CHAPTER 4

CURRICULUM DEVELOPMENT
 DIFFERENT CURRICULUM
MODELS
O LINEAR MODELS OF CURRICULUM
a. Tyler’s Rational Linear Model
b. Taba’s Grassroots Rational Model
c. Standard-based Curriculum Development Model
d. Understanding by Design Model (UBD)
e. Systematic Design Model
f. Murray Print Model for Curriculum
Development
 LINEAR MODEL OF
CURRICULUM
O Linear models of curriculum
development prescribe a rational
step-by-step procedure for
curriculum development starting
with objectives.
 A. TYLER’S RATIONAL LINEAR
MODEL
O This model was presented in his book
Principles of Curriculum and Instruction
published in 1949.
O Tyler argued that curriculum development
should be logical and systematic
O Sequential pattern starting from objectives to
content, learning experiences and evaluation
SOCIETY STUDENTS SUBJECT MATTER

Selecting Objectives

Selecting Learning Experiences

Organizing Learning Experiences

Evaluation
 Curriculum 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?
 B. TABA’S GRASSROOTS
RATIONAL MODEL
O A follower of Tyler is another curriculum scholar,
Hilda Taba.
O Presented here model in here book Curriculum
Development: Theory and Practice in 1962
O Modified version of Tyler’s model
O Argued that curriculum development should follow a
sequential and logical process, and she suggested for
more information input in all phases of curriculum
development.
Taba’s model outlined in 7 steps:
1. Diagnosis of needs
2. Formulation of objectives
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
STANDARD-BASED CURRICULUM
DEVELOPMENT MODEL
O Allan Glatthorn develop the standard-based curriculum
model. The model was intended for developing curriculum
standards for any discipline from basic education to higher
education.
O Glatthorn identified three phases to be followed in
developing a standard-based curriculum
O Phase 1: Develop standards
O Phase 2: Develop benchmarks
O Phase 3: Develop final products
 PHASE 1: DEVELOP STANDARDS
1. Develop a comprehensive set of content standards,
using multiple sources
2. Refine the comprehensive list by eliminating and
combining
3. Secure teacher input to identify teacher priorities
4. Use data to develop final draft of standards, divided
into Essential Standards and Enrichment Standards.
 PHASE 2: DEVELOP
BENCHMARKS
1. Review decisions about content emphasis.
2. Identify standards for continuing development
( standards that will not be benchmarked)
3. Decide how benchmarks will be identified-by
taskforce or by teachers
4. Develop initial draft of benchmarks, evaluating
with criteria provided, and secure teacher review;
revise benchmarks if needed
 PHASE 3: DEVELOP FINAL
PRODUCTS
1. Use standards and benchmarks to
produce scope and sequence chart.
2. Decide on curriculum guide
content
3. Analyze benchmarks into learning
objectives.
O Glatthorn’s model is an example of a linear and
rationale curriculum development model.
O this model is rational and descriptive, stressing the
development of standards first activity in curriculum
development
O The model recognizes the importance of using multiple
sources in developing curriculum standards.
O the use of benchmarks to improve, to refine, and to
validate curriculum standards is equally good practice in
curriculum development
O the model extends itself up to the development of scope
and sequence, which is important in for planning the
instruction, and for deciding on specific contents and
objectives
O Roberts ( 2003) stressed that in
curriculum studies, as in many other
domains of human activity, one of
the few constants is change. Roberts
further explained his idea that as a
field of inquiry, curriculum should
allow new theories to emerge and
new insights to flourish to make the
curriculum field more vibrant and
dynamic
O in this model, developing curriculum standards
is a separate activity from the overall
curriculum development process. This makes
model incomplete. The model should recognize
that developing curriculum standards is integral
part of the curriculum development process.
This model does not include situational analysis
nor needs analysis. Unlike in other curriculum
development models ( Taba, Wheeler, Walker,
Oliva) situational analysis or diagnosis of needs
is included as an important process
 4. UNDERSTANDING BY
DESIGN MODEL (UBD)
O Developed by Wiggins and McTighe(2002)
O become a byword in the Philippine educational
system because it was used to design the basic
education curriculum in S/Y 2010-2011 before
the K-12 Curriculum was implemented
O also called backward design for putting
emphasis on starting with the goals and
objectives in designing curriculum
STAGES OF BACKWARD DESIGN
PROCESS
IDENTIFY THE
DESIRED
RESULTS

