CHAPTER

CURRICULUM DEVELOPMENT
4
Presentor: Myla Almarez
 Curriculum development models are based on a clear and consistent
understanding of various scholars of the nature of curriculum as a discipline and as a
field of study. Different models are described based on the different views and
processes of curriculum development they offer. In this context, well-known models
that are found in major curriculum books are analyzed.
These models have been recognized and accepted by curriculum scholars as
effective and appropriate for developing curriculum in any level. In this chapter, the
analysis points out various strengths and weaknesses of different models. A brief
background and description of the processes involved in each model are presented. The
models are treated as inimitable since each represents various ideas or theories on
how to develop curriculum.
DIFFERENT CURRICULUM DEVELOPMENT MODEL

Linear Models of Curriculum Development

Taba’s Grassroots Rational Model
Standards-based Curriculum Development Model
Understanding by Design Model (UbD)
Systematic Design Model
Murray Print Model for 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.

A. Tyler’s Rational-Linear Model

SOCIETY STUDENTS SUBJECT MATTER

Philosophy of Education Philosophy of Learning

Selecting Objectives

Selecting Learning Experiences

Organizing Learning Experience

Evaluation

Figure 3. Tyler’s Rational-Linear Model

 B. Taba’s Grassroots Rational Model
A follower of Tyler is another curriculum scholar, Hilda Taba. 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 outlined seven steps that should be followed when developing a curriculum:

Determination of
Selection of Organization of
Diagnosis of Formulation of Selection of Organization of what to evaluate
learning learning
needs objectives content content
experience experiences
and ways and
means of doing it
 C. Standards-based Curriculum Development Model
products
benchmarks
Develop a comprehensive set of content standards
Review decisions about content emphases.

standards
The standards-based curriculum using multiple
development modeltosources.
was developed by Allan Glatthorn.
Use standards and benchmarks produce the scope and
The model was intended for developing curriculum
Developfinal standards for any discipline from
sequence chart.
Refine
basic education to higher Identify the comprehensive
standards
education. Aswill
shown listdevelopment
for continuing
in by eliminating
Table 2, (standards that
Glatthorn identified three
not be benchmarked).
and combining.
phases to be followed in developingDecidea standards-based curriculum. Table 2 is an
Develop

on curriculum guide content.

III.II.I.Develop

example of linear model. ItSecure

includes
Decide howa prescribed
teacher benchmarks sequence
will
input to identify
of curriculum
beteacher
identified – by development
activities to develop standards. taskforce
priorities.or by teachers.
Analyze benchmarks into learning objectives.
Phase
Phase

Used data
Develop to develop
initial draft final draft of standards
or benchmarks, evaluating with criteria
Phase

divided into Essential Standards and Enrichment

provided, and secure teacher review; revise benchmarks if needed.
Standards.

Table 2. Standards-based Curriculum Development Model

 D. Understanding by Design (UbD)
Stage 1: Identify
desired results.
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 current basic Stage 2: Determine
education curriculum. Figure 4 shows three
the (3) acceptable evidence.
stages in the backward design process.

Stage 3: Plan the

learning experiences
and instruction.

Figure 4. Stages in the Backward Design Process

 E. Systematic Design Model
Basic Planning Inputs
(project-specific)
Project-specific Factors
• Field of knowledge
Robert Diamond originally developed the Phase II. Production,
• Student Implementation,
knowledge, attitudes, and Evaluation for Each Unit
Curriculum Projects
Systematic Design Model in the early 1960’s. and priorities
• Accreditation requirements
• Credit restrictions
Since then, it has undergone major revisions • Societal needs
• Fiscal and staff constraints
but its structure is unchanged (Diamond 1998). • Research
• Effectiveness of existing programs
• Educational priorities
The model, as shown in Figure 5, has two basic Evaluate Produce and
Course Projects
Coordinate Implement,
phases: Determine
Select and select field-test new • Goals, time, resources, student
objectives
instructional
existing
logistics
and evaluate factors, related evaluate
for research, and
grading,
formats
materials scheduling options revise
andimplementation
(1) project selection and design; and (2) materials
production, implementation, and evaluation. Project Selection
• Establishing
needs
Ensuring success
Ideal Sequence Operational Sequence

Phase I. Project
Phase II. Production, Selection&and
Implementation Design
Evaluation
 F. Murray Print Model
FOR CURRICULUM DEVELOMENT
Aims, Goals, Objectives Content

Murray Print published his model in his

Implementation and
bookCurriculum Development and Design Curriculum Presage
Modification
in 1988. His model, as shown in figure 6,
prescribes a sequential and logical Situational Analysis Learning Activities
approach to curriculum development to
provide a useful and easy to understand
process in developing curriculum.
Monitoring and Feedback,
Curriculum Evaluation
Instructional Evaluation

