CURRICULUM DEVELOPMENT:

PROCESSES AND MODELS

DISCUSSANT: ANALIE SACLAGON
 WHAT IS CURRICULUM?

• A curriculum is a plan for learning, therefore what is

known about the learning process and the
development of individual has bearing on the shaping
of the curriculum.
(Hilda Taba,. 1962)
 CURRICULUM DEVELOPMENT PROCESS

• Curriculum is a dynamic process involving many different people and

procedures.
• A change for the better means alteration, modification or improvement of
existing condition.
• To produce positive changes, development should be purposeful, planned
and progressive.
(Bilbao et al., 2015)
PHASES OF CURRICULUM DEVELOPMENT
PROCESS
• Curriculum Planning
• Curriculum Designing
• Curriculum Implementing
• Curriculum Evaluating
 CURRICULUM PLANNING

• It considers the school vision, mission and goals. It also

includes the philosophy or strong education belief of the
school. All those will eventually be translated to
classroom desired learning outcomes for the learners.
( Bilbao et al., 2015)
 CURRICULUM DESIGNING

• It is the way curriculum is conceptualized to include the selection and

organization of content, the selection and organization of learning
experiences or activities and the selection of the assessment, procedures and
tools to measure achieved learning outcomes.
• A curriculum design will also include the resources to be utilized and the
statement of the intended learning outcomes.
(Bilbao et al., 2015)
 CURRICULUM IMPLEMENTING

• It is putting into action the plan which based on the curriculum

in the classroom setting or the learning environment
• Implementing the curriculum is where action takes place.
• It involves the activities that transpire every teacher’s classroom
where learning becomes an active process.
(Bilbao et al.,2015)
 CURRICULUM EVALUATING

• It determines the extent to which the desired outcomes have been achieved.
• This procedure is on-going as in finding out the progress of learning
(Formative) or the mastery of learning (Summative). Along the way,
evaluation will determine the factors that have hindered or supported the
implementation.
• The result of the evaluation is very important for decision-making of
curriculum planners and implementors.
(Bilbao et al., 2015)
 DIFFERENT CURRICULUM DEVELOPMENT
MODELS
• Different models are described based on the different views and
processes of curriculum development they offer.
• These models have been recognized and accepted by curriculum
scholars as effective and appropriate for developing curriculum in any
level.
• The models in this chapter are presented according to three categories;
linear, cyclical and dynamic.
• (Dayagbil., 2015)
 LINEAR MODELS OF CURRICULUM
DEVELOPMENT
• The linear models of curriculum development prescribe a rational step-by-step
procedure for curriculum development starting with objectives.
A.) Tyler’s Rational Linear Model: Four Basic Principles
• The curriculum development model emphasizes the planning phase. This is
presented in his book Basic Principles of Curriculum and Instruction published
in 1949.
• Tyler argued that curriculum development should be logical and systematic.
He posited four fundamentals principles which are illustrated as
answers to the following questions:

1.What education purposes should schools seek to attain?

2.What educational experiences can be provided that are likely to
attain these purposes?
3.How can these educational experiences be effectively
organized?
4.How can we determine whether these purposes are being
attained or not?
 LINEAR MODEL OF CURRICULUM
DEVELOPMENT
B.) Hilda Taba Model: Grassroots Approach
• Taba presented her model in her book Curriculum Development:
Theory and Practice in 1962.
• Her model is a modified version of Tyler’s Model.
• Taba argued that curriculum development should follow a sequential
and logical process, and she suggested for more information input in all
phases of curriculum development.
Taba outlined seven steps that should be followed when developing
a curriculum:

1.)Diagnosis of needs
2.)Formulation of objectives
3.)Selection of content
4.)Organization of content
5.)Selection of learning experiences
6.)Organizations of learning experiences
7.)Determination of what to evaluate and ways and means of doing
it.
 LINEAR MODEL OF CURRICULUM
DEVELOPMENT
C.) Galen Saylor and William Alexander Curriculum Model
(1974)
• They viewed the curriculum development as consisting of four
steps.
• Their curriculum is “a plan for providing sets of learning
opportunities to achieve broad educational goals related specific
objectives for an identifiable population served by a single school
center.
1.) Goals, Objectives and Domains – The goals, objectives and domains are
identified and chosen based on research findings accreditation standards, and
views of the different stakeholders.
2. ) Curriculum designing- Designing a curriculum follows after appropriate
learning opportunities and determined and how each opportunity is provided.
3.) Curriculum Implementation- Teachers then prepared instructional plans
where instructional objectives are specified and appropriate teaching methods
and strategies are utilized to achieve the desired learning outcomes among
students.
4.) Evaluation- The last step of the curriculum model is evaluation. Through the
evaluation process, curriculum planner and developers can determine whether or
not the goals of the school and the objectives of instruction have been met.
 LINEAR MODEL OF CURRICULUM
DEVELOPMENT
D.) Understanding by Design Model (UBD)
• The Understanding by Design Model was developed by Wiggins and
McTighe(2002).
• It has become a byword in the Philippine educational system because it was
used to design the basic education curriculum in school year 2010- 2011
before the K-12 Education Curriculum was implemented.
• The model is also called as the “Backward Design” for putting emphasis on
starting with the goals and objectives in designing curriculum.
 LINEAR MODEL OF CURRICULUM
DEVELOPMENT
E.) Systematic Design Model
• Robert Diamond originally developed the Systematic Design Model in the
early 1960’s.
• Like some of the previous models, it follows a linear process of
curriculum development.
• Diamond(1998) explained that ideally, some actions must precede others,
and certain decisions should not be made until all relevant facts are
known.
 LINEAR MODEL OF CURRICULUM
DEVELOPMENT
F.) Murray Print Model for Curriculum Development
• Murray Print published his model in his book Curriculum
Development and Design in 1988.
• His model prescribes a sequential and logical approach to
curriculum development to provide a useful and easy-to-
understand process in developing curriculum.
 CYCLICAL MODELS OF CURRICULUM
DEVELOPMENT

