CURRICULUM DEVELOPMENT

MODELS
Presented by:
Desiree Monje Willy Boy Garcia
Christian Dave Dizon Neal Clark Esperoid Galapon
Curriculum Development Models
 Linear Models of
Curriculum Development
 Linear Models of Curriculum Development

 The linear models of curriculum development prescribe a rational

step-by-step procedure for curriculum development starting with
objectives.
 There are six (6) linear models: Tyler’s Rational Linear Model, Taba’s
Grassroots Rational Model, Standards-based Curriculum Development
Model, Understanding by Design Model (UBD), Systematic Design
Model, and Murray Print Model for Curriculum Development.
 A. Tyler’s Rational Linear Model

Ralph Tyler

▪ Developed the first model of curriculum development

at the University of Chicago.

▪ It was presented in his book Principles of Curriculum and

Instruction published in 1949.

▪ “curriculum development should be logical and

systematic”
Tyler’s Rational Linear Model

▪ One of the first curriculum development model created.

▪ A simple model that consists of four sequential steps.
 Tyler’s Rational Linear Model
Subject
Society Students Matter

Philosophy of Education Psychology of Learning

Selecting Objectives What educational purposes should the seek to
attain?
Selecting Learning
What educational experiences are likely to
Experiences attain these objectives?
Organizing Learning
Experiences How can these educational experiences be
organized?
Evaluation How can we determine whether these
purposes are being attained?
 B. Taba’s Grassroots Rational Model

Hilda Taba
• Her model is a version of Tyler’s Model.
• She presented her model in her book Curriculum
Development Theory and Practice in 1962.
• Curriculum development should follow logical
process.
• All Curricula are composed of fundamental
elements.
 Taba’s Grassroots Rational Model
There are seven steps that should be followed when developing a
curriculum:

1. Diagnosis of needs 6. Organization of learning

2. Formulation of objectives experiences
3. Selection of content 7. Determination of what to
evaluate and ways and means of
4. Organization of content doing it
5. Selection of learning
experiences
 C. Standards-based Curriculum Development Model

• A model intended for developing curriculum

standards for any discipline from basic education
to higher education.
• Allan Glatthorn was the proponent of the model.
• Follows three phases in developing standards-
based curriculum standards.
 Standards-based Curriculum Development Model
Phase 1: Develop Standards
1. Develop a comprehensive set
of content standards using
multiple sources.
2. Refine the comprehensive list
3. Secure teacher input to
identify teacher priorities.
4. Use data to develop final draft
of standards.
Phase 2: Develop Benchmark
1. Review decisions about
content emphases.
2. Identify standards for
continuing development.
3. Decide how benchmarks will
be identified.
4. Develop initial draft of
benchmarks; revise benchmarks
if needed.
 Standards-based Curriculum Development Model
Phase 2: Develop Benchmark
1. Review decisions about
content emphases.
2. Identify standards for
continuing development.
3. Decide how benchmarks will
be identified.
4. Develop initial draft of
benchmarks; revise benchmarks
if needed.
Phase 3: Develop Final
Product
1. Use standards and
benchmarks to produce
scope and sequence chart.
2. Decide on curriculum
guide content.
3. Analyze benchmarks into
learning objectives.
 D. Understanding by Design Model (UBD)

• Developed by Wiggins and McTighe (2002).

• Also called as the Backward Design.
• The model puts emphasis on designing curriculum to engage students in
exploring and deepening their understanding of important ideas and the
design of assessments (Wiggins and McTighe 2002).
 Three stages of Understanding by Design
Model (UBD)

Stage 2: Stage 3: Plan

Stage 1:
Determine the learning
Identify desired
acceptable experiences
results
evidence and instruction
 E. Systematic Design Model

• Originally developed by Robert

Diamond in the early0 1960’s .
• It has two (2) basic phases: (1) project
selection and design and (2)
production, implementation, and
evaluation.
 F. Murray Print Model for Curriculum Development

• Developed by Murray Print. The model

was published on his book Curriculum
Development and Design in 1988.
• Prescribes a sequential and logical
approach to curriculum development.
 Murray Print Model for Curriculum Development

Phases of Murray Print Model

Phase 1: Recognizes the nature of the curriculum workers involved in
the development of the curriculum
Phase 2: Developing of the curriculum
Phase 3: Actual application: (1) Implementation of the curriculum,
(2) monitoring of, and feedback of the curriculum, and (3) the
provision of data to the presage group
 Cyclical Models of
Curriculum Development
 Cyclical Models of Curriculum Development

 The cyclical models prescribe a continuous process of curriculum

development.
 Usually start with situational analysis that serves as the basis for all the
succeeding process.
 A. Audrey Nicholls and Howard Nicholls
Model for Curriculum Development

 Developed by Audrey and Howard on 1987

 Emphasizes the cyclical nature of curriculum development.

Consists of five (5) stages: Situational analysis, Selection of

Objectives, Selection and Organization of Content, Selection
and Organization of Methods, and Evaluation
 Situation
Analysis

Selection
Audrey Nicholls and Evaluation of
Objectives
Howard Nicholls Model
for Curriculum
Development
Selection Selection
and and
Organizati Organizati
on of on of
Methods Content
 B. Wheeler’s Curriculum Development
Model

 Presented by Wheeler on 1967 in his book Curriculum Process.

 Consists of 5 five (5) phases; one cannot proceed to the next phase if the
preceding phase is not done.

