UNIT IV

CURRICULUM
DEVELOPMENT
 Different
Curriculum
Models
Let's discuss the 3 models of curriculum development, which are:
LINEAR, CYCLICAL, and DYNAMIC MODEL.
 What is a
curriculum model?
Refers to a conceptual framework and organizational
structure for decision making of educational priorities,
administrative policies, instructional methods, and
evaluation criteria.
Samher Adriane Idaniol
LINEAR MODEL PRESENTER
LINEAR
CURRICULUM
MODEL
A traditional curriculum model
students learn a selected skills and study a
particular knowledge set, complete an
assessment, and move forward.

An outcome-based model
implies a planning process and a focus on what
students actually learn.
LINEAR MODELS
Tyler's Rationale Linear
Model — a process of curriculum
development that follows
TION AN sequential pattern starting
LUA AL
VA Y from selecting objectives to
E

selecting learning experiences,

SI
S
IM PLE M E N TAT

organizing learning experiences

and evaluation.
N
SIG
ION

DE

DEVEL
OPMENT
Taba' Grassroots Rationale
Model • Diagnosis of needs
— all curricula are composed of
fundamental elements and could • Formulating Objectives
be made successful if there is
diagnosis of needs. Taba pointed • Selecting Content
out that the nature of objectives
determines what learning is to
follow. • Organizing Content

• Selecting learning experiences

• Organizing learning experiences

• Evaluation
Standard-Based
Model
— developed by Allan Glatthorn where it refers explicitly to specific
knowledge, learning experiences to gain that knowledge, and
assessments to check for mastery of that knowledge, developed
by looking at the standards of a district, state, or nation.
Understanding by Design
Model — 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.
Murray Print Model
— prescribes a sequential and logical approach to curriculum
development to provide a useful and easy-to-understand process in
developing a curriculum.
Bernard Imperial
CYCLICAL MODEL PRESENTER
CYCLICAL
CURRICULUM MODEL
It prescribes 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.
 3 CYCLICAL
MODELS

CONTEXUAL
NICHOLLS FILTERS
AND WHEELER'S MODEL OF
NICHOLLS MODEL COURSE
MODEL PLANNING
NICHOLLS and NICHOLLS
Model
It was developed by Audrey Nicholls and
Howard Nicholls
Emphasis the cyclical nature of curriculum
development where it is a continuous process
They described five logical and
interdependent stages that are in a
continuous curriculum development process.
 5 logical and
interdependent stages
Nicholls and Nicholls
It enables the curriculum workers to understand better the
context in which the curriculum is developed.
Curriculum workers will be able to collect data and the needed
information from various curriculum sources and influences
that are pre-requisites in formulating curriculum goals and
objectives.
The models recognizes the influences and importance of
contributing disciplines such as philosophy, psychology and
sociology in developing the curriculum.
In any educational setting, its cyclical nature allows curriculum
workers to make necessary changes and adjustments in the
total curriculum. This can also be an opportunity to address
curricular issues and propose innovations and changes
whenever needed.
The model of Nicholls and Nicholls (1978) advocates a
curriculum development activity that involves continous
development.
WHEELER'S
CURRICULUM
DEVELOPMENT MODEL
It was developed by Daryl Kenneth Wheeler
This model was developed as a cyclical model
This model can be identified as an improvement upon the
model introduced by Ralph Tyler.
asserts that curriculum should be continuous cycle which is
responsive to changes in the education sector and makes
appropriate adjustments to account for these changes.
This model consist of five interconnected stages
 This model includes five interconnected phases:

Once this cycle is complete, it starts again from the first step and goes onward,
continuingly improving the curriculum.
WHEELER'S MODEL
This model is flexible and it is based
on a situational analysis
The cyclic model are logical and
sequencial in approach
It responds to changes within
education.
It is constant in a state of change as
new information and practices are
available.
Content, methods of learning
activities and evaluation are liable to
change once new information and
practices become available.
CONTEXUAL FILTERS
MODEL OF COURSE
PLANNING
This model was developed
by Stark, Lowther, Bentley,
Ryan, Martens, Gethon,
Wren, and Shaw in 1990.
This model focuses on the
context of higher education.
Things that need to understand
about this model

