Lean Marie E.

Jarabe
BPED ll

Tyler’s Rational Linear Model

In this model Tyler pointed out that their is a screening process that should be follow. It's start with a
general objectives and later on becomes more specific by considering the datas or by observing the
learners, outside the school and subject matter.

This model presents a process of curriculum development that follows a sequential pattern starting
from objectives to content, learning experiences, and evaluation. He said that in order to develop any
curriculum, curriculum workers should respond to four basic question which are:

 What educational purposes should the school seek to attain? (set as objectives of the
curriculum)
 What educational experience are likely to attain these objectives? (the content)
 How can these educational experiences be organized? (the implementation)
 How can we determine whether these purposes are being attained? (evaluation)

Tyler’s also identified three main curriculum sources: society, students, and subject matter. He
believes that it has a big part of creating curriculum. By using the gathered data from these sources can
makes the curriculum relevant and suit to the needs of who is needing it. Filtering data in these two
views will definitely helps the curriculum.

To begin the process, the school officials will first determine what is the objectives that they would
like to attain. Then what are the experiences that shall used to attain the general objectives. After that
will organize or plan the things that will help to fulfill the objective and lastly analyze and evaluate if
those educational experience are enough to attain the objectives. This model will attain the process by
observing the students and analyzing their needs and interests. This will be done also through society
and analyzing the life in the local community and what are the things a large society needs.

Taba’s Grassroots Rational Model

It is the modified version of Tyler’s Model. Hilda 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 that makes Tyler’s Model incomplete as Taba claimed that all curricula are
composed of fundamental elements.

These are the seven steps that should be followed when developing curriculum:

1. Diagnosis of needs (assessed the needs of the learners)

2. Formulation of Objectives (use the gathered data from the learners to create what the students
need to attain)
 3. Selection of content (it should be rooted from the objectives)
4. Organization of content (it makes the curriculum becomes more systematic that avoids
repetition of learning content)
5. Selection of learning experiences (activities to be offer)
6. Organization of learning experiences (it should be planned and organized)
7. Determination of what to evaluate and ways and means of doing it. (Evaluation. It is very
important in order to assess if the current curriculum whether it is effective or not)

She also stated that in developing curriculum development it should be the inductive approach
wherein it should start to specific to general design. It should be the teachers to design and not the
higher authorities. Teachers should design or teaching learning activities that will capture and based on
students interest. She believes that it would help the curriculum workers to identify and to understand
the need of the learners that makes the selection of the goals and objectives and the selection of
contents becomes easier as she pointed out that the nature of the objectives determines what learning
is to follow.

Standard-based Curriculum Development Model (Allan Glatthorn)

This model is intended for developing curriculum standards for any discipline from basic education to
higher education as Allan Glatthorn.

Phase 1. Develop standards.

 Develop a comprehensive set of content standards, using multiple sources.

 Refine the comprehensive list by eliminating and combining.
 Secure teacher input to identify teacher priorities.
 Use data to develop final draft of standards, divided into essential standard and enrichment
standards.

Phase 2. Develop benchmarks.

 decisions about content emphases.

 standards for continuing development (standards that will not be benchmarked)
 Decide how benchmarks will be identified--by taskforce or by teachers.
 DevelopDevelop initial draft of benchmarks, evaluating with criteria provided, and secure
teacher review; revise benchmarks if needed.

Phase 3. Develop final products.

 Use standards and benchmarks to produce scope and sequence chart.

 Decide on curriculum guide content.
 Analyze benchmarks into learning objectives.

It is an example of a linear and rationale curriculum development model. This model recognizes the
importance of using multiple sources in developing curriculum standards. It also recognizes teacher’s
input in the development of standards, which often neglected in the curriculum projects in the
Philippines because of the top-down approach to curriculum development and implementation.
 It uses benchmarks to improve, to refine, and to validate curriculum standards is equally a good
practice in curriculum development. Benchmarks is serves as a standard which others may measured or
judge. It is important in the curriculum standard it makes the process becomes more definite because it
has already a basis that makes the process highly expected and reasonable. This model has an important
feature its relevance and applicability in any educational institution in developing curriculum standards
for carious courses but its linear nature is also one of its weaknesses. Because of the phenomenon that
we cannot avoid, change. This model should recognize that developing curriculum standards is an
integral part of the curriculum development process. Situational analysis or diagnosis of need is included
as an important process. While the model specified the development of standards using multiple
sources which it cannot replace the important function of curriculum development. Situational analysis
can give the curriculum the data that is very helpful in the development of the curriculum.

Understanding by Design Model (UBD) Wiggins, McTighe (2002)

This model was used to design the basic education curriculum in the country that is also called as
Backward Design before the k-12 was being implemented in the Philippines. It puts emphasis on starting
with goals and objectives in designing curriculum just like in the previous curriculum models.

