CURRICULUM DEVELOPMENT curriculum development.

This model
What is Curriculum?
• Curriculum is a standards-based
sequence of planned experiences
where students practice and achieve
proficiency in content and applied
learning skills. Curriculum must
include the necessary goals,
methods, materials and assessments
to effectively support instruction and
learning.
was presented in his book Principles
of Curriculum and Instruction
published in 1949. Tyler argued that
curriculum development should be
logical and systematic.
o His model, as shown in Figure 3,
presents a process of curriculum
development that follows a
sequential pattern starting from
objectives to context, learning
experiences, and evaluation.

What is Curriculum Development?

• Curriculum development is defined

as planned, a purposeful,
progressive, and systematic process
to create positive improvements in
the educational system. Every time
there are changes or developments
happening around the world, the
school curricula are affected. There is
a need to update them to address the
society’s needs.
o Tyler argued that to develop any
curriculum, curriculum workers
Different Curriculum Development
should respond to four basic
Models
questions:
Curriculum development models are based
1. What educational purposes should
on a clear and consistent understanding of
the school seek to attain?
various scholars of the nature of curriculum
2. What educational experiences are
as a discipline and as a field of study.
likely to attain these objectives?
Different models are described based on the
3. How can these educational
different views and processes of curriculum
experiences be organized?
development they offer.
4. How can we determine whether
these purposes are being attained?
Linear Models of Curriculum
Development
o Aside from these four questions,
Tyler also identified three curriculum
The linear models of curriculum development
sources: society, students, and
prescribe a rational step-by-step procedure
subject matter.
for curriculum development starting with
o Tyler also pointed out the importance
objectives.
of philosophy of education and
psychology of learning to screen the
A. Tyler’s Rational Linear Model
objectives that are included in the
curriculum.
o Ralph Tyler at the University of
Chicago developed the first model of
B. Taba’s Grassroots Rational Model

o Taba presented her model in her

book Curriculum Development:
Theory and Practice in 1962.
o 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.
o Taba also claimed that all curricula
are composed of fundamental
elements. In her model, Taba
outlined seven steps that should be
followed when developing a
curriculum: o The model recognizes the
importance of using multiple sources
in developing curriculum standards.
1. Diagnosis of needs o This model also recognizes teachers’
2. Formulation of objectives inputs in the development of
3. Selection of content standards, which are often neglected
4. Organization of context in curriculum projects in the
5. Selection of learning experiences Philippines because of the top-down
6. Organization of learning experiences approach to curriculum development
7. Determination of what to evaluate and implementation.
and ways and means of doing it o The model extends itself up to the
development of scope and sequence,
instruction, which is important for
o Taba also suggested that curriculum planning instruction, and for deciding
development could be made on specific contents and objectives.
successful if there was a diagnosis of
needs. D. Understanding by Design Model
o Taba pointed out that the nature of (UBD)
the objectives determines what
learning is to follow. o The Understanding by Design model
was developed by Wiggins and
C. Standards-based Curriculum McTighe (2002).
Development Model o It has become a byword in the
Philippine educational system
o Allan Glatthorn developed the because it was used to design the
standards-based curriculum basic education curriculum in school
development model. year 2010-2011 before the K-12
o The model was intended for
developing curriculum standards for
any discipline from basic education to
higher education.
o This model is an example of a linear
model. It includes a prescribed
sequence of curriculum development
activities to develop standards.
 Education Curriculum was
implemented.
o The Systematic Design model is
prescriptive and rational. It presents a
systematic and linear view of
curriculum development.

o The model is also called as the

Backwards Design for putting o The use of diagrams is an excellent
emphasis on starting with the goals way of helping curriculum workers to
and objectives in designing visualize the entire curriculum
curriculum. development process.

o The model puts emphasis on F. Murray Print Model for Curriculum

designing curriculum to engage Development
students in exploring and deepening
are prescribed by the government o Murray Print published his model in
agency on education. his book Curriculum Development
and Design in 1988. His model, as
E. Systematic Design Model shown in Figure 6, prescribes a
sequential and logical approach to
o Robert Diamond originally developed curriculum development to provide a
the Systematic Design Model in the useful and easy-to-understand
early 1960s. process in developing curriculum.
o The model, as shown in Figure 5, has
two basic phases (1) project selection
and design and (2) production,
implementation, and evaluation. Like
some of the previous model, it follows
a linear process of curriculum
development.
o 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 o The first phase of Print’s model
proceeding to the next step. recognizes the nature of the
 curriculum workers involved in the cyclical nature of curriculum
development of the curriculum. development. According to the
o Accordingly, in this phase, it is proponents of this model, curriculum
important to pose the following development is a continuous
questions that may influence process.
curriculum development:

1. Who are involved in this curriculum

development, and what, if anything,
do they represent?
2. What conceptions of curriculum do
they bring with them?
3. What underlying forces or
foundations have influenced the
developers thinking?