Content influences - encompass faculty members' background

and associated disciplinary and educational beliefs.
Contextual influences - includes influences outside the
instructors' immediate control that cause adjustments such as
student characteristics or instruction.
Form - includes the processes that are followed when designing
courses.
Contextual Filters
Model
Faculty background and educational beliefs -
the influence and special role of faculty
members in curriculum planning and
development are recognized as a main factor in
curriculum development in higher education.
It is very teacher-centered.
Academic freedom of faculty members are
highly practiced.
A possible improvement is putting students as
part of the content influences.
Angel Ondevilla
DYNAMIC MODEL PRESENTER
Dynamic Models of
Curriculum Development
emphasizes the
importance of process in
curriculum design and
allows for the flexibility of
change in any phases and
at any time
Decker Malcolm Elliot
Walker Skillbecks Eisner
 Decker Walker
-AN ASSISTANT PROFESSOR OF EDUCATION AT
STANFORD UNIVERSITY. WHERE HE RECEIVED HIS
PH.D IN 1971
-HIS SPECIALTY WAS CURRICULUM MAJOR INTERESTS
ARE PROCESS OF CURRICULUM DEVELOPMENT AND
CURRICULUM POLICY MAKING.
3 phase of walker's naturalistic model of
curriculum development

PLATFORM CONCEPTIONS, THEORIES, AIMS POINT OF VIEW,

OBJECTIVES AND PROCEDURES

APPLYING THEM TO PRACTICAL SITUATIONS,

DIBILERATION ARGUING, ACCEPTING, CHANGING AND

ADAPTING

CURRICULUM MAKING DECISIONS ABOUT THE VARIOUS

PROCESS
DESIGN
 Malcolm Skillbeck
- (1932 -2022)
- AN AUSTRALIAN EDUCATOR WHO WORKED IN
EDUCATIONAL POLICY ANALYSIS, CURRICULUM, TERTIARY
AND SECONDARY EDUCATION, THE TEACHING PROFESSION
AND EDUCATIONAL INNOVATION.

- SOME OF THIS WORK WAS

DONE WITH THE
ORGANISATION FOR
ECONOMIC CO-OPERATION
AND DEVELOPMENT (OECD)
AND THE UNITED NATIONS
EDUCATIONAL, SCIENTIFIC
AND CULTURAL
ORGANIZATION (UNESCO)
 INVOLVES A REVIEW OF THE SITUATION AND

SITUATION AN ANALYSIS OF THE INTERACTING

ELEMENTS CONSTITUTING. SD BECKS
ANALYSIS DESCRIBE SITUATION ANALYSIS PHASE
BOTH EXTERNAL AND INTERNAL SITUATIONAL ANALYSIS

ASSIGNS DECISION MAKING ROLE TO

GOAL TEACHERS SENIOR STAFF AND PRINCIPAL IN
FORMULATION THE DEVELOPMENT OF OBJECTIVES FOR THE
SCHOOL BASED CURRICULUM.

COMPRISES THE SELECTION OF THE SUBJECT-MATTER

PROGRAM FOR LEARNING, PROBLEMS POSED TO TEACHERS WHO
SEEK TO USE EXTERNALLY DEVELOPED CURRICULUM
BUILDING MATERIALS.
- PRACTICAL PROBLEMS INVOLVED IN THE
IMPLE- INTRODUCTION OF A MODIFIED CURRICULUM ARE
ANTICIPATED AND THEN HELPFULLY OVERSOME AS
MENTATION THE INSTALLATION PROCEEDS.
IT INVOLVES A MUCH WIDER CONCEPT OF
EVALUATION EVALUATION THAN DETERMINING TO WHAT
EXTENT A CURRICULUM MEET ITS OBJECTIVES
Elliot Wayne Eisner (March 10,
1933 – January 10, 2014) was
a professor of Art and
Education at the Stanford
Graduate School of
Education, and was one of the
United States' leading
academic minds.[1][2] He was
active in several fields
including arts education,
curriculum reform, qualitative
research, and was the
recipient of a University of
Louisville Grawemeyer Award
in 2005 for his work in
education
EISNER ARTISTIC APPROACH TO
CURRICULUM DEVELOPMENT
1. The goals and their priorities - the needed to consider
less well defined objectives as well as explicit ones.
2.Content of the curriculum- options to consider in
selecting a curriculum
3. The types of learning opportunities - emphasis on
transforming goals/contents into learning events that
will be sugnificance to the students.
4. The organization of learning opportunities- emphasis
on non linear approach in order to encourage diverse
students outcomes.

 5. The organization of content areas- Emphasis on

cross curricula organization of content.
6. The mode of presentation and mode of response-
use a number of modes of communication to widen
educational opportunities for students.
7. The type of evaluation procedure- utilization of a
comprehensive range of procedures at different stage
of the process of curriculum development.

