Eastern Mindoro College

Bongabong, Oriental Mindoro

Tel. No.(043)-283-5479; [email protected]

Name: _Airyn R. Hilario Date: 04-28-20 Score:___________

Course/Major : BSEd Instructor:_Mr. Jhay Magtibay

ANSWER SHEET FOR CURRICULUM DEVELOPMENT

Curriculum development models are based on a clear and consistent understanding of various scholars of
the nature of curriculum as discipline and as a field of study. Different models are described based on the
1. different views, and processes of curriculum development they offer. These are two long-standing models
of curriculum: the process model and the product model. The product model is result-oriented. Grades are
the prime objective, with the focus lying more on the finished product rather than on the learning process.
The process model, however is more open-ended, and focuses on how learning develops over a period of
time. These two models need to be taken into account when developing curriculum. As an educator we
should employ the curriculum process that best incorporates the components of effective teaching. To
demonstrate of content, to demonstrate the components the knowledge of students, resources, to design
coherent instruction and to assess students learning. Developing, designing and implementing an
education curriculum is no easy way task. With the rise of educational technology and the diverse types of
students attending higher educational institutions these days, instructors have their work cut out for
them. But following the fundamental guidelines and framework of curriculum development, educators will
be setting themselves- and their students- up for long term success. 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 argued that
curriculum development should be logical and systematic. 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 modified version of Tyler’s Model. Taba argued
that curriculum development should follow a sequential and logical process, and she suggested for more
information input in all phase of curriculum development. Taba also claimed that all curricula are
composed of fundamental elements. Standards-based Curriculum Development Model-was developed by
Allan Glatthorn. The model was intended for developing curriculum standards for any discipline from
basic education to higher education. Understanding by Design Model (UbD)- was developed by Wiggins
and McTighe (2002). it has become a byword in the Philippine educational system because it was used to
design the current basic education curriculum. As of School Year 2010-2011, first year and second year
high school are using UbD. Systematic Design Model- Robert Diamond originally developed the
systematic Design model in early 1960’s. since then, it has undergone major revisions but its structure is
unchanged (Diamond 1998). The model, has two basic phase: (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. Diamond (1998) explained that ideally, some actions must precede others,
and certain decisions should not be made until all relevant facts are known. Murray Print Model for
Curriculum Development- Murray print published his model in his book Curriculum Development and
Design in 1998. Prescribes a sequential and logical approach to curriculum development to provide a
useful and easy-to-understand process in developing curriculum. All the curriculum models are based on
curriculum researches and are based on certain theories of curriculum. Each model is unique depending
on the curriculum theory advocated by the proponents. It is the developers to select a model based on
their context. The linear models (Standards-based Curriculum Development model, Understanding by
Design, Systematic Design model, and Print’s Curriculum Development Model) provide a direct and time-
efficient approach to curriculum development. These models simplify the process of curriculum
development such that curriculum workers will find it easy to follow. Linear models are highly prescriptive
and rational. They state precisely where to start in the curriculum development process. Usually, they
start with a situational analysis or selecting objectives. The cyclical model of Nicholls (1978) and the
contextual filters Model of course planning model present an interrelated procedure for developing
curriculum. These models are prescriptive by starting with situational analysis, yet they are also dynamic.
These models are applicable to school-based curriculum development.
Curriculum Model is a broad term referring to the guide used to write curriculum guides, or the
documents used in education to determine specific aspects of teaching, such as subject, time frame, and
manner of instructions. Model provide an environment for interactive student engagement. Evidence
2 from science education research shows that significant learning gains are achieved when students
participate in interactive engagement activities. Research has found that modeling decreases student’s
error, positively affects the perceived importance of a task and increases self-regulated learning. For
effective modeling, teachers should use think- a louds to make important connections and share their
 Eastern Mindoro College
Bongabong, Oriental Mindoro
Tel. No.(043)-283-5479; [email protected]
expert thinking with their students.

Levels of curriculum development

 Societal level of curriculum- the farthest from the learner since this is where the public
3. stockholders (politicians, special interest groups, administrators, professional specialist)
participate in identifying the goals, the topics to be studied, time to be spent in
teaching/learning, and materials to aid instruction.
 Institutional level of curriculum- refers to the curriculum derived from the societal level,
with modification by local educators or lay people; often organized according to subjects
and includes topics and themes to be studied; may also include standards, philosophies,
lesson plans and teaching guides.
 Instructional level of curriculum- refers how teachers use the curriculum developed in
societal level and modified in the instructional level or what authorities have determined;
involves the teacher’s instructional strategies styles and materials used.
 Experiential level of curriculum- the curriculum perceived and experienced by each
students and many, therefore, vary among lessons because of individual differences.

