CYCLICAL MODELS OF The cyclical models prescribe a

cyclical or continuous process of

CURRICULUM curriculum development. Cyclical

models usually start with situational

DEVELOPMENT
analysis that serves as the basis for all
the succeeding process.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
DEVELOPMENT
This model emphasis the cyclical nature
of curriculum development where it is a
continuous process. The model prescribes
five logical and interdependent stages
that are continuous curriculum
development process and the model starts
with a  situational analysis in which
curricular decisions are followed by the
selection of objectives and the other
succeeding phases.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
DEVELOPMENT
The model is highly prescriptive
and dynamic. The inclusion of
situational analysis as part of the
model is a valuable principle in
curriculum development. It
enables the curriculum workers to
understand better the context in
which the curriculum is developed.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
By
DEVELOPMENT
starting with situational
analysis, curriculum workers will
be able to collect data and the
information from various
curriculum sources and influence
that are prerequisites in
formulating curriculum goals and
objectives.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
DEVELOPMENT
The model also recognizes the influence
and importance of contributing disciplines
such as philosophy, psychology, and
sociology in developing the curriculum.
These disciplines are useful in selecting
the curriculum goals and objectives,
content, learning experiences, and
evaluation. The importance of these
disciplines in developing curriculum is
also recognized in the model of Tyler.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
DEVELOPMENT
The cyclical nature of the model also
enables curriculum workers in
making the necessary changes and
adjustments in the total curriculum.
This attribute of the model is helpful
for teachers, administrators, and
education boards to address curricular
issues and purpose innovations and
changes whenever needed.
 AUDREY NICHOLLS AND
HOWARD NICHOLLS MODEL
FOR CURRICULUM
The
DEVELOPMENT
problem that may occur is that
many curriculum workers are used to
develop curriculum following a linear
model. In the Philippines, for
example, curriculum development
following 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 .
 WHEELER’S CURRICULUM
DEVELOPMENT MODEL
- The model is the improvement of the
Tyler’s model.
- Instead of being linear, the model
develops a cyclical model.
- Curriculum should be
a continuous cycle which is responsive
to changes in the education sector and
makes appropriate adjustments to
account for these changes.
 WHEELER’S CURRICULUM
DEVELOPMENT MODEL
Although this model is also rational
in nature each phase is a logical
development of the preceding one.
One cannot proceed to the next
phase unless the preceding phase is
done. Wheeler also emphasized the
importance of starting from the
development of aims, goals, and
objectives.
 WHEELER’S CURRICULUM
DEVELOPMENT MODEL
Although this model is also rational
in nature each phase is a logical
development of the preceding one.
One cannot proceed to the next
phase unless the preceding phase is
done. Wheeler also emphasized the
importance of starting from the
development of aims, goals, and
objectives.
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
The model is developed by Stark,
Lowther, Bentley, Ryan, Martens,
Genthon, Wren, and Shaw in 1990 as
part of their study conducted at the
University of Michigan National
Center for Research to Improve Post
– Secondary Teaching and Learning.
This model speared in the book
Shaping the College Curriculum
written by Stark and Latucca,
published in 1997.
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
Content influences encompass faculty
members’ background and associated
disciplinary and educational beliefs.
Contextual influences refer to the
influences outside of the instructor’s
immediate control that cause
adjustments in the course plans suh as
students characteristics or instructional
resources. Course decisions include the
processed that are followed when
designing courses.
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
The model presents a cyclical view of
curriculum development, After
making course decisions, the planners
can check with the content
consideration and contextual filter. It
describes the reality on how college
faculty members design their courses.
Hence, it is very much applicable for
designing higher education courses.
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
The design is based on a research on how
faculty members in several higher
education institutions in the US plan their
curriculum. Several curriculum
influences such as faculty background
and educational beliefs are recognized in
the model. The influence and the special
role of faculty members in curriculum
planning and development are recognized
as a main factor in curriculum
development in higher education.
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
This model is very teacher – centered. Given
the influence of academic freedom, faculty
members may plan the curriculum based on
their own convenience. This model can be
improved by putting students as part of the
content influences. In many curriculum
models, students are viewed as a significant
source of curriculum.. Considering the fact
that most college faculty members do not
have pedagogical training, this model failed
to elaborate how contents and process are
arranged.
DYNAMIC MODELS OF The dynamic models describe how
curriculum workers develop curricula

