Chapter 4: Curriculum Development

The Teacher and the School Curriculum A Guide to Curriculum Development

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Linear/Rationale Models
• Emphasize the fixed sequence of curriculum elements,
beginning with objectives and following a sequential
pattern from objectives to content, method and finally
evaluation.
• Objectives serve as a basis for devising subsequent
elements, with evaluation indicating the degree of
achievement of those objectives.

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Cyclical Models
• These models are essentially logical and sequential in
approach.
• They consider elements of the curriculum as
interrelated and interdependent.
• They have a new element known as situational
analysis, which requires an analysis of those factors
into which a curriculum is to be introduced.

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Dynamic Models
• Curriculum process does not follow a linear,
sequential pattern. Instead, curriculum development
can begin with any curriculum element and proceed in
any order.

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development

Classifications of Curriculum Development
Models
• Linear/Rationale
• Tyler
• Taba
• Cyclical
• Wheeler
• Nicholls & Nicholls

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Classifications of Curriculum Development
Models
• Dynamic
• Walker
• Skilbeck
• Print

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Tyler’s Rationale (1949)
– What educational purposes should the school seek to
attain? (OBJECTIVES)
– What educational experiences are likely to attain these
objectives? (INSTRUCTIONAL STRATEGIES AND
CONTENT)
– How can these educational experiences be organized
effectively? (ORGANIZING LEARNING
EXPERIENCES)
– How can we determine whether these purposes are
being attained? (ASSESSMENT AND EVALUATION)
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Taba’s Grassroots Model, 1962
• STEP 1: Diagnosis of the Needs
• STEP 2: Formulation of Objectives
• STEP 3: Selection of Content
• STEP 4: Organization of Content
• STEP 5; Selection of Learning Experiences
• STEP 6: Organization of Learning Experiences
• STEP 7: Determination of what to Evaluate & how to
do it
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Understanding by Design Model

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Systematic Design Model
• This model has two basic phases:
• (1) project selection and design and
• (2) production, implementation, and evaluation. Like
some of the previous models, it follows a linear process
of curriculum development.

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development

Wheeler’s Model, 1967

2. Selection of Learning
1.Aims, goals & Objectives Experiences

5. Evaluation
3. Selection of Content

4. Organization & integration of

learning experience and content

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Nicholls & Nicholls’ Model, 1978

Selection of Objectives Situational Analysis

Selection & Organization Evaluation

of Content

Selection & Organization of Methods

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Walker’s Model, 1967
(Beliefs, Theories, Conceptions, Points of View, Aims &
Objectives)

PLATFORM
(applying them to practical situations, arguing, accepting, refusing, changing,
adapting)

DELIBERATIONS
(making decisions about the various process components)

CURRICULUM DESIGNS

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 Contextual Filter’s Model

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 Skilbeck’s Model, 1984
Situational Analysis

Goal Formulation

Program Building

Interpretation & Implementation

Monitoring, Feedback, Assessment,

Reconstruction

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 Print’s Model 1993
Content
Aims, goals, objectives

Implementation
& Modification

Curriculum
Situational Learning Activities
Presage
Analysis

Monitoring & Feedback,

Curriculum Evaluation
Instructional Evaluation

Phase 1 Phase 2 Phase 3

Organization Development Application

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development

 Print’s Model, 1993
• PHASE 1. Organization. Curriculum presage considers the
nature of those participants involved in the curriculum
development task and the curriculum planning they
undertake before the development phase begins.
• The answers to the following questions will reveal a most
interesting insight into the product most of us would
recognize as a curriculum:
• Who is involved in this curriculum development and what, if anything,
do they represent?
• What conceptions of curriculum do they bring with them?
• What underlying forces or foundations have influenced the
developers’ thinking?

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development

 Print’s Model, 1993
• PHASE 2. Development. In this phase, the group of
curriculum developers devise the curriculum development,
materials or project. This is achieved following the cyclical
procedure in the model.
• PHASE 3. Application. In this stage, three sets of activities
are incorporated, namely:
• Implementation of the curriculum
• Monitoring of and feedback from the curriculum
• The provision of feedback data to the presage group

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development

 Pawilen’s Curriculum Development Model

WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development