectives
 Organizing these learning experiences
 Evaluating the effectiveness of the experiences in terms of achieving the objectives

Taba’s Model (1962)

Purpose: A grassroots approach where teachers develop curriculum.
Key Steps:
 Diagnosis of needs (what should students know and be able to do)
 Formulation of objectives
 Selection of content
 Organization of content
 Selection of learning experiences
 Organization of learning experiences
 Determination of what to evaluate and the ways of evaluation

Saylor, Alexander, and Lewis Model (1981)

Purpose: A comprehensive, systems approach to curriculum development.
Key Steps:
 Formulating the objectives
 Selecting content
 Selecting learning experiences
 Organizing learning experiences
 Evaluating

Oliva’s Model (1982)

Purpose: To provide a detailed sequence of steps for curriculum development.
Key Steps:
 Curriculum Source: Analyzing societal, learners', and knowledge needs
 Philosophy, mission, goals
 Program objectives
 Subject area curriculum: Selection of content, experiences, resources
 Integration of subjects
 Evaluation

Wheeler’s Model (1967)

Purpose: Based on Tyler’s model but introduced the concept of continuous evaluation and feedback.
Key Steps:
 Selecting the objectives
 Choosing learning experiences
 Choosing content
 Organizing
 Evaluation

Strengths of Linear Models:

 Simplicity: Easy to understand and implement due to their step-by-step approach.
 Systematic: Ensures all aspects of curriculum development are considered.
 Standardized: Helps in achieving consistency in curriculum across institutions or regions.

Limitations of Linear Models:

 Inflexibility: The step-by-step approach can sometimes be restrictive and not adaptable to
changing circumstances.
 Overemphasis on Sequence: Real-world curriculum development often requires a more
iterative approach.
 Potential to Overlook Stakeholders: Some models may not always emphasize involving all
stakeholders (like parents or community members) in the process.

While I recognize that linear curriculum development models offer a structured approach, I've
observed that real-world situations frequently require both flexibility and adaptability. Therefore, as
Activity 20: Reflect on and address the following:

1. Review the cyclical curriculum development models.

 A cyclical curriculum development model emphasizes continuous improvement and ongoing

evaluation of the curriculum, allowing educators and curriculum developers to regularly
revisit, revise, and refine the curriculum to ensure its effectiveness and relevance. Unlike
linear models, which might suggest a one-time development process, cyclical models
recognize that curricula need to adapt over time due to changing needs, new research
findings, technological advancements, societal shifts, and so forth.

There are several cyclical curriculum development models, but most of them include stages that are
similar in nature. Here's a review of the common stages:

 Needs Analysis: Before creating or revising a curriculum, it's crucial to identify the needs of
the learners and the goals of the institution. This might involve surveys, interviews, or
assessments.
 Set Objectives: Based on the needs analysis, clear and measurable learning objectives are
set. This gives direction and purpose to the curriculum.
 Content Selection: Here, curriculum developers decide on the content and resources that will
best help learners achieve the objectives. Decisions are made about what topics will be
covered, in what depth, and in what sequence.
 Design & Development: In this phase, the curriculum is designed. This involves not just
choosing content, but also determining teaching methods, assessment methods, resources,
materials, and technology integration.
 Implementation: The curriculum is rolled out and delivered to learners. Educators may need
training or professional development to teach the new curriculum effectively.
 Evaluation: After the curriculum is implemented, its effectiveness is assessed. This could be
done through formal testing, surveys, feedback from learners and educators, and other
means.
 Review & Revise: Based on the results of the evaluation, the curriculum might need revisions.
This could involve minor tweaks or a major overhaul, depending on the feedback and results.
 Re-implementation: The revised curriculum is implemented again, and the cycle continues.

Some well-known cyclical curriculum models include:

 Tyler’s Model: Ralph Tyler's model is a foundational curriculum development model which
focuses on objectives, content, learning experiences, and evaluation. Though not explicitly
cyclical, its principles lend themselves to ongoing refinement.
 Kemp's Instructional Design Model: Jerrold Kemp’s model includes eight key components,
all interacting in a cycle, with the learner at the center. Elements such as content,
instructional methods, and resources can be revisited and revised as needed.
 Dick and Carey's Systems Approach Model: This model is comprehensive, emphasizing the
interrelationships between all parts of the instructional design process. It's highly iterative
and is often used in both school and corporate settings.

Benefits of Cyclical Curriculum Development:

 Relevance: Regular review ensures that the curriculum remains relevant to changing needs
and contexts.
 Flexibility: It allows for adjustments based on feedback and outcomes.
 Improved Outcomes: Continuous refinement can lead to better learner outcomes over time.

