Linear Curriculum Development Model

this model prescribe a rational step- by – step procedure for curriculum development starting
with objectives.

Phase I. Develolpment standards.

1. Develop a comprehensive set of content standards using multiple sources.

2. Refine he comprehensive list by eliminating and combining.

3. Secure teacher input to identify teacher priorities.

4. use data to develop final draft of stanndards divied into Essential Standards and
Enrichment Standard.

Phase II. Develop benchmarks.

1. Review  decisions about content emphases

2. identify standards for continuing development (standards hat will not be

benchmarks).

3. Decide how benchmarks will be identified- by taskforce or by teachers.

4. Develop initial draft of benchmarks, evaluating with criteria provided, and secure
teacher review; revise benchmarks if needed.

Phase III. Develop final products.

1. Use standards and benchmarks to produce the scope and sequence chart.

2. Decide on curriculum guide content.

3. Analyze benchmarks into learning objectives.

Tyler’s Rational-Linear Model 

The Tyler Model, developed by Ralph Tyler in the 1940’s, is the quintessential prototype
of curriculum development in the scientific approach. One could almost dare to say that
every certified teacher in America and maybe beyond has developed curriculum either
directly or indirectly using this model or one of the many variations.

Tyler did not intend for his contribution to curriculum to be a lockstep model for
development. Originally, he wrote down his ideas in a book Basic Principles of
Curriculum and Instruction for his students to give them an idea about principles for to
making curriculum. The brilliance of Tyler’s model is that it was one of the first models
and it was and still is a highly simple model consisting of four steps.

Determine the school’s purposes (aka objectives)

Identify educational experiences related to purpose

Organize the experiences

Evaluate the purposes

Taba’s Grassroots Rational Model

Diagnosis of needs

Formulation of objectives

Selection of content

Organization of content

Selection of learning experiences

Organization of learning experiences

Determination of what to evaluate and the ways and means of doing it

These rational models provide a logical, sequential and meaningful approach. They
provides an easy to follow step-by-step guide to curriculum planning and development.
These models are also time efficient and they emphasize on roles and values of
objectives but however they are rigid. The nature of teaching and learning, being
unpredictable, one cannot be sure of the learning outcomes. Learning often occurs
beyond objectives and if we stick to the linear model, learning will be limited and this
model hence cannot account for the many/complex outcomes of learning.

Linear models end at the evaluation stage and there is no scope for re-visiting the
teaching methods or other elements of the curriculum; it is a static model and it fails to
consider the changing environment.

Cyclical and Dynamic Models of Curriculum Development

We have a group work and the assign task in our group is Walker’s Model of Curriculum
Development

Cyclical Models of Curriculum Development

The cyclical model prescribes a cyclical or continuous process of curriculum

development Cyclical models usually start with situational analysis that serve as basis
for all the succeeding process.

Audrey Nicholls and Howard Nicholls Model of Curriculum Development

• Audrey and Howard Nicholls, his book “Developing a Curriculum: A Practical

Guide”(1978 )devised a straight forward cyclical approach that covered the elements of
curriculum briefly but succinctly.

• This model is like a map for particular teaching and learning process.

• It is a cyclical model (rational Model and Dynamic model in middle of it this model
stands.

• It is logical sequential model

• elements of curriculum are interdependent in this model

STEPS

Situational analysis

Formation of Objectives

Selection and Organization of Content

Selection and Organization of Method

Evaluation

Understanding by Design Model (UbD) 

This model is also called backward design for putting emphasis on starting with the
goals and objectives in designing curriculum. The model puts emphasis on designing
curriculum to engage students in exploring and Deeping their understanding of
important ideas and the design of assessments (Wiggins & Mctighe 2002).

Systematic Design Model

Robert Diamond originally develop the Systematic Design model in the early 1960.
Since then, it has undergone major revisions but its structure is unchanged (Diamond
1998 ). The Model , has two basic phases (1) project selection and design; and (2)
production, implementation, and evaluation. Like some of the previous models, it
follows a linear process of curriculum development. Diamond (1998 ) explained that
ideally, some actions must precede others, and certain decisions should not be made
until all relevant facts are known. It is imperative that all data must be complete before
preceding to the next step.

