Curriculum Planning

(Different Approaches and

Models)
Angelyn Mangaring-Pozas

Prepared by:
Curriculum planning involves the design and
organization of an educational curriculum, which includes
the content, methods, and materials used to facilitate
learning. There are various approaches to curriculum
planning, each with its own philosophy and principles.
Here are some commonly used approaches:
Subject-Centered Approach one of the most widely used methods
for organizing educational experiences.
For example, a subject-centered curriculum may focus on math or
biology.
Learner-Centered Approaches empower kids to own their
learning paths by focusing on how the knowledge they're gaining
can solve problems or add value to a situation
Problem-Based Approach: is a student-centered approach in
which students learn about a subject by working in groups to solve
an open-ended problem.
Focus: Centers around real-world problems or scenarios.

Interdisciplinary Approach: in epistemological terms, the concept of interdisciplinary

may be regarded as a form of co-operation between various disciplines subjects which
contribute to the achievement of a common end, through their association, further the
emergence and advancement of new knowledge.
Focus: Integrates content and skills from multiple disciplines.
Process-Based Approach: Process approach is simply a way of looking
at all your activities and thinking of them as sets of inputs and outputs.
Focus: Emphasizes learning processes rather than specific content.

Cultural and Social Reconstructionist Approach:

Focus: Addresses social issues and aims to bring about social change.
Experience-Centered Approach: A curriculum that
emphasizes experiential learning "gives broad and varied
experience of information, skills, attitudes, and enjoyment."
It refers to a sequence of educational experiences that develop from the
needs, interests, and goals of the students.

Technology-Enhanced Approach:
Focus: Integrates technology into the curriculum.
Incorporates digital tools and resources to enhance teaching and learning.
• Developed by Ralph Tyler, this model proposes four
fundamental questions to guide curriculum planning:
What are the educational purposes? What educational
experiences will attain these purposes? How can these
experiences be effectively organized? How can we
determine if these purposes are being attained?
• Tyler's model centers on defining objectives and
aligning curriculum components to achieve those
objectives.
• Developed by Hilda Taba, this model involves a cyclical
process consisting of several stages: diagnosis of learner
needs, formulation of objectives, selection of content,
organization of content, selection of learning
experiences, and evaluation.
• Taba's model is known for its iterative nature, with
constant feedback loops for refining and improving the
curriculum.
Wheeler's Model:
• Developed by David Wheeler, this
model emphasizes the social context of
curriculum planning. It includes four
interrelated components: objectives,
content, learning experiences, and
evaluation.
• Wheeler's model highlights the
importance of considering societal needs
and values in curriculum development.
• Developed by J. Gordon Oliva, this model features a
comprehensive, eight-step process: determining needs, defining
goals and objectives, selecting content, organizing content,
selecting learning experiences, organizing learning experiences,
determining how to evaluate, and determining the effectiveness
of the curriculum.
• Oliva's model is known for its systematic and thorough
approach to curriculum planning.
Tanner's Model:
• Developed by Daniel Tanner, this model comprises
four components: objectives, content, learning
experiences, and evaluation. It emphasizes the
importance of aligning these components and
addresses issues related to implementation and
adaptation.
• Tanner's model stresses the need for coherence and
alignment among different curriculum elements.
CIPP Model (Context, Input, Process, Product):
• Developed by Daniel Stuffle beam, the CIPP model includes four
components: context evaluation, input evaluation, process
evaluation, and product evaluation. It emphasizes the importance
of considering the context in which the curriculum operates.
• The CIPP model is often used for comprehensive program
evaluation and improvement.
Knight's Four-Part Model:
• Developed by George Knight, this model consists of four
components: curriculum content, teaching strategies, student
activities, and evaluation. It is designed to be practical and
teacher-friendly.
• Knight's model is often used by educators for practical, day-to-
day planning and instructional decision-making.
Backward Design (Wiggins and McTighe):
• This model, proposed by Grant Wiggins and Jay
McTighe, starts with the end goals in mind. Educators
begin by defining learning objectives, then design
assessments, and finally plan instructional activities.
• Backward design places a strong emphasis on clearly
defined learning outcomes and assessment practices.
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