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Educ Tech

Greg Pawilen developed a model for curriculum development appropriate for the Philippine context. The model involves 5 iterative phases: (1) situational analysis to understand the current context, (2) goal formulation to determine desired outcomes, (3) content selection and organization, (4) implementation through teaching and learning activities, and (5) evaluation of the curriculum through various assessment methods with feedback to improve the curriculum. The model emphasizes developing curriculum collaboratively through discussion and consensus building among stakeholders.

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Alliane Jake Alicante
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540 views13 pages

Educ Tech

Greg Pawilen developed a model for curriculum development appropriate for the Philippine context. The model involves 5 iterative phases: (1) situational analysis to understand the current context, (2) goal formulation to determine desired outcomes, (3) content selection and organization, (4) implementation through teaching and learning activities, and (5) evaluation of the curriculum through various assessment methods with feedback to improve the curriculum. The model emphasizes developing curriculum collaboratively through discussion and consensus building among stakeholders.

Uploaded by

Alliane Jake Alicante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DYNAMIC MODEL

OF CURRICULUM
DEVELOPMENT
• Curriculum is not considered as linear or
sequenced; It can start with any element
and proceed in any order.
• The curriculum elements are seen as
flexible, interactive and modifiable in this
model.
• Changes can be initiated form any point in
the process unlike the objectives model
where the beginning is always the setting of
objectives.
Walker’s Model of Curriculum Development

• Decker Walker 1971


• He contended that curriculum
developers don’t follow the
prescriptive approach of the rationale
linear sequence of curriculum
elements when they develop curricula.
Decker Walker
• Platform – approach the task with our
•ideas,
Deliberation –
convictions,Move away
and beliefs.from
Everyone
• Design –
individualGroup achieves
beliefs to consensus
assessing so
possible
gets
thatan
a opportunity
course of to talk,
action is discuss, and
accepted.
points of
even argue. action- Feelings can run high
and the process can seem chaotic.
Skilbeck’s Curriculum Development Model
• Malcolm Skilbeck 1976
• It presents a dynamic view of
curriculum dev’t where curriculum
workers may start from any phase
and each phase is interrelated and
follows a systematic sequence.
Malcolm Skilbeck
Skilbeck’s Curriculum Development Model

• Situational Analysis

• Goal Formulation

• Program Building

• Interpretation and
Implementation

• Monitoring, Feedback, Assessment


and Reconstruction
Skilbeck’s Curriculum Development Model

• Situational analysis which involves a review of the situation and


an analysis of the interacting elements constituting it. External
factors to be considered are broad social changes including
ideological shifts, parental and community expectations, the
changing nature of subject disciplines and the potential
contribution of teacher-support systems such as colleges and
universities. Internal factors include pupils and their attributes,
teachers and their knowledge, skills, interests, etc., school ethos
and political structure, materials resources and felt problems.

• Goal formulation with the statement of goals embracing teacher


and pupil actions. Such goals are derived from the situational
analysis only in the sense that they represent decisions to modify
that situation in certain respects.
Skilbeck’s Curriculum Development Model
• Programme-building which comprises the selection of subject-
matter for learning, the sequencing of teaching-learning episodes,
the deployment of staff and the choice of appropriate supplementary
materials and media.

• Interpretation and implementation where practical problems


involved in the introduction of a modified curriculum are anticipated
and then hopefully overcome as the installation proceeds.

• Monitoring, assessment, feedback and reconstruction which


involve a much wider concept of evaluation than determining to what
extent a curriculum meets its objectives. Tasks include providing on-
going assessment of progress in the light of classroom experience,
assessing a wide range of outcomes (including pupil attitudes and
the impact on the school organisation as a whole) and keeping
adequate records based on responses from a variety of participants
(not just pupils).
Eisner’s Artistic Approach to Curriculum
Development
• Elliot W. Eisner 1979
• Famous curriculum scholar
• He published the book “The Educational
Imagination” He presented his idea on
how curriculum dev’t should be done
and he believed that there is a need to
develop new theories that recognize the
Elliot W. Eisner artistry of teaching.
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 through 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
Eisner’s Artistic Approach to Curriculum
Development
4. Organization of learning opportunities
• Emphasis on a nonlinear approach in order to encourage
diverse student outcomes

5. Organization of content areas


• Emphasis on cross-curricula organization of content

6. Mode of presentation and mode of response


• Use of a number of modes of communication to widen
educational opportunities for students

7. Types of evaluation procedure


• Use of a comprehensive range of procedures at different stages
of the process of curriculum development.
Pawilen’s Model for Developing
Curriculum
• Pawilen’s Model for Developing
Curriculum (Pawilen,2011) this model is
one of the major outputs of his doctoral
dissertation in the University of the
Philippines and this model was developed
to help curriculum workers in developing
curriculum that is relevant appropriate to
Philippine context.
Greg Tobias Pawilen

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