However, the cyclical nature also implies ongoing effort and resources for regular review and
updating. This might be challenging for institutions with limited resources.
In conclusion, cyclical curriculum development models are integral for institutions that want to ensure
the continuous effectiveness and relevance of their curricula. By regularly revisiting and revising the
curriculum, institutions can better meet the evolving needs of learners and the broader community.

2. Identify the possible strengths and weaknesses of each model when applied to the Philippine
context.

Tyler's Model

Strengths:

 Clear Objectives: Tyler's Model begins with clear objectives, ensuring that educators
understand what is expected of them and what students should achieve by the end of the
course. Given the diverse set of learners in the Philippines, clear objectives provide a
roadmap for what needs to be achieved.
 Structured Approach: The systematic and logical sequence of Tyler's Model can be
instrumental in organizing curriculum in a way that is coherent and easy to follow. This
would assist educators in the Philippines in ensuring a well-planned educational experience.
 Evaluation Component: The model emphasizes evaluating if the curriculum achieves its
objectives. This can promote accountability and continuous improvement in the Philippine
education system, leading to better outcomes for students.
 Universality: Since Tyler's model is broad and foundational, it can be adapted to various
subjects and educational contexts. This flexibility can be advantageous in the diverse
educational landscape of the Philippines.

Weaknesses:

 Too Linear: The Philippine context is diverse, with multiple cultures, languages, and socio-
economic backgrounds. A strictly linear approach might not always be suitable for such a
varied context. Real-world situations, especially in diverse settings, often require a more
flexible and adaptive curriculum approach.
 Overemphasis on Objectives: By focusing heavily on objectives, the Tyler Model may
overlook the process of learning, which is equally crucial. In the Philippine context, where
rote learning has been a traditional concern, there's a need to emphasize critical thinking,
problem-solving, and process-oriented learning.
 Lack of Cultural Sensitivity: The model, in its original form, does not directly account for
cultural contexts. Given the rich tapestry of cultures in the Philippines, a curriculum that does
not take these into account might not be as effective in resonating with the students.
 Potential Neglect of Contemporary Issues: The Philippines faces unique challenges like
national identity issues, regional disparities, natural disasters, and political upheavals. A
model that doesn't explicitly address these issues may not fully prepare students for real-
world challenges.
 Limited Engagement with Stakeholders: Tyler's Model primarily involves educators in the
curriculum development process. In the Philippine context, it's crucial to involve various
stakeholders, including local communities, parents, students, and others, to ensure the
curriculum is relevant and grounded in real-world challenges.

Kemp's Instructional Design Model:

Strengths:
  Flexibility: Given the diverse cultural, linguistic, and socio-economic landscape of the
Philippines, a flexible design model like Kemp's can accommodate the various learning needs
and contexts found in the country.
 Holistic View: The Kemp Model encourages designers to look at the whole learning
experience, considering both the learner's and the teacher's perspectives. This is especially
useful in the Philippine context, where many educational scenarios might differ from
mainstream, Western models.
 Continuous Improvement: The cyclical nature allows for ongoing refinement based on
feedback. Given the rapidly evolving educational challenges and technologies, this feature
may enable Philippine educators to keep their instructional strategies up-to-date.
 Incorporation of Real-world Situations: Kemp emphasizes learning in authentic contexts,
which can resonate well with the Philippine emphasis on contextualized learning, especially
in the K-12 curriculum.
 Inclusivity: The Kemp Model's emphasis on considering all learners can support efforts in the
Philippines to provide equitable educational opportunities for students across different
regions and socio-economic backgrounds.

Weaknesses:

 Lack of Structure: While flexibility is a strength, it can also be a weakness if not guided well.
Given resource constraints and sometimes the lack of training in instructional design in some
areas of the Philippines, there's a risk of the design process becoming too loose or
unfocused.
 Resource Intensive: Continuously revising and adapting instructional materials can be
resource-intensive, especially for regions or schools in the Philippines that might already be
resource-strapped.
 Time-Consuming: The cyclical nature, while allowing for iterative improvements, can also be
time-consuming. In situations where there's an immediate need for instructional materials
(e.g., after natural disasters, or during abrupt shifts like the COVID-19 pandemic), the Kemp
Model might not be the quickest approach.
 Requires Expertise: To effectively use the Kemp Model, educators or instructional designers
need a solid understanding of its components and their interrelationships. Given the
disparities in teacher training and professional development opportunities across the
Philippines, this could be a challenge.
 Cultural Context: While the Kemp Model is adaptable, it was developed in a Western
context. This means that its application in the Philippines may require careful considerations
to ensure cultural relevance and sensitivity.