DETERMINE
ACCEPTABLE
EVIDENCES
PLAN THE
LEARNING
EXPERIENCES
AND
INSTRUCTION
 STAGE 1
O INCLUDES what the students should know,
understand, and be able to do. It also asks the
questions about what is worthy of
understanding and what enduring
understandings are desired for the learners.
O this calls for examining current curriculum
goals and established curriculum standards,
and reviewing curriculum expectations.
 STAGE 2
O calls for designing assessment
evidences for documenting or
validating whether the desired
learning has been achieved.
O this model encourages the use of
authentic assessment for assessing
and evaluating students learning.
 STAGE 3
O Includes planning learning
experiences that are useful in
implementing the curriculum. In
this stage, teachers decide on the
type of activities that the students
will do and the materials that will
be needed for the planned activities.
O UBD model is prescriptive and rational, focusing
on the development of goals as starting point of
curriculum development process.
O This model is currently popular in the Philippines
because of its advocacy in focusing on enduring
understanding or central ideas (Wiggens and
McTighe 2002) as the central part of the
curriculum.
O UbD”s advocacy of planning authentic
assessment before planning learning experiences is
essential in connecting the assessment with the
goals and learning experiences of the curriculum
 5. SYSTEMATIC DESIGN MODEL
O Robert Diamond originally developed the Systematic
Design Model in the early 1960s.
O this model has basic phases: (1) Project selection and
design; and (2) Production, implementation, and evaluation
O like some other models, 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 proceeding to the next step.
O the Systematic Design Model is prescriptive and
rational. It presents a systematic linear view of
curriculum development.
O As shown in its first phase, some curriculum influences
and sources are also acknowledged in the process of
curriculum development. These curriculum sources and
influences are used to determine the objectives of the
curriculum
O the model relies heavily on data, therefore, it is
important to gather necessary information before
proceeding to each of the process.
O The second phase of the model allows
curriculum workers to design for the
production and implementation of the
curriculum and on the importance of the
evaluation of instructional materials to
ensure the smooth implementation of the
curriculum. The model involves a series
of tasks, which, if carefully followed,
may result to in a relevant and effective
curriculum.
 6. MURRAY PRINT MODEL FOR
CURRICULUM DEVELOPMENT
O Murray Print published his model in his
book Curriculum Development and
Design in 1988
O Prescribes a sequential and logical
approach to curriculum development to
provide a useful and easy-to-understand
process in developing curriculum
 Questions pose that may influence
1st Phase of Print’s model:
O Who are involved in this curriculum development, and
what, if anything do they represent?
O What conceptions forces of curriculum do they bring with
them?
O What underlying forces or foundations have influenced
the developers’ thinking?
 Phase 2
O task developing the curriculum, the
procedure is cyclical, which begins, with a
situational analysis, and continues with
the aims, goal, and objectives, content,
learning activities and instructional
evaluation and then continuing to
situational analysis again
 Phase 3
O includes the actual application that
incorporate three major activities:
O 1) implementation of curriculum
O 2) monitoring of, and feedback from the
curriculum
O 3) the provision of feedback data to the
presage group.
OPrint’s model is also prescriptive
and rational. The Model starts with
identifying the aims, goals, and
objectives of the curriculum. It also
embraces the principles of cyclical
and dynamic models in its
procedures.
 ACTIVITY NO. 19
O REFLECT ON AND ADDRESS THE
DEVELOPMENT MODELS
O Review the linear curriculum development models
O identify the possible strengths and weaknesses of
each model when applied to the Philippine context
 CYCLICAL MODELS OF
CURRICULUM DEVELOPMENT
1. Audrey Nicholls and Howard Nicholls Model
2. Wheeler’s Curriculum Development Model
3. The Contextual Filters of Course Planning
 AUDREY NICHOLLS AND HOWARD
NICHOLLS CURRICULUM MODEL

