CURRICULUM

DEVELOPMENT
Objectives
1 Analyze different curriculum models.

2 Examine the strengths and weakness of a curriculum.

Discuss how these curriculum developed models can

3
be applied in Philippine context.
 DIFFERENT
CURRICULUM
DEVELOPMENT
MODELS
 Linear Models of
Curriculum Development
A. Tyler’s Rational Linear Model
Principles of Curriculum and Instruction published
in 1949.
logical a n d systematic.
The model shows a sequential pattern starting
from objectives to content, learning
experiences, a nd evaluation.
Tyler ar gue d that to develop a n y curriculum,
curriculum workers should respond to four basic
questions:

[Link] 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
Hilda Taba presented her model in her book Curriculum
Development: Theory a n d Practice in 1962.
Taba argued that curriculum development should
follow a sequential a n d logical process, and she
suggested for more information input in all ph a se s of
curriculum development.
Taba also claimed that all curricula are composed of
fundamental elements.
[Link] of needs
2. Formulation of objectives
3. Selection of content
[Link] of content
5. Selection of learning experiences
[Link] of learning experiences
7. Determination of what to evaluate and
ways and means of doing it.
C. STANDARDS-BASED CURRICULUM DEVELOPMENT
MODEL

• Glatthorn identified three ph as e s

to be followed in developing a
standards-based curriculum.
• It includes a prescribed
sequence of curriculum
development activities to develop
standards.
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's input to identify teacher priorities.
4. Use data to develop the final draft of standards,
divided into Essential Standards and Enrichment
Standards.
Phase 2. Develop benchmarks

[Link] decisions about content emphasis.

[Link] standards for continuing development
(standards that will not be benchmarked)
3. Decide how benchmarks will be identified - by task force
or by teachers.
4. Develop an initial draft of benchmarks, evaluate with
criteria provided, and secure teacher review; revise
benchmarks if needed.
Phase 3. Develop final products

[Link] standards and benchmarks to produce a scope

and sequence chart.

2. Decide on curriculum guide content.

3. Analyze benchmarks into learning objectives.

 Roberts (2003), stresses 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, the
curriculum should allow new theories to emerge and
new insights to flourish to make the curriculum field
more vibrant and dynamic.
C. STANDARDS-BASED CURRICULUM DEVELOPMENT
MODEL
Glatthorn model is an example of a linear and rationale
curriculum development model.
The model is rational a n d descriptive, stressing the
development standards as the first activity in
curriculum development.
The model recognizes the importance of using multiple
sources in developing curriculum standards.
The model also recognizes teacher's inputs in the
development of standards, which are often neglected in
curriculum projects in the Philippines.
The use of benchmarks to improve, refine, and to
validate curriculum standards is equally a good
practice in curriculum development.
The model's scope and sequence are also important for
planning instruction, and for deciding on specific
contents and objectives.
Another important feature of the model is its relevance
and applicability in any educational institution in
developing curriculum standards for various courses.
Weakness of Glatthorn's Model
Developing curriculum standards is a separate activity
from the overall curriculum, development process.
It does not include situational analysis nor needs
analysis.
- Although Glatthorn's model specified the development
of standards using multiple sources, it cannot replace the
important function of situational analysis in the curriculum
development process.
What is Situational Analysis?
Situational analysis is helpful in understanding the

context in which the curriculum is developed.

Analyzing the different curriculum sources and influences

will lead to the development of curriculum standards that

are not focused on a specific discipline, but also consider

the important role of the learners and the society in

curriculum development.
 D. UNDERSTANDING BY DESIGN MODEL (UBD)
The Understanding by Design Model was developed by
Wiggins and McTighe (2002).
It is used to design the basic education curriculum in the
school year 2010 - 2011 before the K-12 Education
Curriculum was implemented.
The model puts emphasis on designing curriculum to
engage students in exploring and deepening their
understanding of important ideas and the design of
assessments.
Step 1: Identify desired results
Step 2: Determine acceptable evidence
It calls for designing assessment evidence for
documenting or validating whether the desired learning
has been achieved.
This model encourages the use of authentic
assessment for assessing and evaluating students
learning.
Step 3: Plan the learning experiences an d instruction
It 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.
D. UNDERSTANDING BY DESIGN MODEL (UBD)