Dick and Carey's Systems Approach Model:

Strengths:

 Responsive to Learner Needs: The iterative nature of Dick and Carey's model means that
instruction can be continuously adapted and refined to meet the specific needs and contexts
of Filipino learners.
 Structured Process: The systematic process of the model ensures that all key elements of
instructional design are addressed, which can help in maintaining a certain standard of
education across various regions of the Philippines.
 Emphasis on Assessment: Given the focus on continuous assessment and feedback,
educational programs can be tailored to address specific gaps or areas of weakness in
students' knowledge and skills.
 Applicable to Diverse Learning Settings: The Philippines, like many countries, has a mix of
urban and rural settings with varying resources. The flexibility and structured nature of the
model can be adapted to these different contexts.
 Supports Teacher Professional Development: As teachers go through the cyclical process,
they can gain a deeper understanding of effective instructional strategies, allowing for
 ongoing professional growth.

Weaknesses:

 Resource Intensive: Implementing a cyclical curriculum might be resource-intensive in terms

of time, money, and effort. Given that some schools in the Philippines may face resource
constraints, this could be a significant challenge.
 Training Requirements: Teachers and educators would need adequate training to effectively
implement the model. Given potential disparities in access to professional development, not
all educators might benefit equally.
 Cultural Considerations: While the model is systematic, it might not inherently account for
the diverse cultural, linguistic, and socio-economic contexts present in the Philippines.
Specific adaptions might be needed.
 Potential for Incomplete Implementation: Given the comprehensive nature of the model,
there might be a temptation to skip steps or rush through certain phases due to time
constraints, which can undermine the effectiveness of the approach.
 Reliance on Feedback Mechanisms: The success of the model hinges on continuous feedback.
In contexts where feedback mechanisms are weak or not properly implemented, the cyclical
process might not work as effectively.

Activity 21: Reflect on and address the following

Review the dynamic curriculum models. Identify the possible strengths and weaknesses of each
model when applied to the Philippine context.

 Dynamic curriculum models generally refer to instructional frameworks that are designed to
be responsive, adaptive, and up-to-date, meeting the changing needs of learners and
societies. While there are several dynamic curriculum models, for the purpose of this
reflection, let's discuss three common ones: the Spiral Curriculum, Project-Based Learning
(PBL), and the Integrative Model.

1. Spiral Curriculum:

Strengths:

 Revisiting Concepts: Spiral curriculum allows students to revisit basic concepts at intervals,
each time with increasing complexity. This can be particularly beneficial in the Philippines
where foundational knowledge might need reinforcement due to various reasons such as
mixed classroom proficiencies.
 Building on Prior Knowledge: As students move to higher levels, they have a strong
foundation to build upon, aiding in more in-depth understanding.

Weaknesses:

 Requires Continuity: For a spiral curriculum to be effective, there needs to be continuity in

education. Disruptions, common in areas affected by natural disasters in the Philippines, can
break the "spiral."
 Assumes Uniform Pace: The model presumes a certain pace of learning. However, given
 diverse backgrounds and varying quality of education across the country, it might not always
be feasible.

2. Project-Based Learning (PBL):

Strengths:

 Real-World Application: PBL emphasizes real-world problems and challenges, which can be
very relevant in the Philippine context where students can address local community
challenges.
 Fosters Critical Thinking: PBL can encourage Filipino students to think critically, work
collaboratively, and become active learners and problem solvers.

Weaknesses:

 Resource Demands: Effective PBL often requires resources, materials, and technology, which
may not be accessible in all schools, especially in remote areas.
 Teacher Preparedness: Implementing PBL requires teachers to adopt a different role, and
they may need substantial training and professional development.

3. Integrative Model:

Strengths:

 Holistic Approach: It promotes interdisciplinary learning, which can be beneficial in the

diverse cultural and linguistic landscape of the Philippines.
 Relevance: By integrating various subjects, it can make learning more relevant and relatable
for Filipino students.

Weaknesses:

 Complexity in Implementation: Properly integrating subjects without losing depth can be

challenging, especially if teachers are used to teaching in silos.
 Assessment Challenges: Evaluating student performance in an integrative model can be more
complex than traditional methods.

In applying dynamic curriculum models to the Philippine context, it's crucial to consider both the
diverse cultural fabric and the logistical and infrastructural challenges the education system faces.
While the strengths of these models can offer robust pathways for enriching education, their
weaknesses underscore the importance of adapting and modifying them in ways that best serve
Filipino students.

There's no one-size-fits-all answer; what might work best is a blend of models tailored to the unique
needs of specific regions or communities in the Philippines. The overarching aim should always be to
provide an education that's relevant, engaging, and equips students with the skills and knowledge
they need to thrive in a rapidly changing world.