Three stages of backward design

Stage 1. Identify desired result (goals/objectives) includes what students should know, understand, and
be able to do.

Stage 2. Determine acceptable evidence (calls for designing assessment evidence for documenting or
validating whether the desired learning has been achieved.

Stage 3. Plan the learning experience and instruction. ( includes planning learning experiences that are
useful in implementing the curriculum, in this stage the teachers will decides on the type of activities
that the students will do and the materials needed)

Goals or objectives is commonly used as a starting point in curriculum that makes the succeeding
process will be rooted to it. Planning learning experience is essential in connecting the assessment with
the goals and learning experiences of the curriculum. Analyzing what the learners should know and
understand is an important feature of this model. This principle will make the content of the teacher
more learner-centered as she/he needs to align her/his content to what the learners needs and make
the learning experiences suitable for the students. However, putting the emphasis on analyzing what the
learners need to know and understand in formulating curriculum goals, the school authority or the
government already fixes the standards. Since the model is fixed at accepting what standard are
prescribe by the government agency or education. Consequently, the goals most likely follow the
prescribe content standard set by the government.
Systematic Design Model (Robert Diamond)

This model undergone major revisions through the years but its structure is still unchanged, this
model consist two basic phases: (1) Project selection and design and (2) production, implementation,
and evaluation. It is imperative that all data must be complete before proceeding to the next step.

This model relies heavily on data, that is why it is really important to gathered necessary information
or data before proceeding to each of the process to make the curriculum align and consistent. The
second phase literally focuses on the curriculum workers that have the authority to design for the
production and implementation of the curriculum. The model involves a series of tasks, which if
carefully followed, may result in a relevant and effective curriculum. There is no provision where
curriculum workers can review their actions and decisions in relation to factors identified in the first
phase. Probably, the data gathered were assumed to support the curriculum and are sufficient to ensure
that the curriculum is relevant and effective that if we consider this model to applied in the Philippines,
it would probably be on difficult because of the lack of research culture in our educational institutions.
Research culture among faculty members can improved the way higher education curricula as planned.
The result of these research can serve as basis for developing curricula and in proposing necessary
changes in the curriculum. (Print,1993) and (Doll,1992) considered curriculum development as a
decision-making process, emphasizing for faculty members to conduct researches as a basis for making
curricular decisions.

Murray Print Model for Curriculum Development

This model is prescribe a sequential and logical approach to curriculum development to provide a
useful and easy-to understand process in developing curriculum. This model is consist of three phase:
the first phase recognizes the nature of curriculum workers involved in the development of the
curriculum. It is important to pose the following question that may influence curriculum development.

 Who are involved in this curriculum development, and what if anything do they represent?
( who are to involved in the development of the curriculum is very important, it needs people
who truly understand what curriculum is, and how they will improved it, persons to consider
needs analysis, so that the curriculum can address the demands and needs of its benefactor)
 What conception of curriculum do they bring with them? ( understand curriculum is not enough
especially to those curriculum workers they must have full knowledge and background to what
curriculum is, their ideas and concept will definitely can make the curriculum that they are
building suits to the challenge, due to the different idea and concept that are being examine)
 What underlying forces or foundation have influenced the developer’s thinking? (The
philosophy of the curriculum developer’s is essential to the development of curriculum, their
own perspective and idea’s about life can makes the curriculum realistic and humane, this
factors highly affects curriculum, philosophies can be different according to its owner but if is
reasonable and approved by the others workers it will compasses the judgement, each decision
about curriculum must be consensual, it is must need to examine and approved)
 The second phase is the task of developing the curriculum. The procedure is cyclical, that begins with
the situational analysis, and continues with the aims, goals, and objectives, content, learning activities,
and instructional evaluation, and then continuing to situational analysis, this cyclical process make the
curriculum upgraded, as the repeated, the data gathered would be always updated and timely, using
this data make revisions easy, and evaluation makes the curriculum more effective and relevant to the
learners need as the result of the analysis.

The third phase includes the actual application that incorporates three major activities: (1)
implementation; this process is crucial, it needs a strong support system to make the curriculum
followed by everyone that concern it, if the foundation is weak the implementation can create chaos.
(2)monitoring of, and feedback from the curriculum; monitoring and feedback is a must, especially if the
curriculum is newly implemented, this situation will definitely test the curriculum to the fullest, and to
avoid problems to arise rapidly monitoring is needed, it makes the curriculum stable because you can
easily address the problems, feedback is also important it will give the curriculum the total approval, if
the feedback is good, it means the curriculum is successful but if not, there are sometimes to reevaluate
or to reassess in the curriculum, it may be have problems that need to address immediately to avoid the
problem becomes bigger and uncontrollable.

