CURRICULUM DEVELOPMENT

Processes of developing a curriculum as presented by

different scholars in curriculum development
What are the Three Categories of Curriculum
Models?

• Linear
• Cyclical
• Dynamic
 1. Linear Models of Curriculum Development
A. Tyler’s Rational Linear Model
B. Taba’s Grassroots Rational Model
C. Standards-based Curriculum Development Model
D. Understanding by Design Model (UBD)
E. Systematic Design Model
F. Murray Print Model for Curriculum Development
 1. Linear Models of Curriculum Development
Why are these models called linear?
• The models are linear because the process follows a path of one
line.
• The line prescribes a rational step-by-step procedure for
curriculum development starting with objectives
 A. Tyler’s Rational Linear Model

Who developed the first model of curriculum development?

• Ralph Tyler at the University of Chicago developed the first

model of curriculum development.
• Tyler argued that curriculum development should be logical
and systematic.
• He presented a sequential pattern from objectives to content,
learning experiences, and evaluation.
What was Tyler's argument on how curriculum development
should be?

Tyler argued that curriculum developers should respond to four basic questions.

• What educational purposes should school seek to attain?

• What educational experiences are likely to attain these objectives?

• How can these educational experiences be organized?

• How can we determine whether these purposed are being attained?

 B. Taba’s Grassroots Rational Model

How is Taba's model different from Tyler's?

• Hilda Taba's model is a modified version of Tyler's model.

They both show logical, sequential and logical process.

• She argued that curriculum development needs more

information input in all phases of curriculum development
• What are the additional inputs of Taba on curriculum development?
What did Taba suggest to make curriculum development more
successful?

• To make it more successful, diagnosis of needs is needed.

• This would help curriculum workers in understanding the needs of the
learners.
• It will also help in the selection of goals and objectives, and in the selection
of contents.
C. Standards-based Curriculum Development Model

Who developed this model?

• Allan Glatthorn developed the standards-based curriculum

development model.
• This model is intended for any discipline from basic education
to higher education.
• There are three phases in this model, prescribing a sequence of
curriculum development activities to develop standards.
What are the different phases of this model?
What does this model emphasize?
• It emphasizes development of standards as the first activity of
curriculum development.
What does this model recognize?
• It recognizes the importance of using multiple sources and teachers'
inputs in developing curriculum standards. This is often neglected
in the Philippines because of the top-down approach.
What makes the model incomplete?
• The model is incomplete because it only focuses on developing
curriculum standards.
• It does not have the other steps like in the models of Tyler and
Taba.
D. Understanding by Design Model (UBD)
Understanding by Design Model (UBD)
What advocacy made the model popular in the
Philippines?
• It advocates the use of enduring understanding or central
ideas (ideas with lasting value beyond the classroom and
can be applied to other settings).
• It also advocates for authentic assessment before planning
learning experiences.
What help can the model offer for Teacher Education
Institutions (TEls)?
• If used in the Philippines, it can help CHED, particularly
various TEls, to revise their existing curricula to focus on
higher understanding rather than just prescribing subjects
and course descriptions.
• It can make curricula more learner-centered
E. Systematic Design Model (Robert Diamond,
1960)

• Some actions must precede others and certain

decisions should not be made until all relevant facts
are known
F. Murray Print Model for Curriculum Development

• He published his model in his book Curriculum

Development and Design in 1988
Strength:
• Sequential and logical approach to curriculum development

Weakness:
• Provision of feedback data to the presage group will become
difficult because here in the Philippines we are lack of
professionals who can evaluate the data.
 2. Cyclical Models of Curriculum Development

• The cyclical models prescribe a cyclical or continuous

process of curriculum development.

• Cyclical models usually start with situational analysis

that serves as the basis for all succeeding processes.
 2. Cyclical Models of Curriculum Development
A. Audrey Nicholls and Howard Nicholls Model for
Curriculum Model
B. Wheeler’s Curriculum Development Model
C. The Contextual Filters Model of Course Planning
 A. Audrey Nicholls and Howard Nicholls Model for
Curriculum Development

Who are the developers?

• Audrey Nicholls and Howard Nicholls in 1978.
• They believed that curriculum development is a continuous
process.
• They prescribed five logical and interdependent stages that are
in a continuous curriculum development process.
As shown in Figure 7, the model prescribes five logical and interdependent
stages that are in a continuous curriculum development process. The model
starts with a situational analysis in which curricular decisions are made,
followed by the selection of objectives and the other succeeding phases.
What benefits can this model get from situational analysis?
• It enables the curriculum workers to understand better the context in
which the curriculum is developed.

• Curriculum workers will be able to collect data and the needed

information from various curriculum sources and influences that are pre-
requisites in formulating curriculum goals and objectives.
What are the things that this model recognizes?

• The models also recognizes the influences and importance of

contributing disciplines such as philosophy, psychology
and sociology in developing the curriculum.
What weakness does this model has for the Philippine
setting?

• Curriculum development in the Philippines follows a top-

down approach, and so actual situational analysis at the lower
levels do not matter.
• In higher education, situational analysis can be tedious or
difficult to do.
What are three terms you need to understand about this
model?

