Decker Walker's

Naturalistic Model
(1971)
Introduction to Curriculum Theory
and Practice

08.10.15

R. Noel and N. Robinson

 Brief biography of Decker

 DECKER WALKER was and assistant

professor of education at Stan- ford University,
where he received his Ph.D. in 1971.

 His specialty was curriculum, and his major

interests are the process of curriculum
development and curriculum policy making.
What is the naturalistic model?

 A descriptive model in contrast to the

classical model (prescriptive model) by
Tyler et. Al (1949). It is also called the
communicative approach.
 
 The communicative approach starts with
the more subjective perceptions and views
of the designers, the target group, and other
stakeholders.
 The term naturalistic describes how the
process of curriculum planning is done
instead of suggesting how it should be done

 Walker suggests that better curriculum

planning and development will result if
persons participated in the process and
reached a consensus about the final product.
 Figure 1: Walker’s Model (Print, 1993, p 75)

 The model comprises of three phases of

curriculum planning – platform,
deliberation and design

Figure 1: Walker’s Model (Print, 1993, p.75)

 Application of the model to
curriculum development

 The model used for curriculum development is

influenced generally by the level at which the
development is occurring.
 used at a macro level for curriculum development
(national)
 For example: Alberta, Canada
“For Pan-Canadian or regional curriculum
development the models used are often derived from
the instrumental or communicative model, as
frameworks and specific learning objectives are the
key aim of these development activities, and
consensus among partners is a desired outcome”
(Alberta Education, 2012, p. 35).
 - focuses on the subjective perceptions and
views of the designers, the target group, and
other stakeholders
 Advantages

 One of the strengths of Walker’s model is

the input of curriculum developers , target
group, and other parties/stakeholders in
the development of the curriculum.

 Stakeholder engagement in the planning

and development stages empowers and
acknowledges them, especially teachers,
as valuable contributors.
 One of the strengths of the deliberative
model is the broad social support that the
intended product will have; after all,
users and other parties involved were
given ample opportunity to contribute.
 Disadvantages

 Walker describes what happens in the process

of curriculum design but does not describe
what actually happens in the classroom.
 The processes for deliberation can be time
consuming and resource intensive, and can
result in curriculum products that may not be
consistent and aligned internally.
 Consensus is often hard to achieve when
developing curriculum at national or regional
levels.
Model comparison
 References
 Alberta Education. (2012). Curriculum development processes,
from knowledge to action. Retrieved from
http://www.education.alberta.ca/media/6809242/d_chapter1.pdf

 Lunenburg, F. C. (2011). Curriculum development: inductive

model. Schooling, 2(1).

 Print, M. (1993). Curriculum development and design, 2nd edn.

Sydney, Allen & Unwin.

 Walker, D. (1971). A naturalistic model for curriculum

development, School Review, 80(1), 51-65.
 Decker Walker's
Naturalistic Model
(1971)
Introduction to Curriculum Theory
and Practice

08.10.15

R. Noel and N. Robinson