Phase I: Organization Phase II: Development Phase III: Application

Figure 6. Print’s Curriculum Development model
 CYCLICAL MODELS OF CURRICULUM
DEVELOPMENT
A. AUDREY NICHOLLS AND HOWARD NICHOLLS MODEL FOR
CURRICULUM DEVELOPMENT
The cyclical models prescribe a cyclical or Situational Analysis
continuous process of curriculum
development. Cyclical models usually start
with situational analysis that serves as the
basis for all the succeeding process. Selection of Objectives Evaluation

Selection and Organization of Selection and Organization of

Content Methods

Figure 7: Nicholls and Nicholls Curriculum Development Model

 B.WHEELER’S CURRICULUM DEVELOPMENT MODEL

1. Development of Aims, Goals, 2. Selection of learning In his influential book, Curriculum Process, Wheeler
and Objectives experiences
(1967) presented a cyclical process in which each
element of the curriculum is related and
interdependent. Although this model is also rational
5. Evaluation 3. Selection of Content 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 form the
development of aims, goals and objectives.
4. Organization and Integration of
Learning Experiences and Content

FIGURE 8: WHEELER’S CURRICULUM DEVELOPMENT MODEL

 C. THE CONTEXTUAL FILTERS MODEL OF COURSE PLANNING
Content and background Considerations (Content)

Influence of Faculty Purposes of Education

Faculty Views of Their
Background and Espoused by Faculty
Academic Fields
The contextual Filters Model of Course Planning Characteristics Members
was developed by Stark, Lowther, Bently,Ryan,
Martens, Genthon, Wren and Shaw in 1990 as part
Contextual Filters (Context)
of their study conducted at the University of
Goals
Michigan National center Research to improve
Students
Post-Secondary Teaching and Learning. This model
Schedules
appeared in the Shaping
book the College Campus Services
iculum written by stark and Latuca , published Resources
in 1997.
Course Decisions (Context)
Select Content
Feedback
Arrange Content
Choose process Adjustment

FIGURE 9: THE CONTEXTUAL FILTERS MODEL OF COURSE PLANNING

 DYNAMIC MODELS OF CURRICULUM
DEVELOPMENT
The dynamic models describe how curriculum workers develop curricula in various
educational contexts. The dynamic curriculum development models are usually used in
school-based settings.
A. WALKER’S MODEL OF CURRICULUM
DEVELOPMENT
Beliefs, Theories, Conceptions, Points of View, Aims, Objective

Platform

Deliberations
(applying them to practical situations, arguing, about, accepting, refusing, adapting)

Curriculum Design

FIGURE 10. WALKER’S NATURALISTIC MODEL

 Situational
Analysis

Goal
Formulation

Program
Building

B. SKILBECK’s CURRICULUM
Interpretation and
Implementation

DEVELOPMENT MODEL
Monitoring, Feedback,
Assessment, and
Reconstruction

FIGURE 11. SKILBECK’S CURRICULUM DEVELOPMENT MODEL

 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 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 of 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 od curriculum development

Table 3. Eisner’s Artistic Model of Curriculum Development

 1. Situational Analysis
Curriculum 2. Selection of Goals and Objectives
sources
D. PAWILEN’s MODEL FOR •
•
Learners
Society
DEVELOPING CURRICULUM • Discipline
3. Development of Curriculum Standards
a) Developing a comprehensive set of standards
b) Aligning standards with several criteria
c) Securing teachers input
The Author developed this model as one d) Validating of standards by experts
of the major outputs of his doctoral e) Developing final curriculum standards
dissertation in the University of the
Philippines, Diliman. This model was
developed to help curriculum workers in 4. Selection of Contents or Subject Areas
developing as curriculum that is relevant Curriculum
Influences
and appropriate to the Philippine • External 5. Selection and Organization of Learning Experiences
context (Pawilen, 2011) • Internal
• Organizational 6. Implementation

7. Evaluation

FIGURE 12. PAWILEN’S MODEL FOR DEVELOPING CURRICULUM

 s developed.
Process of Developing a Curriculum
nalysis
esional 2
3 Analysis
(students, 1
and
ifferent
uences
iculum
 Analysis of
DIFFERENT CURRICULUM DEVELOPMENT MODELS
PRESCRIPTIVE

Tyler’s Model Contextual Filters Model

Understanding by Design (UdB) Nicholls and Nicholls Model
Systematic Design Model Pawilen’s Model
Print’s Model
RATIONAL/ DYNAMIC/
OBJECTIVES INTERACTION
Standards-based Curriculum
Development Model Walker’s Model
Wheeler’s Model
Eisner’s Model

DESCRIPTIVE