The UbD model is prescriptive a n d rational, focusing on

the development of g o a l s as the starting point of the
curriculum development process.
The model is currently popular in the Philippines
because of its advocacy in focusing enduring
understanding or central ideas a s the central goa l of
the curriculum.
WEAKNESSES OF UBD

[Link]-Consuming
2. Difficult for New Teachers
3. Assessment Challenging in Large Classes
 E. SYSTEMATIC DESIGN MODEL

Robert Diam ond originally developed the Systematic

Design Model in the early 1969s.
The model has two basic phases: (1) project selection
a n d de sig n and (2) production, implementation, a nd
evaluation.
 E. SYSTEMATIC DESIGN MODEL

Print (1993) a n d Doll (1992) considered curriculum

development as a decision-making process, emphasizing
for faculty members to conduct researches as a basis for
making curricular decisions.
 E. SYSTEMATIC DESIGN MODEL

Weaknesses of Diamond’s Model

• It assumes that the product, which is the curriculum,
is final and good as planned. There is no provision
where curriculum workers can review their actions and
decisions in relation to the factors identified in the 1st
phase.
• If applied in the Philippines, will probably be difficult
because of the lack of research culture in our
education institutions.
 CYCLICAL MODELS OF
CURRICULUM DEVELOPMENT
A. AUDREY NICHOLLS AND HOWARD NICHOLLS
MODEL OF CURRICULUM DEVELOPMENT

The model prescribes the five logical and

interdependent states that are in a continuous
curriculum development process.
A. AUDREY NICHOLLS AND HOWARD NICHOLLS
MODEL OF CURRICULUM DEVELOPMENT
The model is highly prescriptive and dynamic.
The inclusion of situational analysis helps the
curriculum workers to understand better the context in
which the curriculum is developed.
A. AUDREY NICHOLLS AND HOWARD NICHOLLS
MODEL OF CURRICULUM DEVELOPMENT
The model also recognizes the influence and
importance of contributing d i s c i p l i n e s .
Weakness of Nicholls & Nicholls Model

• Some curriculum workers are used to

develop a linear model.
• In our country, we follow top-down
approach.
• There is a tendency for teachers not to
follow this model.
B. WHEELER'S 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.
.
DYNAMIC MODELS OF
CURRICULUM
DEVELOPMENT
A. WALKER'S MODEL OF CURRICULUM
DEVELOPMENT
Decker Walker developed a model for curriculum
development that was first published in 1971.
The model also avoids the obsession of starting with
objectives.

According to Walker (1971), this model can be used for a

school-based to Walker curriculum development.
We akne s s of Walker's Model
There is a tendency to be stuck in Phase 2.
Probably the model can be elaborated more on the
design processes involved in Phase 3 to help
teachers and new curriculum workers do their
tasks.
B. SKILBECK'S CURRICULUM DEVELOPMENT MODEL

In using this model curriculum workers m a y start

from a n y phase.
 C. ELSNER'S ARTISTIC APPROACH TO
CURRICULUM DEVELOPMENT
In 1979, he published the book "The Educational
Imagination" where he presented his idea on how
curriculum development should be done.
Elsner's Artistic Model of Curriculum Development

1. Goals a n d their priorities.

2. Content of curriculum
Options to consider in selecting curriculum.
Caveats about the null curriculum.
Elsner's Artistic Model of Curriculum Development
3. Types of Learning Opportunities
Emphasis on transforming goals and content into
learning events that will be of significance to
students.
4. Organization of learning opportunities
Emphasis on a nonlinear approach in order to
encourage diverse student outcomes.
Elsner's Artistic Model of Curriculum Development
5. Organization of content areas
Emphasis on the cross-curricula organization of
content.
[Link] of presentation a n d m ode of response
Use of a number of modes of communication to
widen educational opportunities for students.
[Link] of the evaluation procedure
Use of a comprehensive range of procedures at
different stages of the process of curriculum
development.
Elsner's Artistic Model of Curriculum Development
5. Organization of content areas
Emphasis on the cross-curricula organization of
content.
[Link] of presentation a n d m ode of response
Use of a number of modes of communication to
widen educational opportunities for students.
[Link] of the evaluation procedure
Use of a comprehensive range of procedures at
different stages of the process of curriculum
development.