CURRICULUM in various educational contexts. The

dynamic curriculum development

DEVELOPMENT
models are usually used in school –
based settings.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
Decker Walker developed this model
and published in 1971. Walker
contended that curriculum developers
do not follow the prescriptive
approach of the rationale – linear
sequence of curriculum elements when
they develop curricula. In his model,
he was particularly interested on how
curriculum workers actually do their
task in curriculum development.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
In the platform phase, he suggested
that curriculum workers bring with
them their individual beliefs,
knowledge, and values. They have
their own ideas about how to do
their task and they are prepared to
discuss and argue about them.. The
fist phase is similar to the idea of
Print (1993) of curriculum presage.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
The deliberation phase, on the other
hand, involves identifying which
facts are needed for means and ends,
generating alternatives and
considering the consequences of
these alternatives. This phase is also
used in weighing alternative costs
and consequences, and choosing the
best alternative for the curriculum
task they are about to do.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
The third phase, which is the
Curriculum Design, involves planning,
decision – making, and actual
development of the curriculum. The
model is a dynamic and descriptive
model of curriculum development. It
reflects the realities of how curriculum
workers plan and develop a curriculum.
It recognizes and role and influence of
curriculum workers in any curriculum
development tasks.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
In addition, it avoids the obsession of
starting with objectives. This practice is
also observed in the model of Print(1993).
Being dynamic, it model can be confusing
to other curriculum workers who are not
aware of the necessary processes of
curriculum development. If this model is
applied in the Philippines, where most
teachers are mere implementers of
curriculum developed by other educators,
it may not have value to them.
 WALKER’S MODEL OF
CURRICULUM DEVELOPMENT
Another weakness is a strong
tendency of the curriculum to be
stuck in Phase II. According to Print
(1993), too much discussion may
lead to analysis – paralysis
syndrome that could penalize or
prolong the process of curriculum
development.
 SKILBECK’S CURRICULUM
DEVELOPMENT MODEL
In 1976, Malcolm Skilbeck developed a
model based on curriculum in Australia.
His model presents a dynamic view of
curriculum development. When using
this model, curriculum workers may
start from any phase. However, each
phase is interrelated and follows a
systematic sequence. Skilbeck’s model
includes a situational analysis that
involves gathering data from the school,
society and the learners.
 EISNER’S ARTISTIC APPROACH TO
CURRICULUM DEVELOPMENT Goals and their priorities

Elliot Eisner was a famous Content of curriculum

curriculum scholar. In 1979, he
published the book The Educational Types of learning opportunities

Imagination where he presented his Organization of learning

idea on how curriculum development opportunities

should be done. He believed that Organization of content areas

there is a need to develop a new
Mode of presentation and mode of
theory that recognizes the artistry of response

teaching which is useful in heling the Types of evaluation procedure

teachers develop those arts.
 EISNER’S ARTISTIC APPROACH TO
CURRICULUM DEVELOPMENT
In selecting of goals and objectives of the
curriculum, he stressed an artful process of
arriving at a consensus about curricular
priorities by involving the participants like
the model of Walker. In selecting content
consider individual, society and subject
matter as identified by Tyler too. In
selecting learning opportunities,he strongly
favored providing students with a wide
variety of learning opportunities which
should be integrated in different ways.
Goals and their priorities
Content of curriculum
Types of learning opportunities
Organization of learning
opportunities
Organization of content areas
Mode of presentation and mode of
response
Types of evaluation procedure
 PAWILEN’S MODEL FOR
DEVELOPING CURRICULUM
This model was developed to help curriculum
workers in developing a curriculum that is
relevant and appropriate to the Philippine
context (Pawilen 2011). Curriculum sources are
general factors that influence or affect
curriculum development and decision – making
in the macro level. Posner suggested two levels
of curriculum development: macro and micro
level which includes the general or overall
process of curriculum development; the micro
level, which focuses on specific phase/s or on
specific context/s like school-based curriculum
development.
 PAWILEN’S MODEL FOR
DEVELOPING CURRICULUM
There are three curriculum sources in the model:
learners, society and discipline. These
curriculum sources are based on Tyler (1949).
External influences are social factors that directly
influences curriculum decision – making. These
are society, market demand, government,
disciplinary associations and alumni. Internal
influences are those related to the school like
faculty members, students and mission.
Organizational influences are school factors but
they are more concerned with the governance of
the program and support system like resources,
leadership, governance, and program relationship.
PROCESS OF DEVELOPING
CURRICULUM:SITUATIONAL
ANALYSIS
It includes a study of the different
curriculum sources and careful
examination of the different curriculum
influences that affect curriculum
development.
PROCESS OF DEVELOPING
CURRICULUM: SELECTION OF GOALS
AND OBJECTIVES
This results from analysis. In some cases, if
the government of the university prescribes
the curriculum goals and objectives, such
features will be considered as part of the
internal or external influences that will be
studied in the situational analysis.
PROCESS OF DEVELOPING
CURRICULUM: SELECTION OF
CONTENT OR SUBJECT AREAS
Phase where the developed curriculum
standards are used to select subjects or
courses to be included in the curriculum.
PROCESS OF DEVELOPING
CURRICULUM: EVALUATION
The final phase here the goals and objectives of the
curriculum, including the design and selection of all
the curriculum elements are evaluated. After the
result of evaluation, the curriculum development
process will go back to situational analysis to
reexamine the needs and include necessary changes
and demands from curriculum sources and
influences.
ANALYSIS OF DIFFERENT
CURRICULUM DEVELOPMENT MODELS