This model is said to be unique aside from the facts that is already stated this model can be used in
any level of curriculum development it can be local, college-wide, or national that is why it is very
practical to apply in our country.

Cyclical Models of Curriculum Development

Audrey Nicholls and Howard Nicholls Model for Curriculum Development. This model emphasis the
cyclical nature of curriculum development wherein the process of development is continuous. Never
rely on something that already been study, but focus on something that is not yet discovered. This type
of process makes the curriculum relevant and timely. Due to its never ending process that can address
future problems and challenges

This model is highly prescriptive and dynamic. The inclusion of situational analysis as part of the model
is a valuable principle it enables the curriculum workers better understand the context in which the
curriculum is developed. The gathered data and the needed information from various sources and
influences prerequisites the formulation of the curriculum, since the data is on hand, the curriculum can
be more examine before the final agreement on how the curriculum works. In the college context,
faculty members need to conduct situational analysis before planning their syllabi and curriculum plans.
This process makes their outputs relevant to the needs of the learners, in any generations of learners
changing of need is given, situational analysis can identify timely demands of the learners today, we
cannot use the same curriculum for the learners who belong to the different generation, because their
need is vary. What is also good in this model is recognized the influence and importance of contributing
discipline such as philosophy, psychology, and sociology which are very useful to improve the
curriculum.
These three factors highly influences the behavior and concepts and ideas of the curriculum workers and
eventually its benefactor. That is why it has potential to be use in the educational setting it helps the
teachers, administrators, and educational boards to address curricular issues and propose innovations
and changes whenever needed. But the possible problem with this model curriculum workers are used
to develop curricula following a linear model. For example here in our country, we used top-down
approach in our curriculum where the decisions about the curricula are made in the national level, and
the goals and content is set by the state, whereas, teachers is obligated to follow, and this model will be
useless if its not made to be used and conducting situational analysis can give so much headache in
addition to workloads, teachers will find it hard to comply.

Wheeler’s Curriculum Development Model

This cyclical process in which element of the curriculum is related and interdependent to each other.
Although this model is also rational in nature , each phase is logical development of the preceding one.
Each phase should be done completely before you proceed in the next phase. That makes each phase to
be highly challenging. Wheeler also emphasized the importance of starting from the development of
aims, goals, and objectives. Which is similar to most of the model we already encounter.

The Contextual Filters Model of course Planning

It was developed by stark, Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw in 1990, as
part of their study conducted at the University of Michigan. Content influences encompass faculty
member’ background and associated disciplinary and educational beliefs. Contextual refer to the
influences outside of the instruction’s immediate control that cause adjustment in the course plans such
as student characteristics or instructional resources. This process allows the planners check the content
considerations and contextual filter.

The figure shows the importance of the views of all faculty members concerning their abilities and
capability that they will adds to the development of the curriculum. Using their data and information
collected the curriculum being created is well defined and also several curriculum is also recognized in
this model such as faculty background and educational beliefs. This factors will directly address the
problems in the school curriculum with the helps of faculty members who have direct contact and
influence with the learners and the school policy therefore, they understand and know what to fix and
learn. Their contribution in the curriculum makes it more effective.

This model is very teacher-centered. Given the influences of academic freedom, faculty members in
several may plan the curriculum based on their own convenience. The model can be improved by
putting students as part of the content influences, students are significant source of curriculum, as they
are the benefactor of it, their view and evaluation towards curriculum can identify issues and problem
that it need to be address but the fallout of this model most college faculty do not have pedagogical
training , the model failed to elaborate how contents and process are arranged. This could have been
very useful for faculty members, especially instructors, who do not have background knowledge on
education.
 Dynamic Model of Curriculum Development

Dynamic models describe how curriculum workers develop curricula in various educationaal context,
this is usually used in school-based setting.

Walker’s Model of curriculum Development

Walker suggested that curriculum workers bring with them their individual beliefs, knowledge, and
values. The first phase involves identifying which facts are needed for means and ends, generating
alternatives and considering the consequences, and choosing the best alternative for the curriculum task
they are about to do. The third phase, which is the design, involves planning, decision-making, and the
actual development of the curriculum. This model is dynamic and descriptive it reflects the realities of
how curriculum workers plan and develop a curriculum that recognized the role and influence of
curriculum workers in any curriculum development tasks. Curriculum workers own ideas and beliefs are
the vital elements of this model, deliberation are essential to refine the data that the workers collected.
Unlike the previous models, objectives is not the starting point when developing the curriculum that
allow more flexibility among curriculum workers.