 2 types of evaluation
Summative Formative
Evaluation Evaluation
Undertaken to Used during
measure to the needs
the outcome of assessment
the curriculum product
development
and testing
steps.
 "Evaluation is not the
final step of curriculum
development."

- Elliot W. Eisner
Aiza Asiado
PAWILEN'S MODEL PRESENTER
 PROCESS OF
DEVELOPING UNDER
PAWILEN'S MODEL
❐DR. GREG TABIOS PAWILEN
↳He is graduated of Doctor of Philosophy in
education from the University of the
Philippines in Diliman major in curriculum
studies in which he has earned an award "The
most outstanding research for his dissertion"
model for curriculum standards for preschool
education.

↳ He earned his master of education degree

major in curriculum development in science
education in Ehime University.
 ❐CURRICULUM
SOURCES
↳ are general factors that influence or
affect curriculum and help develops in
the decision making in the micro level.

LEARNERS
SOCIETY
DISCIPLINE
❐TWO LEVEL OF
CURRICULUM
DEVELOPMENT
•Macro Level •Micro Level
↳It focuses on specific
↳It includes the
face or faces or in
general of overall
specific contexts like
process of curriculum
school based curriculum
development.
development.
❐3 CURRICULUM
INFLUENCES
1. Internal Influences
2. External Influences
3. Organizational Influences
❐PROCESSES FOR DEVELOPING
CURRICULUM UNDER PAWILEN'S
MODEL
• Situational Analysis

•Selection of goals and objectives

•Development of curriculum
standards

• Selection of content or
subject areas

• Selection and Organizational

of learning Experiences

• Implementation

• Evaluation
 Situational
Analysis
↳ Includes the study of different
curriculum sources and careful
examination of different curriculum
influences that affect curriculum
development.
Selection of Goals and
Objectives
↳In the result from situational analysis in some
cases if the government or university prescibe the
curriculum, goals and objectives such feature will
be considered as a part of the internal, external
influences that will be studied in situational
analysis.
Development of
Curriculum
Standards
↳Develop a comprehensive
set of content standard by
examining various sources
and influences.
Selection of Content or
Subject Areas
↳Phase where the developed curriculum standard
are used to select subject or courses to be included
in the curriculum.
Selection and Organizational
of Learning Experiences
↳Includes selecting learning activities,
organizing instructional plans and
selecting instructional materials to be
used in implementating the
curriculum.
Implementation
↳Involves the actual
implementation of the
curriculum by faculty
members it is where the
actual teaching and learning
takes place.
 Evaluation
↳Phase where the goals and
objectives of the curriculum
including the design and
selection of all the curriculum
elements are evaluated.

PAWILEN'S MODEL
Via Marie Balonso
PRESENTER
Analysis of
Different
Curriculum
Models
Curriculum
Focal points:
Models

focused on traditional and

Linear
outcome-based models.

focused on the continuous

Cyclical process of curriculum
development.
emphasize the importance
Dynamic of process and allows
flexibility of change.
1. Tyler Rationale Linear Model
follows a sequential pattern.

2. Taba's Grassroots Rationale Model

a modified model of Tyler's Model.
argued that curriculum development should follow
a sequential and logical process.
3. Standard-Based Curriculum Model
the model was intended for curriculum standards.

4. Understanding By Design Model

is also called backward design.

5. Murray Print Curriculum Model

prescribes a sequential and logical approach.
1. Nicholls and Nicchols Curriculum Model
emphasizes the cyclical nature.
prescribes five logical & interdependent stages.
starts with situational analysis.

2. Wheelers Curriculum Model

presented cyclical processing.
3. Contextual Filters Model of Course Planning
appeared in the book "Shaping the College" 1997
teacher-centered
based on research
1. Walker's Model of Curriculum Development
contended that curriculum developers do not
follow prescriptive approach of the rational linear
sequence.

2. Skillbeck's Model of Curriculum Development

involves much wider concept of evaluation than
determine what extent the objectives are met.
3. Eisner's Artistic Approach to Curriculum
Development
believes that there is a need to develop a new
theory that recognizes the artistry of teaching.

4. Pawilen's Model for Developing Curriculum

developed to help curriculum workers in
developing a curriculum that is relevant &
appropriate to the Philippine context.
 When analyzing a model
for curriculum development
we should always think
clear and logical.
THANK YOU!