• Content influences – encompass faculty members’ background

and associated disciplinary and educational beliefs.
• Contextual influences – includes influences outside the
instructors’ immediate control that cause adjustments such as
student characteristics or instruction.
• Form – includes the processes that are followed when designing
courses.
 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. Although this model
is also rational in nature, each phase is a logical development of
the preceding one. One cannot proceed to the next phase unless
the preceding phase is done. Wheeler also emphasized the
importance of starting from the development of aims, goals,
and objectives.
 C. The Contextual Filters Model of Course
Planning
Who are the developers?

• This model was developed by Stark, Lowther, Bentley, Ryan,

Martens, Genthon, Wren, and Shaw in 1990.

• This model focuses on the context of higher education.

What are the things recognized in this model?

• Faculty background and educational beliefs – the influence

and special role of faculty members in curriculum planning
and development are recognized as a main factor in
curriculum development in higher education.
What is the weakness of this model?

• It is very teacher – centered.

• Academic freedom of faculty members are highly practiced.
• A possible improvement is putting students as part of the
content influences.
 3. Dynamic Models of Curriculum Development
A. Walker’s Model of Curriculum Development
B. Skillbeck’s Curriculum Development Model
C. Eisner’s Artistic Approach to Curriculum Development
D. Pawilen’s Model for Developing Curriculum
 A. Walker’s Model of Curriculum Development

 Decker Walker developed a model for curriculum development

and first published it in 1971. Walker contended that curriculum
developers do not follow the prescriptive approach of the
rationale-linear sequence of curriculum elements when they
develop curricula (Walker, 1971; Marsh & Willis, 2007; Print,
1993), In his model, Walker was particularly interested on how
curriculum workers actually do their task in curriculum
development.
As shown in Figure 10, Walker was able to identify three phases,
which he termed platform, deliberation, and design.
 B. Skilbeck’s Curriculum Development Model
 In 1976, Skilbeck’s came up with a model for developing a
school-based curriculum in Australia. His model presents a
dynamic view of curriculum development. When using this
model, curriculum workers may start from any phase.
 Skilbeck’s model includes a situational analysis that involves
gathering data from the school, society, and the learners. The
results of the situational analysis provide strong bases for making
curricular decisions for all the succeeding phases of curriculum
development.
Situational Analysis
1. Situation Analysis
2. Goal Formulation
3. Design (Program building)
4. Interpretation and Implementation
5. Evaluation (Monitoring, feedback,
assessment, and reconstruction
1. Situational Analysis
 Skilbeck describes the situational analysis phase both
external and internal to the school.
• External Situational Analysis
• Internal Situation Analysis

External Situational Analysis- culture, parent’s expectation,

teacher’s support system.
Internal Situational Analysis- student abilities, teacher’s
skills and knowledge.
2. Goal Formulation
 Skilbeck assigns a decision making role to
teachers, senior staff and principals in the
development of objectives for the school-based
curriculum.
3. Program Building
 Comprises the selection of subject matter for learning, the
sequencing of teaching-learning episodes, the
development of staff and the choice
 of appropriate supplementary materials and media.
4. Interpretation and Implementation
 Practical problems are anticipated and resolved.
5. Evaluation (Monitoring, Feedback,
Assessment, Reconstruction
 Skilbeck perceives the role of the teacher to be
central during the evaluation phase to ensure
continual reconstruction of the curriculum.
 C. Eisner’s Artistic Approach to Curriculum
Development
 Elliot W. Eisner was famous curriculum scholar. In
1979, he published the book The Educational
Imagination where he present his idea on how
curriculum development should be done.
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.
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.
 D. Pawilen’s Model for Developing
Curriculum
 Greg Tabios Pawilen is a graduate of Doctor of
Philosophy in Education from the University of the
Philippines in Dilliman major in Curriculum Studies, in
which he has earned the award “the most outstanding
research for his dissertation “Model for Developing
Curriculum Standards for Preschool Teacher Education.”
 He has lectured in various universities and conferences
on the areas of Curriculum Design, Curriculum
Development, and curriculum assessment.
1. Situational Analysis
 Analyzing the context in which the curriculum is
developed.
2.Selection of Goals and Objectives
 Results from situational analysis. In some cases, if
the government or the university prescribes the
curriculum goals and objectives such features will
be considered as part of the external or internal
influences that will be studied the situational
analysis.
3. Development of Curriculum Standards
 Takes place after the situational analysis and selection of
goals and objectives. The first phase of Glatthorn’s model
was modified to simplify the task for developing
curriculum standards.
4. Selection of Content or Subject Areas
 Phase where the developed curriculum standards are
used to select subjects or courses to be included in the
curriculum.
5. Selection and Organization of Learning
Experiences
 Includes selecting learning activities, organizing
instructional plans, and selecting instructional
materials to be used in implementing the
curriculum.
6. Implementation
 Involves the actual implementation of the
curriculum by faculty members. It is where the
actual teaching and learning take place.
7. Evaluation
 The final phase, phase where the
goals and objectives of the
curriculum, including the design and
selection of all the curriculum
elements, are evaluated.
THE LINEAR MODELS (Standard-based
Curriculum Development, Understanding by
Design Systematic Design Model, and Print’s
Curriculum Development Model)

 Provide a direct and time efficient approach to

curriculum
 The Linear models are highly prescriptive and
rational
The Cyclical Model of Nicholls and
Nicholls (1978) and the Contextal
Filters Model of Course Planning
Model

 The models are applicable to school-based

curriculum development.
THANK YOU AND
GOD BLESS
YOU!!