GROUP 4

(the teacher and the

school curriculum)
ipili, ishmael, jongay, juban,
jumao-as
 curriculum
development
 different curriculum
development models

curriculum development models are

based on a clear and consistent
understanding of various scholars
of the nature of curriculum as a
field of study.
 linear models of
curriculum

the linear models of curriculum

development prescribe a rational step-
by-step procedure for curriculum
development starting in objectives.
 A. tyler’s
rational linear
model
Ralph Tyler, at the University of
Chicago, developed the first model
of curriculum development. this
model was presented in his book
“principles of Curriculum and
instruction” published in 1949
tyler rational linear
model
society students subject matter
PHYSICAL OF
EDUCATION PSYCHOLOGY
OF LEARNING
selecting
objectives

selecting
learning
experience
organinzing
learning
experiences

evaluation
 b. taba’s
grassroots rational
model
a follower of Tyler is another
curriculum scholar, Hilda Taba. taba
presented her model in her book
“Curriculum Development: theory
and Practice” in 1962. her model is a
modified version of Tyler’s model.
 SEVEN STEPS
THAT SHOULD BE
FOLLOWED WHEN 1. diagnoses of needs
2. formulation of
DEVELOPING A objectives
CURRICULUM 3. selection of content
4. organization of content
5. selection of learning
experiences
6. organization of learning
experiences
7. determination of what
to evaluate and ways
and means of doing it
 c. standard-based
curriculum
development model
“allan glatthorn”, developed the
standards- based curriculum
development mode. the model was
intended for developing curriculum
standards for any discipline from
basic education to higher education.
 s-bas ed cur ric ulum
standard d el
developm en t m o

e 1. (develop standard)
1 phas

evelop benchmarks)
2 phase 2. (d

develop final products)

3 phase 3 (
 roberts
(2003)
stresses that in curriculum studies,
as in many other domains of human
activity, one of the few constants is
change. roberts further expalined
his idea that as a field of inquiry,
curriculum should allow new
theories to emerge and new insights
to flourished to make the
curriculum field more vibrant and
dynamic.
 D. understanding by
design model (UBD)

the understanding by-design model

was developed by “Wiggins and
McTighe”(2002). it has become a
byword in the Philippine educational
system because it was used to
design the basic education
curriculum in the school year 2010-
2011 before the k-12 education
curriculum was implemented
 STAGE 1: IDENTIFY
DESIRED RESULTS STAGE 2:
DETERMINED
ACCEPTABLE
EVIDENCE

stages of
backward
STAGE 3: PLAN THE
LEARNING EXPERIENCES
design
AND INSTRUCTIONS process
 E. systematic
design model

robert diamond originally developed

the systematic design model in the
early 1960's. since then, it has
undergone major revisions but its
structure is unchanged (diamond
1998)
 F. murray print model
for curriculum
development

murray print published his model in

his book curicculum development
and design in 1988.
 cyclinical models of
curriculum
development

the cyclical models 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.
 a. audrey nicholls and
howard nicholls model for
curriculum development

an example of a cyclical model for

curriculum development was
developed by Nicholls and nicholls
(1978). The model emphasizes the
cyclical nature of curriculum
development. According to the
proponents of this model model,
curriculum development is a
continuous process.
 B. wheelers curriculum
development model

in his influential book, Curriculum

Process, wheeler (1967) presented a
cyclical process in which each
element of the curriculum is related
and interdependent.
 c. the contextual
filters model of
course planning

the contextual filters model of

course planning was developed by
stark, lowther, Bently, Ryan,
martens, gentian, Wren, and Shaw
in 1990. as part of their study
conducted at the University of
Michigan national center for
Research to improve post-
secondary Teaching and learning.
this model appeared in the book
Shaping the College Curriculum
written by Stark and Latucca and
published in 1997
 dynamic models of
curriculum development

the dynamic models describe how

curriculum workers develop
curricula in various educational
contexts. dynamic curriculum
development models are usually
used in school-based settings.
 A. walkers model
of curriculum
development
Decker Walker developed a model
for curriculum development and
first published it in 1971. 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 & Willis, 2007; print, 1993). in
his model, Walker was particularly
interested in how curriculum
workers do their tasks in
curriculum development.
 B. skilbeck’s
curriculum
development model

in 1976, skilbeck came up with a

model for developing a school-based
curriculum in Australia. his model
presents a dynamic view of
curriculum development. when using
this model, curriculum workers may
start from any phase.
 c. eisner’s artistic
approach to curriculum
dvelopment
elliot w. Eisner was a famous
curriculum scholar, in 1979, he
published the book “The Educational
Imagination”, where he presented
his idea on how curriculum
development should be done, Eisner
(1979) believed that there is a need
to develop a new theory that
recognizes the artistry of teaching
that is useful in helping teachers
develop those arts. in his book,
Eisner outlined how this artistic
approach can also used in
curriculum development.
 D. pawilen’s model
for developing
curriculum

the author developed this model as

one of the major outputs of his
doctoral dissertation at the
University of the Philippines,
Diliman, it is intended to help
curriculum workers develop a
curriculum that is relevant and
appropriate to the Philippine
Contest (pawlen’s 2011)
 SOCIETY

is also considered as a
source of curriculum.
knowledge about the society
provides better
understanding of the
context in which the
curriculum will be
implemented.
 EXTERNAL
INFLUENCE
INTERNAL
Are social factors INFLUENCE
that directly influence
curriculum decision- Are those that are
making. curriculum related to the school
like faculty members,
influences students, disciplines,
and program mission.
can be
ORGANIZATIONAL
grouped
INFLUENCE into three:
Are school factors but they
are more concerned with the
governance of the program
and support system like
school resources, leadership,
governance, and program
relationship.
 e s fo r d ev el op ing
process ’s m odel
ric ulum un d er pa wl en
cur

is
1 situational analys

f goals and objectives

2 selection o

curriculum standard
3 development of

oof subject area

nt
4 selection of conte
 s for d ev el op ing
processe ’s m odel
r pa wl en
curriculum unde

learning experiences
tion and organization of
5 selec

6 implementation

7 evaluation
 LINEAR MODELS
CYCLICAL MODELS
starting with
curriculum objectives.
viewed as a
continuous process.

clustered
into three:
DYNAMIC NEEDS

involving teachers in
curriculum
development process.
Thank You!
god bless jinggus!!!!