SUBJECT : EM 604 – ADVANCED CURRICULUM DEVELOPMENT

TERM : 2ND SEMESTER 2020-2021

TOPIC : Chapter 4 Curriculum Development

 DYNAMIC MODELS OF CURRICULUM DEVELOPMENT

REPORTER : JOCSON, IVY GRACE O.

PROFESSOR : For. CRISTITA SUBERE

I. INTRODUCTION

Curriculum is planned, guided learning experiences and intended learning outcomes

formulated through the systematic reconstruction of knowledge under the auspices of school
for the continuous and willful growth of the learner.

Curriculum development involves the selection of objectives, content, learning

experiences as well as organizing and evaluating these experiences to determine the extent
to which they are effective in achieving stated objectives.

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.

The basic tenet of the dynamic or interactional models of curriculum development is

that curriculum development is a dynamic and interactive process which can begin with any
curriculum element. (Print 1989, Brady 1990)

II. OBJECTIVES
 Define dynamic models of curriculum development
 Discuss the strength and weaknesses of dynamic models
 Analyze dynamic models of curriculum development

III. CONTENT
A. DEFINING CHARACTERISTICS DYNAMIC MODELS

a. Provides an alternative process of curriculum development:

1. The curriculum process does not follow a lineal, sequential pattern;
2. Changes initiated from any point of the process;

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 3. Curriculum developers may move through various elements of curriculum
several times.
b. Learners are seen as more important in determining curriculum
planning that predetermined set of information to be acquired.
c. Have emerged from more descriptive approach of curriculum.
d. Analytical and descriptive approach are not prominent in dynamic
models.

B. Strength and Weaknesses of Dynamic Models

STRENGHT OF DYNAMIC MODEL

• Curriculum developer can begin with any of the elements;
• The model allows curriculum developer to change the order of planning;
• The model offers flexibility;
• Developers are free to be more creative.

WEAKNESSES OF DYNAMIC MODEL

• The model does not necessarily specify objectives;
• The model offers so little direction;
• The curriculum developers need a lot of time to determine the beginning stage
in curriculum development.
• Lack of emphasis on the construction and use of objectives;
• Developers waste significant amounts of time by not following a logical
sequence.
• The analytical and prescriptive approach, the very basis of the objectives and
cyclical models, is not prominent in the dynamic models.

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 C. Dynamic Model of Curriculum

 Walker
 Skilbeck

Walker’s Model of Curriculum Development

Decker Walker (1971)

• presented a descriptive model, referred to as naturalistic by some scholars

and also known as “process model”.

• He described how curriculum was actually developed rather than how it

should be developed.

• He contended that curriculum developers do not follow the prescriptive

approach of the rational sequence of the curriculum elements when they
devise curriculum but proceed through three phases in their natural
preparation of curricula.

Stages of Walker’s Model of Curriculum Development

The Three Phases are:

1. Platform Statements – are made up of ideas, preferences, point of view,

beliefs and values that are held by curriculum developers are recognized.

2. Deliberations – which is a complex, randomized set of interactions that

eventually achieves an enormous amount of background work before the
actual curriculum design (Print, 1989)

3. Curriculum Design – in this phase developers make decision about various

process components (the curriculum elements). Decisions have been reached
after extended discussion and compromise. The decisions are then recorded
and these become the basis for a curriculum document or specific curriculum
materials.

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Eastern Samar, Philippines
 Walker’s Model of Curriculum Development

Skilbeck’s Model of Curriculum Development

Malcolm Skilbeck (1976)

• Suggested an approach for devising curriculum at the school level by which teacher
could realistically develop appropriate curriculum.

• Skilbeck model locates curriculum design and development firmly within a cultural
framework.

• It does not presuppose a linear progression through its components.

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 Five Steps of Skilbeck Model

1. Situation Analysis

- This involves a review of the situation and an analysis of the interacting elements
constituting it. It describes both external and internal factors to the school.

2. Goal Formulation

- are derived from the situational analysis only in the sense that they represent decisions to
modify that situation in certain aspects.

3. Design/Program Building

- 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.

4. Interpretation and Implementation

- Here, practical problems involved in the introduction of a modified curriculum are

anticipated and then hopefully overcome as the installation proceeds.

5. Evaluation (Monitoring, Assessment, Feedback and Reconstruction)

- This involves a much wider concept of evaluation than determining to what extent a
curriculum meet its objectives. Tasks include providing on-going assessment of progress in
the light of classroom experience, assessing a wide range of outcomes and keeping
adequate records based on responses from a variety of participants.

IV. SUMMARY

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. It has its strength: the model allows curriculum developer to change
the order of planning ,the model offers flexibility, and weaknesses: the model does not
necessarily specify objectives, the curriculum developers need a lot of time to determine the
beginning stage in curriculum development, to name a few. The proponent of dynamic model
were Decker Walker (1971) where he identified the 3 phases in his model such as: Platform
Statements; Deliberations ; curriculum design; and Malcolm Skilbeck (1976) where he
identified five (5) steps in his model such as: Situation Analysis, Goal Formulation,
Design/Program Building, Interpretation and Implementation, and Evaluation (Monitoring,
Assessment, Feedback and Reconstruction).

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 V. ASSESSMENT

Direction: Answer the following questions

1. What are the characteristics of dynamic models of curriculum development?

2. What are the strength and weaknesses of dynamic models of curriculum
development?
3. What are the dynamic models of curriculum development?

VI. REFERENCE
https://slideplayer.com/slide/13659163/
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/195802081986011-
WACHYU_SUNDAYANA/HO_ESP_Course_Design/Topic_4_Model_for_Curr_Dev.pdf
https://prezi.com/juw0c09njhie/dynamic-curriculum-model/
https://www.scribd.com/document/434694518/Dynamic-Model-of-Curriculum-Development

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Eastern Samar, Philippines