Consists of five (5) phases: (1) Aims, goals and objectives, (2)
Selection of learning experience, (3) Selection of content, (4)
Organization and integration of learning experiences and
content, and (5) Evaluation.
 Aims, goals,
and objectives

Selection of
Wheeler’s Evaluation learning
Curriculum experiences
Development Model

Organization and
integration of Selection of
learning experiences content
and content
 C. The Contextual Filters Model of
Course Planning

 Developed by Stark, Lowther, Bentley, Ryan, Genthon, Wren, and Shaw

in 1990.
 This model appeared in the book Shaping the College Curriculum
written by Stark and Latucca, published in 1997.

Much applicable for higher education courses

Influence of Faculty Faculty Views of Purpose of
Background and their Academic Education
Characteristics Fields Espoused by
Faculty
Members

Goals Schedules
Students Campus Services
Resources

Feedback
Select Content Adjustment
Arrange Content
Choses Process
 Dynamic Models of
Curriculum Development
 Dynamic Models of Curriculum
Development

 Describe how curricula is developed in various educational

contexts; usually school-based.
 (1) Walker’s Model of Curriculum development, (2) Skillbeck’s
Curriculum Development Model, (3) Eisner’s Artistic Approach to
Curriculum Development, and (4) Pawilen’s Model for Developing
Curriculum
 A. Walker’s Model of Curriculum
Development

 The model was first published in 1971.

 Shows how curriculum developers actually do their task in curriculum
development.

It has Three (3) phases

Platform
Deliberation
Curriculum Design
 B. Skillbeck’s Curriculum Development
Model

 Developed in 1976. The model is for developing a school-

based curriculum.
 It has five (5) phases, where curriculum workers may start
from any phase. However, each phase interrelated and
follows a systematic sequence.
 C. Eisner’s Artistic Approach to
Curriculum Development

 Developed by Elliot W. Eisner, a famous curriculum scholar.

 His idea on curriculum development was presented on a
book he published in 1979, The Educational Imagination.
 There should be a theory that recognizes the artistry of
teaching and help teachers develop those arts.
 C. Eisner’s Artistic Approach to
Curriculum Development

1. Goals and their priorities

 the need to consider less, well-defined objectives as well as explicit
ones.
 The need for deliberation in talking to priorities.
2. Content of curriculum
 Options to consider in selecting curriculum
 Caveats about the null curriculum
3. Types of learning opportunities
 Emphasis on transforming goals and content into learning events
that will be of significance to students
 C. Eisner’s Artistic Approach to
Curriculum Development

4. Organization of learning opportunities

 Emphasis on a nonlinear approach in order to encourage diverse
student outcome
5. Organization of content areas
 Emphasis on cross-curricula organization 0f content
6. Mode of presentation and mode of response
 Use of number of models of communication to widen educational
opportunities for students
 C. Eisner’s Artistic Approach to
Curriculum Development

7. Types of evaluation procedure

 Use of a comprehensive range of procedures at different stages of
the process of curriculum development
Curriculum 1. Situational Analysis
Sources 2. Selection of Goals and Objectives
• Learners
• Society 3. Developing Curriculum Standards
• Discipline a. Developing a comprehensive set of standards
b. Aligning standards with several criteria
c. Securing teachers’ input
d. Validating standards by experts
e. Developing final curriculum standards

4. Selection of Contents or Subject Areas

Curriculum
Influences 5. Selection and Organization of Learning Experiences
• External
• Internal 6. Implementation
• Organizational
7. Evaluation
 Processes for Developing Curriculum
Under Pawilen’s Model
1. Situational Analysis – Starts with analyzing the content in which
the curriculum is developed
2. Selection of Goals and Objectives – results from situational
analysis.
3. Development of Curriculum Standards – (1) develop
comprehensive set of content standards, (2) align standards to several
criteria, (3) secure teacher input to revise and improve standards, (4)
ask experts to validate standards, (5) develop final draft of standards.
4. Selection of Content od Subject Areas – developed curriculum
standards are used to select subjects or courses.
 Processes for Developing Curriculum
Under Pawilen’s Model
5. Selection and Organization of Learning Experiences – includes
selecting of activities, organizing instructional plans, and selecting
instructional materials.
6. Implementation – actual teaching-learning process takes place.
7. Evaluation – evaluates the elements of curriculum and identify
necessary changes or modifications.
 Analysis of Different Curriculum
Development Models

 Curriculum models are based on curriculum researches and are

based on certain theories of curriculum. Each of them are unique
depending on the curriculum theory advocated by the proponents.
The role of curriculum developers is to select which model is to
select based on their context (Print, 1993).
 Analysis of Different Curriculum
Development Models

 The illustration below summarizes the results of analysis of the

different curriculum models:
 PRESCRIPTIVE

 Tyler’s Model  Contextual Filters

 Taba’s Grassroots Model
Model  Nicholls and Nicholls
 Systematic Design Model
 Pawilen’s Model

INTERACTION
Model
OBJECTIVES
RATIONAL/

Print’s Model

DYNAMIC
 Standards-based
Model  Walker’s Model
 Wheeler’s Model
 Eisner’s Model

DESCRIPTIVE
 Analysis of Different Curriculum
Development Models

Principles we can learn from the different curriculum development

models:
1. When developing a model for curriculum development, there is
always the need for a clear and logical process.
2. Curriculum sources and other variables that are influential in
developing a curriculum should be specified.
3. Models should reflect how educators plan and develop curriculum
in any levels.
 Analysis of Different Curriculum
Development Models

4. Models should be based on a curriculum theory.

5. Each process in a model should specify areas where curriculum
decisions are made.
6. Each model should reflect the major phases of curriculum
development. Models should be applicable in various contexts.