The model, being dynamic can be confusing to other curriculum workers who are not aware of the
necessary processes of curriculum development. Another weakness of this model is a string tendency of
the curriculum development to be stuck in phase 2. According to Print (1993), too much discussion may
lead to analysis-paralysis syndrome that could penalize or prolong the process of curriculum
development.

Skilbeck’s Curriculum Development Model

Unlike in previous curriculum that has sequential pattern, this curriculum is very dynamic that the
curriculum workers can start in any phase. However, each phase is interrelated and follows a systematic
sequence. This model also includes a situational analysis provide strong bases for making curricular
decisions for all the succeeding phases of curriculum development. This curriculum allows the
developers choose what phase to consider first according to him/her convenience but it needs careful
decisions to avoid misleading and as all the phase are interconnected.

Eisner’s Artistic approach to Curriculum Development

The proponent believed that there is a need to develop a new theory that recognized the artistry of
teaching that is useful in helping teachers develop those arts. She also outlined how this artistic
approach can also be used in curriculum development.

1. Goals and their priorities

 The need to consider less, well defined objectives as well as explicit ones
 The need for deliberations in taking through proprieties.
 2. Content of curriculum
 Options to consider in selecting curriculum
 Caveats about 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 students outcomes
5. Organization of content areas
 Emphasis on cross-curricula organization of content
6. Mode of presentation and mode of response
 Use of numbers of modes of communication to widen educational opportunities for students
7. Types of evaluation procedure
 Use of a comprehensive range of procedure at different stages of the process of curriculum
development

In selecting goals and objectives stressed an artful process of arriving at a consensus about curricular
priorities by involving the participants. Participation of the concerning person helps the curriculum
engage into different perspective that should be examine to formulate the list of things to be attain. In
the content , the individual, society, and subject matter must be consider. In learning opportunities, a
wide variety of learning opportunities helps the students explore more in learning that should be
organized and integrated in different ways to engaged learners into meaningful learning. This model can
be applied in designing school-based curriculum development due to its open-ended process or a from
of dynamic model. Its offers general approach that can be followed by curriculum workers. It is also
effective in the context of developing and designing course, that allows the academic freedom to be use,
since the process are not procedural, curriculum workers can always modify and improve their curricula
according to the needs of the learners.

Pawilen’s Model for Developing Curriculum

This model intended to help curriculum workers develop curriculum that is relevant and appropriate
to the Philippine context. Curriculum sources ( learners, society, Discipline ) have a vital role in
developing the curriculum, without this sources curriculum may be useless or irrelevant to its
benefactors, the data that these sources can bring will be the foundation and basis of the curriculum.

Curriculum influences ( external, internal, organizational ) support system is important and its unity is
vital to curriculum most of their influence highly affects the effectiveness of the curriculum, most
workers use these influenced as their basis to choose what is fit and significance for the curriculum.

In revise model, the various curriculum influences are integral, all phase and influences are always
considered, foe example, new government policies, which is revocable and need an immediate
implementation, that makes the curriculum change according to what the government wants. This
model is also considered dynamic as it aims to address and give demand to the changing needs of the
learners.
Process for Developing Curriculum Under Pawilen’s Model

1 Situational analysis (research based data) careful examinations of the different

curriculum sources
2 Selection of goals and objectives (needs to be attain) result of analysis
3 Development of curriculum standards ( the curriculum basis, references and
organization)
4 Selection of content or subject areas ( must be rooted from the objectives, must
answers the current need of the learners)
5 Selection and organization of learning experience ( planned activities, methods,
strategies and materials)
6 Implementation ( application of the curriculum)
7 Evaluation ( curriculum being tested, evaluation helps to examine if the curriculum is
effective enough for its benefactors, if problem arise reexamination of curriculum will
follow)

Analysis of Different Curriculum Development Models

All curriculum models recognized the importance of researched data when developing a curriculum
all of them is based on curriculum research and are based on certain theories of curriculum. Each model
is unique depending on the curriculum theory advocated by the proponents.

Linear models such as standards-based Curriculum Development Model, understanding by design,

systematic design model, and Print’s curriculum development model provide direct and time-efficient
approach, these models simplify the process that makes the curriculum workers followed easily. While
cyclical model presents an interrelated procedure that are prescriptive by starting with situational
analysis which is applicable to school-based curriculum development and lastly, the dynamic models of
Eisner, Walker and Pawilen’s model are less rigid in application that is usable in school-based curriculum
development. This models reflect the reality of how instructions and teachers develop curricula. All
models are based on a curriculum theory develop by various proponents. These are the things that all
the curriculum workers must done and experience when developing a curriculum, there are numerous
consideration to examine and data to used and analyzed in order to make a curriculum that beneficial to
all types of learners which can address the current need of the learners especially the type of learners
today.