Wheeler’s Curriculum Development Model

The Wheeler model of curriculum development (1967), or cyclic model, asserts that
curriculum should be a continuous cycle which is responsive to changes in the education
sector and makes appropriate adjustments to account for these changes. It focuses on
situational analysis: the context in which the curriculum decisions are taken is
considered important, as this is believed to help make the most effective decisions. This
model is comprised of five interconnected stages

Aims, goals and objectives

Selection of learning experiences

Selection of content

Organization and integration of learning experiences and content

Evaluation

Once the cycle has been followed once, it begins again at step one and continues onward
to continuously improve the curriculum in the face of any changes that may have been
imposed or come about naturally. It is different from other models in that ‘selection of
learning experiences’ comes before ‘selection of content’: it specifically gears the content
in the curriculum to learners, where most models follow the opposite structure. Wheeler
viewed evaluation as particularly important, stating that ‘[e]valuation enables us to
compare the actual outcomes with the expected outcomes […] [without it] it is
impossible to know whether objectives have been realized, and if they have, to what
extent’ (Wheeler, 1976, cited in Carl, 2009). While Wheeler’s approach, like other
cyclical models, has been popular in teaching practice for its flexibility and relevance to
learners in particular situations, it is not always practical to use because of time
constraints. Undertaking a detailed situational analysis that Wheeler advocates is a
time-consuming process that can be difficult to put into practice in the hectic conditions
in modern educational practice.

The Contextual Filters Model Of course Planning 

The Contextual Filters Model of Course Planning was developed by Stark, Lowther,
Bentley, Ryan, Martens, Gethon, Wren, and in 1990 as part of their study conducted at
the University of Michigan National Center for Research to Improve Post-Secondary
Teaching and Learning. This model appeared in the book Shaping the College
Curriculum written by Stark and Latucca, Published in 1997.

Dynamic Model 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.

Walker’s Model of Curriculum Development

Walker (1972) felt that the objectives or rational models were unsuccessful and devised a
model, which has three phases. These phases are

Platform – includes “deas, preferences, points of view, beliefs and values about the
curriculum” (Print: 1993:113).

Deliberations – here interaction between stakeholders begin and clarification of views

and ideas in order to reach a consensus of a shared vision.

Design – here, curriculum developers actually make decisions, which are based on
deliberations (above). These decisions affect curriculum documents and materials
production.

(Beliefs Theories Conceptions Points of view Aims, objectives)

Skilbeck’s Curriculum Development Model

In 1976, Malcolm skilbeck 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, each phase is
interrelated and follows, a systematic sequence: skilbech’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 baes for asking curricular decisions for
all the succeeding phases of curriculum development.

Skilbeck (1976) stated that: A situational analysis of needs is vital for effective
curriculum change. He also said: Education should be a meaningful learning experience.
Teachers are very important. Curriculum change can occur at any point in the process &
can proceed in any direction. The source of objectives should be clear to teachers and
curriculum developers.

Below is the model proposed by Skilbeck and he suggested that planning of the
curriculum can be started at any of these five stages and proceed in any order.
Situation analysis

Goal formulation

Program building

Interpretation and implementation

Monitoring, feedback, assessment, reconstruction

Eisner’s Artistic Approach to Curriculum Development

Elliot W. Eisner was a famous curriculum scholar. In 1979, he published the book The
Educational Imagination where he presented his idea on how curriculum development
should be done. Eisner (1979) believed that there is a need to develop a new theory that
recognizes the artistry of teaching which is useful in helping teachers develop those arts.
in his books, Eisner outlined how artistic this approach can also be used in curriculum
development.

Eisner Artistic Model of Curriculum Development

1. Goals and 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. Model of presentation and mode of response

• Use of 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 Mode of Developing Curricula

The author developed this model as 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 a curriculum that is relevant and appropriate to the Philippine
context.

Mrs gallardo gave as an activity about Curriculum Implementation in by

pair she gave an question that we need to answer all about the curriculum
implementation.

When we say curriculum implementation, from the term itself, focuses on the actual
implementation of the curriculum from the national level to the local school context. It
describes the dynamics on how variuos curriculum workers strive to do their functions
in order to attain education goals, programs and policies set by the country region,
division,distinct and down to the local school level and each levels has specific functions
to do.Curriculum implementation is influenced by the educational goals set by the
government or schools, however, the process of curriculum implementation is also
guided by an educational or curriculum philosophy.

