CURRICULUM

DEVELOPMENT
Different Curriculum Models
Objectives

Analyze Different Curriculum

1 Models

Examine the strength and

2 weaknesses of a curriculum

Discuss how these curriculum

3 development models can be applied in
the Philippine context
Different Curriculum Models
Linear Curriculum
1
Models

2 Cyclical Models of
Curr. Dev.
Linear Models
of Curriculum
Development
Linear models of curriculum
development prescribe a rational
step-by-step procedure for
curriculum development starting
with objectives.
Linear Models
of Curriculum
Development
Tyler’s Rational-Linear Model
Taba’s Grassroots Rational Model
Standards-based Curriculum Development Model
Understanding by Design Model (UbD)
Systematic Design Model
Murrary Print Model for Curriculum Development
Tyler’s Rational-Linear Model
Proponent: Ralph Tyler (UC), 1949
 Society Students Subject Matter

Philosophy of Selecting Psychology of

Education Objectives Learning

Selecting
Learning
Experiences

Organizing
Learning
Experiences

Evaluation
 Tyler’s Rational-Linear Model

Curriculum
development should be
logical and systematic
Follows a A
sequential Identified three
Pattern starting B C
Curriculum
from Selection Sources: Society,
of objectives to Students, Subject
evaluation Matter
Curriculum workers should respond
to four basic questions:
1. What educational purposes should the
school seek to attain?
2. What educational experiences are likely
to attain these objectives?
3. How can these educational experiences
be organized?
4. How can we determine whether these
purposes are being attained?
 Taba’s Grassroots Rational Model
Proponent: Hilda Taba, 1962 (Modified version of Tyler’s)
 Diagnosis of Needs

Formulation of objectives

Selection of Content

Organization of
Content
Selection of Learning
experiences
Organization of Learning
experiences
Determination of what to evaluate and ways and
means of doing it
 Taba’s Grassroots Rational Model

All curricula are

composed of
fundamental elements
Follows a A
sequential Curr. Dev. could
Pattern and B C
be made
logical process successful with
diagnosis of
needs
Standards-based Curriculum Development
Model
Proponent: Allan Glatthorn
Standards-based Curriculum Development
Model
Intended for developing
curr. Standards for any
discipline from basic ed
Recognizes A to higher ed.
teachers’ input Weakness: it does
in the B C
not include
development of situational
standards (often analysis or need
neglected in the analysis
Phil. Educ. Sys.
Standards-based Curriculum Development
Model
Phase 1 Develop Standards

Develop a comprehensive set of content

01 standards using multiple sources

Refine the comprehensive list by eliminating

02 and combining

Secure teacher input to identify teacher

03 priorities

Use data to develop final draft of standards

04 divided into Essential Standards and
Enrichment Standards.
Standards-based Curriculum Development
Model
Phase 2 Develop Benchmarks

01 Review decisions about content emphasis.

Identify standards for continuing

02 development (standards that will not be
benchmarked)
Decide how benchmarks will be identified –
03 by taskforce or by teachers.

Develop initial draft of benchmarks,

04 evaluating with criteria provided, and secure
teacher review; review benchmarks if needed
Standards-based Curriculum Development
Model
Phase 3 Develop Final Products

Use standards and benchmarks to produce

01 the scope and sequence chart.

02 Decide on curriculum guide content.

03 Analyze benchmarks into learning objectives.

Understanding by design (UbD)
Proponent: Wiggins and McTighe, 2002
 Understanding by design (UbD)

A byword of Phil. Educ.

Sys. bec. it was used to
design the current
A basic educ. Curr.
Also called Prescriptive and
backward B C
rational, focusing
design (starts on the
with goals and development of
objectives) goals (start)
Understanding by design (UbD)

Stage 1 Stage 2 Stage 3

Plan the
Identify
Determine learning
the
acceptable experiences
desired
evidence and
results
instruction