John Goodlad's Model of Curriculum Development

Introduction
John Goodlad's model of curriculum development, known as the "Spiral
Curriculum," is a comprehensive approach that emphasizes the
interconnectedness of knowledge and the progression of learning over time.
John Goodlad's model stands out in the field of curriculum development for
its emphasis on a comprehensive and holistic approach. Goodlad proposed
a framework that considers both the broader societal context and the
individual needs and interests of learners.
Key Components of Goodlad's Model
1. Five Levels of Curriculum Decision-Making:
Goodlad emphasized the interconnectedness of curriculum decisions made at different levels within the
educational system. He identified five levels:
• Societal: This level focuses on the values, needs, and expectations that society holds for education.
This includes factors like economic demands, cultural aspirations, and ethical considerations.
• Institutional: At this level, decisions are made regarding the school's philosophy, mission, and
goals. This involves considering the unique characteristics of the school community and its resources.
• Programmatic: This level deals with the development of specific programs within the school, such
as the language arts program or the science program. Curriculum frameworks and learning objectives
are established at this stage.
• Instructional: This level concerns the concrete implementation of the curriculum in the classroom.
Teachers make decisions about content selection, instructional strategies, and assessment methods.
• Individual learner: This level focuses on tailoring the curriculum to the individual needs and
interests of each student. This involves differentiation strategies, catering to diverse learning styles,
and addressing individual differences.
2. Four Data Sources:
Goodlad emphasized the importance of considering diverse sources of information for
curriculum development. He identified four key data sources:
• Values: This data source refers to the beliefs, principles, and aspirations that guide the
educational process. This includes ethical considerations, social justice concerns, and
democratic values.
• Funded knowledge: This data source encompasses the existing body of knowledge in
various disciplines, including scientific findings, research evidence, and established theories.
• Conventional wisdom: This data source refers to the prevailing practices, beliefs, and
assumptions held by educators and the community. This includes traditional teaching
methods and established norms within the educational system.
• Learner needs and interests: This data source acknowledges the individual differences,
learning styles, and diverse backgrounds of students. It emphasizes incorporating their needs
and interests into the curriculum.
3. Continuous Evaluation:
Goodlad stressed the importance of ongoing evaluation throughout the
curriculum development process. This includes:
• Formative evaluation: This type of evaluation
provides feedback during the development and implementation stages,
allowing for adjustments and improvements.
• Summative evaluation: This type of evaluation assesses
the effectiveness of the curriculum after it has been implemented,
providing insights for future revisions.
 Stages of Curriculum Development
1. Needs Assessment: This stage involves identifying the learning needs and goals of
students, as well as the broader societal and cultural context in which education takes
place. Needs assessment may involve gathering data through surveys, interviews,
and other forms of research.
2. Curriculum Planning: In this stage, educators develop a plan for the curriculum,
including the selection of content, learning experiences, and assessment methods.
Goodlad emphasized the importance of aligning the curriculum with educational
goals and standards while also allowing for flexibility and adaptation based on
student needs.
3. Implementation: Once the curriculum is planned, it is put into action in the
classroom. Implementation involves delivering instruction, facilitating learning
experiences, and assessing student progress. Goodlad believed that effective
implementation requires ongoing reflection and adjustment based on feedback from
students and teachers.
• Evaluation: The final stage of curriculum development involves
evaluating the effectiveness of the curriculum in achieving its intended
goals. Evaluation may involve assessing student learning outcomes,
collecting feedback from stakeholders, and examining the impact of the
curriculum on teaching and learning. Goodlad advocated for a
comprehensive approach to evaluation that considers multiple sources of
data and feedback.
Strengths of Goodlad's Model
• Holistic Approach: Goodlad's model acknowledges the interconnectedness of
various factors influencing curriculum development. It considers both societal needs
and individual student needs, creating a balanced approach.
• Emphasis on Values: The model explicitly includes values as a data source,
highlighting the importance of ethical considerations and social justice in the
curriculum.
• Flexibility: The model allows for adaptation to different contexts and educational
settings, catering to unique needs and resources.
• Continuous Evaluation: By emphasizing continuous feedback, the model ensures
that the curriculum is constantly refined and improved based on real-world data.
Limitations of Goodlad's Model
• Complexity: The model's multi-layered structure and diverse data
sources can be complex to implement, requiring significant planning,
collaboration, and resources.
• Subjectivity: Determining the relative weight of different data sources,
particularly values, can be subjective and prone to bias.
• Teacher Expertise: Effective implementation requires teachers with
strong pedagogical skills and the ability to differentiate instruction to
cater to individual needs.
Thank you!!!