o 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 o The model prescribes five logical and
activities, and instructional interdependent stages that are in a
evaluation, and then continuing to continuous curriculum development
situational analysis again. process.
o The model is highly prescriptive and
o The third phase includes the actual dynamic.
application that incorporates three o The model also recognizes the
major activities: (1) implementation of influence and importance of
the curriculum, (2) monitoring of, and contributing disciplines such as
feedback from the curriculum, and (3) philosophy, psychology, and
the provision of feedback data to the sociology in developing the
presage group. curriculum.
o The model has the potential to be
Cyclical Models of Curriculum used in any educational setting,
Development either school-based or on a national
level.
The cyclical models prescribe a cyclical or
continuous process of curriculum B. Wheeler’s Curriculum
development. Cyclical models usually start Development
with situational analysis that serves as the
basis for all the succeeding process. o One cannot proceed to the next
phase unless the preceding phase is
A. Audrey Nicholls and Howard done.
Nicholls Model for Curriculum
Development

o An example of a cyclical model for

curriculum development was
developed by Nicholls and Nicholls
(1978). The model emphasizes the
o Wheeler also emphasized the
importance of starting from the
development of aims, goals and
objectives.
C. The Contextual Filters Model of
Course Planning
o Content influences encompass
faculty members’ background and
associated disciplinary and
educational beliefs.
o Contextual influences refer to the
influence outside of the instructor’s
immediate control that cause
adjustments in the course plans such
as student characteristics or
instructional resources.
o The Contextual Filters model
presents a cyclical view of curriculum
development.
o The model is based on a research
conducted by the proponents on how
faculty members in several higher
education institutions in the United
States plan their curriculum.
o Several curriculum influences such
as faculty background and
educational beliefs are recognized in
the model.
Dynamic Model of Curriculum
Development
o The dynamic models describe how
curriculum workers develop curricula
in various educational contents. The
dynamic curriculum development
models are usually used in school-
based settings.
A. Walker’s Model of Curriculum
Development
o Decker Walker developed a model
for curriculum development and first
published in 1971.
o Walker contended that curriculum
developers do not follow the
prescriptive approach of the
rationale-linear sequence of
curriculum elements when they
develop curricula (Walker, 1971;
Marsh & Wills, 2007; Print, 1993).
o Walker’s model is a dynamic and
descriptive model of curriculum
development.
o It reflects the realities of how
curriculum workers plan and develop
a curriculum.
o It recognizes the role and influenced
of curriculum workers in any
curriculum development tasks.
B. Skilbeck’s Curriculum
Development Model
individual, society, and subject matter
as identified by Tyler (1949).
o On selecting learning opportunities,
Eisner strongly favored providing
students with a wide variety of

o In 1976, Skilbeck came up with a

model for developing a school-based
curriculum in Australia.

learning opportunities.
o The model can be applied in
designing school-based curriculum
development or in national curriculum
o His model presents a dynamic view
projects.
of curriculum development. When
o Eisner’s model is an open-ended
using this model, curriculum workers
process or a form of a dynamic
may start from any phase.
model.
o It is descriptive in offering a general
C. Eisner’s Artistic Approach to
approach that can be followed by
Curriculum Development
curriculum workers, yet the model is
also prescriptive in offering
o Elliot W. Eisner was a famous
suggestions about what should
curriculum scholar. In 1979, he
happen when developing a
published the book The Educational
curriculum.
Imagination where he presented his
idea on how curriculum development
D. Pawilen’s Model for Developing
should be done.
Curriculum
o Eisner (1979) believed that there is a
need to develop a new theory that
o The Author developed this model as
recognizes the artistry of teaching
one of the major outputs of his
that is useful in helping teachers
doctoral dissertation in the University
develop those arts.
of the Philippines, Diliman.
o In selecting the goals and objectives
o It is intended to help curriculum
of the curriculum, Eisner (1979)
workers develop curriculum that is
stressed an artful process of arriving
relevant and appropriate to the
at a consensus about curricular
Philippine context (Pawilen, 2011).
priorities by involving the participants.
o In selecting the content of the
curriculum, Eisner (2002) considered
the three sources of curriculum:
o Curriculum sources are general
factors that influence or affect
curriculum development and
decision-making in the macro level.
o Posner (1995) suggested two levels
of curriculum development: macro
level, which includes the general or
overall process of curriculum
development, and the micro level,
which focuses on specific phase or
phases or a specific context like
school-based curriculum
development.
o There are three curriculum sources in
the model. These three sources are
the learners, society, and
disciplines.
o The learner as a curriculum source is
very important. Knowing their
interests, needs, learning styles,
thinking styles, culture, socio-
economic status, gender, and
other variables are significant data
for developing curriculum.
o Understanding the nature of learners
is helpful for curriculum workers in
making appropriate choices in
curriculum decision-making (Print
1993).
Analysis of Different Curriculum
Development Models
o All the curriculum development
models are based on curriculum
researches and are based on certain
theories of curriculum.
o Each model is unique depending on
the curriculum theory and advocated
by the proponents. It is the role of the
curriculum developers to select a
model based on their context (Print,
1993)
o The linear models provide a direct
and time-efficient approach to
curriculum development. The linear
models are highly prescriptive and
rational. They state precisely where
to start in the curriculum development
process.
o The cyclical model of Nicholls and
Nicholls (1978) and the Contextual
Filters Model of Course Planning
Model present an interrelated
procedure for developing curriculum.
These models are applicable to
school-based curriculum
development.
o The dynamic models of Eisner
(1979), Walker (1971), and Pawilen’s
model (2011) are less rigid in
application and they can be used in
school-based curriculum
development. These two models
 reflect the reality of how institutions
and teachers develop curricula. yet, it

Prepared by:

GROUP 2

Dondoy, Mark Jude

Dato, Bernadette
Dugay, Eric
Dela Cruz, Justin
Siena, Bernard

Prepared to:

Prof. Elmer Mones