• The cyclical models prescribe a logical and sequential or

continuous process of curriculum development.
• Cyclical models usually start with situational analysis that
serves as the basis for the succeeding process.
 CYCLICAL MODEL OF CURRICULUM
DEVELOPMENT
A.) Audrey Nicholls and Howard Nicholls Model of Curriculum
Development
• It was developed Nicholls and Nicholls (1978).
• This attribute of the model is helpful for teachers, administrators, and
education boards to address curricular issues and propose innovations and
changes whenever needed.
• Thus, if applied in college settings, faculty members need to conduct
situational analysis before planning their syllabi and curriculum plans.
 CYCLICAL MODEL OF CURRICULUM
DEVELOPMENT
B.) Wheeler’s Curriculum Development Model
• In his influential book, Curriculum process, Wheeler (1967)
presented a cyclical process in which each element of the
curriculum is related and interdependent.
• Wheeler also emphasized the importance of starting from the
development of aims, goals and objectives.
 CYCLICAL MODEL OF CURRICULUM
DEVELOPMENT
C.) The Contextual Filters Model of Course Planning
• It was developed by Stark, Lowther, Bently, 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 Postsecondary Teaching
and learning.
• The Contextual Filters model presents a cyclical view of curriculum
development.
• It describes the reality of how college faculty members design their courses.
DYNAMIC MODELS OF CURRICULUM
DEVELOPMENT

• The dynamic models describe how curriculum workers

develop curricula in various educational contexts.
• It highlights the importance of involving teachers in
curriculum development process.
• (Villena., 2015)
 DYNAMIC MODEL OF CURRICULUM
DEVELOPMENT
A.) Walker’s Model of Curriculum Development
• Decker Walker developed a model for curriculum development and
first published it in 1971.
• In his model, Walker was particularly interested on how curriculum
workers actually do their task in curriculum development.
 DYNAMIC MODEL OF CURRICULUM
DEVELOPMENT
B.) Skilbeck’s Curriculum Developmet Model
• In 1976, Skilbeck came up with a model for developing a school-
based curriculum in Australia.
• Skilbeck’s model includes a situational analysis that involves
gathering data from the school, society and the learners.
 DYNAMIC MODEL OF CURRICULUM
DEVELOPMENT
C.) Eisner’s Artistic Approach to Curriculum Development
• Elliot W. Eisner, in 1979 he published the book The Educational
Imagination where he presented his idea on how curriculum development
should be done.
• He believed that there is a need to develop a new theory that recognizes
the artistry of teaching that is useful in helping teachers develop those
arts.
 DYNAMIC MODEL OF CURRICULUM
DEVELOPMENT
D.) Pawilen’s Model for Developing Curriculum
• The Author developed this model as one of the major outputs of
his doctoral dissertation in the University of the Phlippines,
Diliman.
• It is intended to help curriculum workers develop curriculum that
is relevant and appropriate to the Philippine context. (Pawilen,
2011).
 REFERENCES:

-The Teacher and the School Curriculum A guide to curriculum development practice (1st ed.).
(2019). [English]. Rex Book Store, Inc.
-CURRICULUM DEVELOPMENT FOR TEACHERS (1st ed.). (2015). [English]. LORIMAR
PUBLISHING, INC.
-Zeegers, Y. (2012). Curriculum development for teacher education in the Southern Philippines: A
simultaneous process of professional learning and syllabus enhancement. International Journal of
Educational Development, 32(2), 207–213. https://doi.org/10.1016/j.ijedudev.2011.01.015
-Rex Book Store, Inc., The Teacher and the School Curriculum: A Guide to Curriculum
Development Practice, 1st Ed., [English], 2019 (<i>The Teacher and the School Curriculum a Guide
to Curriculum Development Practice</i>, 2019).
THANK YOU!