MODULE 4 ACTIVITY 2

Curriculum Models

Let us apply different curriculum models through conducting a workshop podcast.

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Search about different curriculum models and write its details about who, when, why, what and
how to the box provided.

CURRICULU WHO WHEN WHY WHAT HOW

M MODELS
Tyler’s Rational- Ralph 1949 Tyler's model is present a process of The brilliance of Tyler’s
Linear Model Tyler designed to curriculum development model is that it was one of
measure the degree that follows sequential the first models and it was
to which pre- pattern starting from and still is a highly simple
defined objectives selecting objectives to model consisting of four
and goals have been selecting learning steps.
attained experiences, organizing
1. Determine the school’s
learning experiences and
evaluation. purposes (aka
objectives)
2. Identify educational
experiences related to
purpose
3. Organize the
experiences
4. Evaluate the purposes

Taba’s Hilda 1962  modified model of pointed out that the She promotes the “Down-
Grassroots Taba Tyler’s model. She nature of objectives Top model” or Grassroots
Rational Model argued that determines what learning approach. Taba’s grassroots
model has seven steps
curriculum is to follow.
advocating a major role for
development should teachers.
follow a sequential
and logical process 1. Diagnosis of Learners’
and she suggested Needs
for more
 information input in 2. Formulation of Objectives
all phase. She
3. Selection of the Content
claimed that all
curricula are 4. Organization of the
composed of Content
fundamental
5. Selection of Learning
elements and could Experiences
be made successful
if there is diagnosis 6. Organization of Learning
of needs.  Activities

7. Evaluation

Standard-based Allan gives teachers intended for developing Glatthorn identified three
Curriculum Glatthorn tangible resources curriculum standards for phases to be followed in
Development and goals, any discipline from developing a standard-
Model stimulates basic education to higher based curriculum.
creativity, and education
enables self- PHASE 1. Develop standards.
reflection
PHASE 2. Develop
benchmarks

PHASE 3. Develop final

products.

Understanding Jay 1998 helps students apply is a framework that is UBD is based on the
by Design McTighe what they learn in a based on the idea that principle of backward design
Model and course to the real firstly, teaching should and its three stages. The first
Grant world, which help students transfer stage is where instructors
Wiggins deepens and their knowledge and identify desired results: what
enriches their secondly, professors skills should students
learning experience. should consider backward master? The second stage is
design to achieve this. for determining acceptable
Instructors should begin evidence: what are some
with defining standards indicators that show
for their course, then students have achieved
decide on transferable desired results? The final
skills they want students stage is for planning learning
to gain and determine experiences: what activities
assessment options. will help students master the
Next, instructors should specific skills identified?
consider creating a
learning plan,
differentiation options
 and additional resources
to enhance student
learning.

Systematic Robert 1965 effective a tool that guides the It consists of five phases:
Design Model Gagne instructional design structure of a course, that Analysis, Design,
also helps an leads the learner to a Development,
instructor to teach, topic, that removes Implementation, and
to guide and distractions, provides Evaluation (see Figure 3).
support learners, focus, but still allows a Each of these phases builds
and to promote learner to take control.  on the previous phase to
meaningful and systematically identify and
active learning. clarify an instructional
When an online problem, develop and
course is not well- implement a solution, and
designed, often the evaluate the effectiveness
student doesn’t and efficiency of the
know where to solution.
start, is not sure
where to find
resources, how to
interact, or how to
learn.

Murray Print Murray 1988 used in any level prescribes a sequential The first phase of Print’s
Model for Print of curriculum and logical approach Model recognizes the
Curriculum development – to curriculum nature of the curriculum
Development local, college-wide, development to provide a workers involved in the
or national. Very useful and easy to development of the
practical to apply understand process in curriculum.
this model in the developing curriculum.
Accordingly, in this phase it
Philippines
is important to pose the
following questions that may
influence curriculum
development.

Who are involved in this

curriculum development,
and what, if anything do they
represent?

What conceptions of
 curriculum do they bring
with them?

What underlying forces

or foundations have
influenced the developers
’thinking?

The second phase in this

model is the task of
developing the curriculum.

The procedure is cyclical,

which begins with a
situational analysis, and
continues with the aims,
goals, and objectives,
content, learning activities
and instructional evaluation,
and then continuing to
situational analysis again.

The third phase includes all

the actual application that
incorporates three major
activities:

1. Implementation of the
curriculum

2. Monitoring of, and

feedback from the
curriculum

3. Provision of feedback data

to the presage group

Study & Stir

Study the different curriculum models and prepare comprehensive PowerPoint representation
about them. Then, after, remember and apply the current education curriculum model
(Standard-based Curriculum Development Model) by conducting workshop podcast.
Indicate the link for reference in the box below.

PODCAST LINK :

Scrutinize

Examine the previous ECE curriculum model. Perform a review of literature about School-
based curriculum and compare this to Standard-based Curriculum. Provide views about
them by responding to set of questions. Add further explanations and examples for each items.

1. What is school-based curriculum?

2. What are the advantages of using school-based curriculum vs. standard-based curriculum in
kindergarten program?

Standard-based curriculum: relevance and applicability in any educational institution

in developing curriculum standards for various courses.

School-based curriculum: more focus on the needs and wants of students

3. What are the disadvantages of using school-based curriculum vs. standard-based curriculum
in kindergarten program?

Standard based: recognizes teacher’s inputs in the development of standards, which are often
neglected in curriculum projects in the Philippines because of the top-down approach to
curriculum development and implementation.

School based: limited, based on the school handled.

5. Which of the two curricula do you prefer in kindergarten program?

For me, school based curriculum. As they familiar and directly know what are the needs and
wants especially interests and hobbies of their students.
 Sharpen

Directions: Read the statements carefully. Choose from the box the name of the
proponent of the curriculum model indicated below. Plus, indicate beside it the curriculum
model each is acquainted with and write everything in on the answer sheet .

Edward Paul Torrance Grant Wiggins, Jay Mctighe Robert Mills Gagne Hilda Taba
Benjamin Bloom Robert Diamond Allan A. Glatthorn Jean Piaget
Ralph Tyler Robert J. Sternberg Murray Print David Ausabel

1. He/she practice looking at the outcomes in order to design curriculum units,

performance assessments, and classroom instruction.
2. He/she introduce a cyclical model that asserts, curriculum should be a continuous cycle
which is responsive to changes in the education sector and makes appropriate
adjustments to account for these changes.
3. He/she introduced prescriptive and rational model that relies heavily on data; therefore,
it is important to gather necessary information before proceeding to each of the
processes.
4. He/she used models whose steps proceed in a more or less sequential, straight line from
beginning to end.
5. He/she believes that who teach the curriculum, should participate in developing it.
6. He/she introduce a systems of instruction, assessment, grading, and academic reporting
that are based on students demonstrating understanding or mastery of the knowledge
and skills they are expected to learn as they progress through their education. 
7. He/she created the model because of rising tide of mediocrity.
8. He/she developed the model for understanding the current democracy.
9. He/she established a model for revision of tertiary curriculum.
10.He/she made the model for students’ tools to take what they know, and what they will
eventually know, and make a mindful connection between the ideas.