Curriculum workers: According to Oliva, 2005, the success or failure of any curriculum
depends on the people working for implementation. This includes the following.

Teachers- the most visible among the curriculum workers.Their roles are very crucial for
it is through their expertise, creativity and commitment that any curriculum success is
attributed.

Principals- the chief academic and administrative officer of the school, which provide
curricular and instructional leadership and supervision to the teachers and other school
personnel in the local school context.

Curriculum consultants- individuals with rich background experiences on doing

curriculumprojects related to curriculum planning, curriculum development and
curriculum evaluation.

District supervisors- responsible for supervising the implementation of the curriculum

in the district level.

Education Supervisors- assigned to specific subject ares in the basic education

Division Superindendent- the chief academic officer of school division

Regional directors- manage the programs and project of the DepEd in the regional level.

Education Program Specialists- work at the national level or at the central officers of the
CHED and Deped.

Technical Panels and Technical Commitees- professional and individual experts from
the different disciplines and fields who assist the Ched in developing curriculum.

Another topic was all about the different levels of Curriculum Implementation.

To ensure the smooth implementation of the curriculum, each department or ministry

of education in any country has established a system that will take charge of the whole
work of planning. The following are the levels of Curriculum Implementation

National Level- though the leadership of the Secretary of Education, Undersecretaries,

Assistant Secretaries and different Bureau Officers are responsible for the formulating
national educational policies and enhancing the total development of learners through
local and national programs and/or projects.

B. Regional Level- consistent with the national plolicies , plans and standards, the
regional office under the Regional Director shall be responsible for the developing a
regional basic education plan and formulating in coordination with the regional
development council

C. Division Level- copervisions.

nsists of a province or a city . Consistent with the national educational policies, plans,
and standards, the division level through the keadership of Division Superindendent
and this level is responsible for developing and implementing division education
development plan and the hiring, placing and evaluating all division superindendent
and school district supervisor.

D. School District level- through the leadership of District Supervisor and responsible
for providing professional and instructional advice and curricula supervisions.

E. School Level- consistent with the national educational policies, plans, and standards,
through the leadership of school heads and responsible for setting the mission, vision,
goals, and objectives of the school.

Curriculum Evaluation

When we say evaluation, it is the process of collecting data on a programme to

determine its value or worth with the aim of deciding wheter to adopt, reject, or revise
the programe . Curriculum evaluation should bew concerned with assessing the value of
a program of study, field of study and course study.Different person give definitions on
curriculum evaluation such as:

Worthen and Sanders (1987)- curriculum evaluation as the formal detremination of the
quality, effectiveness, or value of a programme, product, project, process, objective or
curriculum.

Ornstein and Hunkins(1998 )- curriculum evaluation as a process or cluster of processes

that people perform in order to gather data taht will enable them to decide whether to
accept, change or eliminate something- the curriculum in general or an educational
textbook in particular

Davis(1980)- the process of delianating, obtaining and providing information useful for
making decisions and judgements about curricula.

Marsh (2004)- the process of examining the goals, rationale, and structure of any
curriculum,in his book, curriculum evaluation is defined as the process of making
objective judgementto a curriculum- its philosophy, goals and objectives, content
learning experience and evaluation.

Print(1993)- the process of assessing the merit and worth of a program of studies, a
course, or a field of study.

Tuckman(1985)- the means of determining wheter the program is meeting its goal

Doll(1992)- the broad and continuos effort to inquire into the effects of utilizing context
and processes to meet clearly defined goals.
Stufflebeam(1971)- the process of delianiting , obtaining and providing useful
information for judging decision alternative.

How can we involve the following stakeholdres in the curriculum?

Parents- as parents of the child who is in that school, parents ensure that the curriculum
being implemented is the best and their child experience the learning and teaching in
the best way.

Students- as the center of the curriculum, sudents can serve as the major source of
collection of data of the curriculum being implemented.

Community officials- community can also be involved in curriculum evaluation because

community serves as the bais of what curriculum or program can be implemented and
can satisfy the needs of the community.

Professional Organizations- these organizations serve as one of the source of funds for
the projects and sevices that the school or the curriculum can offer.

Alumni- these will serve as for proving the effectiveness of the curriculum being
implemented, wheter the curriculum is need for rejection, improvement or revisions.

Researchers- the one who is responsible for the curriculum’s innovation and further
study on curriculum, its way, develipment and plans.