O The model emphasizes the cyclical nature of

curriculum development
O Curriculum model is a continuous process
O prescribes five logical and independent stages that are
in continuous curriculum development process
O the model is highly prescriptive and dynamic
O recognizes the influence and importance of contributing
disciplines such as philosophy, psychology and
sociology
O has potential to be used in any educational setting,
either school-based or national level
O The cyclical nature of the model also enables curriculum
workers in making the necessary changes and
adjustments in the total curriculum
O this attributes of the model is helpful for teachers,
administrators and education boards to address
curricular issues and propose innovations and changes
whenever needed.
 WHEELER’S CURRICULUM
DEVELOPMENT MODEL
O Wheeler (1967) presented a cyclical process in which
each element of the curriculum is related and
interdependent
O although this model is also rational in nature, each
phase is logical development of the preceding one.
O Wheeler also emphasized the importance of starting
from development of aims, goals, and objectives
 THE CONTEXTUAL FILTERS
MODEL OF COURSE PLANNING
O Developed by Stark, Lowther, Bently, Ryan, Martens,
Genthorn, Wren, and Shaw in 1990 as part of their
study conducted at the University of Michigan
National Center for Research to improve
postsecondary Teaching and Learning
O CONTENT INFLUENCES encompasses faculty
members’ background and associated disciplinary
and educational beliefs.
O CONTEXTUAL INFLUENCES refer to the
influences outside of the instructor’s immediate
control that cause adjustments in the course of plans
such as student characteristics or instructional
resources
O FORM includes the processes that are followed
when designing courses ( Stark and Lattuca, 1997)
O After making course decisions, the planners can check
with the content considerations and contextual filters.
O it describes the reality of how college faculty members
design their courses
O Applicable in designing higher education courses
O this model is based on the research of faculty members
in several HEIs in US
O This model is teacher-centered. Given the influence of
academic freedom, faculty member may plan the
curriculum based on their convenience
 ACTIVITY No. 20
O REFLECT AND ADDRESS THE FOLLOWING:
O Review the cyclical curriculum development models
O Identify the possible strengths and weaknesses of
each model when applied to the Philippine context.
 DYNAMIC MODELS
O WALKER’S MODEL OF CURRICULUM
DEVELOPMENT
O SKILBECK’S CURRICULUM DEVELOPMENT
MODEL
O EISNER’S ARTISTIC APPROACH TO
CURRICULUM DEVELOPMENT
O PAWILEN’S MODEL FOR DEVELOPING
CURRICULUM
 WALKER’S MODEL
O
O Decker Walker ( 1971) developed this model
O Walker identified three phases: Platform, deliberation
and design
O IN PLATFORM PHASE, Walker suggested that
curriculum workers bring with them their individual
beliefs, knowledge and values.
O DELIBERATION PHASE, involves identifying
which facts are needed for means and ends, generating
alternatives and considering the consequences of these
alternatives.
O DESIGN, involves planning, decision-making, and
the actual development of the curriculum
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 curriculum
O it recognizes the role and influence of curriculum
workers in any curriculum development tasks
O it avoids the obsession of starting with objectives.
SKILBECK’S CURRICULUM
MODEL
O In 1976, Skilbeck came up with a model for developing
a school-based curriculum in Australia
O Curriculum workers may start from any phase
O Includes a situational analysis that involves gathering
data from the school, society, and the learners
O the results of the situational analysis provide strong
bases for making curricular decisions for all the
succeeding phases of the curriculum development
 EISNER’S ARTISTIC APPROACH
O Elliot W. Eisner was famous curriculum scholar
O 1979, published the book the EDUCATIONAL
IMAGINATION
O Eisner 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.
1. Goals and their priorities
2. Content of curriculum
3. Types of learning opportunities
4. Organization of learning
opportunities
5. Organization of content areas
6. Mode of presentation and mode of
response
7. Types of evaluation procedure
 PAWILEN’S MODEL FOR
DEVELOPING CURRICULUM
O PROCESSES FOR DEVELOPING
CURRICULUM UNDER PAWILEN’S MODEL
1. Situational Analysis
2. Selection of goals and objectives
3. Development of Curriculum Standards
4. Selection of Content or subject areas
5. Selection and organization of learning
experiences
6. Implementation
7. Evaluation