Flores, Desiree Mae M.

BEED II-A

Linear Model of Curriculum

-this model prescribe a rational step- by – step procedure for curriculum development starting with
objectives. The linear curriculum models includes the following models:

• Linear Model( Ralph Tyler ,1949)- present a process of curriculum development that follows
sequential pattern starting from selecting objectives to selecting learning experiences, organizing
learning experiences and evaluation.

•Taba’s Grassroots Rationale Model (Hilda Taba, 1962)- a modified model of Tyler’s model. She argued
that curriculum development should follow a sequential and logical process and she suggested for more
information input in all phase . She claimed that all curricula are composed of fundamental elements
and could be made successful if there is diagnosis of needs. Taba pointed out that the nature of
objectives determines what learning is to follow.

•Standard- based curriculum development model- developed by Allan Glatthorn where the model was
intended for curriculum standards for any discipline from basic education to higher education.

•Understanding by design Model /UBD ( Wiggins and McTighe , 2002)- also called backward design for
putting emphasis on starting with goals and objectives in designing curriculum. It put emphasis on
designing curriculum to engage students in exploring and deepening their understanding of important
ideas and the design of assessments.

•Systematic Design Model (Robert Diamond, 1960)- undergone some major revisions in 1998 but the
structure is unchanged. Include two basic phases, the (1) the project selection and design and (2)
production, implementation, and evaluation. Diamond explained that ideally, some actions must
precede others and certain decisions should not be made until all relevant facts are known.

•Murray Print Model Curriculum Design ( Murray Print, 1988)- prescribes a sequential and logical
approach to curriculum development to provide a useful and easy to understand process in developing
curriculum

Cyclical Model of Curriculum

Cyclical models it prescribe a cyclical or continuous process of curriculum development. Cyclical models
usually start with situational analysis that serves as the basis for all the succeeding process. We have
three example of cyclical model and these are the following;

•Nicholls and Nicholls Model for Curriculum Development –( Audrey and Howard Nicholls, 1978)- This
model emphasis the cyclical nature of curriculum development where it is a continuous process. The
model prescribes five logical and interdependent stages that are continuous curriculum development
process and the model starts with a situational analysis in which curricular decisions are followed by the
selection of objectives and the other succeeding phases.

•Wheeler’s Curriculum Development Model (1967)- in his book “Curriculum Process”- presented a
cyclical processing which each element of the curriculum is related and interdependent. Although this
model is rational in nature each phase is a logical development of the preceding one which one cannot
proceed to the next phase unless the preceding phase is done. Wheeler also emphasized the importance
of starting from the development of aims, goals, and objectives.

•Contextual Filters Model of Course Planning ( Stark Lowther, Bentley , Ryan, Martens, Genthon,
Wren, and Shaw, 1990)- This model appeared in the book ” Shaping the College Curriculum” published
in 1997. The model is very teacher centered and describes the reality on how college faculty members
design their courses. This model is based on a research on how faculty members in several higher
education institutions in the United States plan their curriculum.

Dynamic model of Curriculum

-which describes how curriculum workers develop curricula in various educational contexts and models
are usually used in school- based settings. The following are the example of dynamic curriculum:

•Walker’s Model of Curriculum Development (Decker Walker, 1971)- He contended that curriculum
developers do not follow the prescriptive approach of the rationale- linear sequence of curriculum
elements when they develop curricula. Walker was particularly interested on how curriculum workers
actually do their task in curriculum development. This model recognizes the role and influence of
curriculum workers in any curriculum development tasks.

• Curriculum Development Model (Malcolm Skilbeck, 1976)- This model presents a dynamic view of
curriculum development where curriculum workers may start from any phase and each phase is
interrelated and follows a systematic sequence. Skilbecks model includes situational analysis that
involves gathering data from school, society and learners where the situational analysis provide strong
bases for making curricular decisions.

•Eisner’s Artistic Approach to Curriculum Development (Elliot, W. Eisner, 1979)- He published the book
” The Educational Imagination”, where he presented his idea on how curriculum development should be
done and he 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.

•Pawilen’s Model for Developing Curriculum( Pawilen, 2011)- 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.