Includes both curriculum process (procedures in creating using and evaluating curricula)
and curriculum product or projects, resulting from curriculum development processes;
includes guides, courses of study; syllabi, resource units and other document that deal with
content of schooling.
In the study of Curriculum, there are diff. approaches observed and identified; the development approach
(this model proposes that development of typical and atypical children progresses in a predictable
4. sequence), functional approach (the philosophy of this approach is that students with severe disabilities
need to acquire age appropriate and functional skills); and the Ecological approach (reflects characteristics
of both individual students and environment in which his or her participation is desired). In the Philippine
context of curriculum these approaches are very much take into consideration and are embedded in the
education act of 1982 (I. General provisions, Chapter 2, Section 4, Declaration of objectives) which is
quoted as:
Provide a broad general education that will assist each individual, in the peculiar ecology of his own
society, to: (a) attain his potentials as human being; (b) enhance the range and quality for individual and
group participation in the basic functions of society and (c) acquire the essential educational foundation of
his development into a productive and versatile citizen. Curriculum and instruction design in the phil. Is
actually a product of religion, economic, political, and social influences and events that took place over a
long-period of time. Colonial rules in the phil. Tailored the curriculum to serve colonial goals and objectives.
Pre- Spanish Curriculum, Spanish Curriculum, American Devised Curriculum, Commonwealth Curriculum,
Japanese Devised Curriculum, Liberation Period, Philippine Republic Curriculum.

Things to consider in implanting the curriculum

5.  Government Requirements- include memoranda, policies, guidelines, and requirements from the
DepEd, CHED, and TESDA. The competencies required by the board exams are also considered.
 School Philosophy, Vision, Mission and the Core values- must be considered at the school level
especially when selecting the specific contents and learning experiences for all students enrolled in
each program.
 Learning Environment- includes the various school facilities required for the implementation of
each program. These facilities include laboratories, classroom, library, sports facilities, instructional
technologies, other facilities prescribed by the government for each programs. In some schools, colleges
or universities, housing facilities for faculty and students are also provided. Age, gender, physical, mental,
emotional development, cultural background, interest, aspirational and personal goals are some of the
factors that should be considered in the implementation of the curriculum. The students make the
curriculum alive.
 Needs and Demands of the society- can be addressed by the curriculum in the micro level
by adding subjects or contents, or in the local school level by integrating specific
competencies in the various syllabi for each course.
 Needs of Students- including interest, are considered when the school develops academic
policies and in the preparation or course syllabi.
 Faculty Expertise- with faculty as the most important asset of each school, college, or
university. They also play an important role in the implementation of the curriculum.
 The changing Nature of knowledge- includes the theories and research from different
areas and professional organization in the academe that are also influential in the
 Eastern Mindoro College
Bongabong, Oriental Mindoro
Tel. No.(043)-283-5479; [email protected]
implementation of the curriculum. It could result to the integration of important topics or
subjects, and additional facilities.

Curriculum workers- is important in education roles. They are responsible to

concentrate on student’s behavior in learning development. Teachers as the curriculum
6. workers that being a central to engage in curriculum development.

 Teachers- most visible among the curriculum workers. Teachers develop lesson plans, unit
plans, yearly plans, and syllabi.
 Principals- Chief academic and administrative officer of the school. They provide
curriculum and instructional leadership and supervision to the teachers and other school
personnel.
 Curriculum Consultants- individual with rich background experience on doing curriculum
projects related to curriculum planning, curriculum development and curriculum
evaluation.
 District Supervisors- responsible for supervising the implementation of the curriculum in
the district level.
 Education Supervisors- Assigned to specific subject areas in basic education. They help the
district office of the DepEd in supervising the implementation of projects and programs
specific for each subject area.
 Division Superintendent- The Chief academic officer of each division. They supervise the
implementation of the curriculum, programs in the division levels for both public and
private schools.
 Regional Directors- Manage the program and projects of the DepEd in the regional level
 Education Program Specialist- work at the national level or at the central offices of the
CHED and the DepEd. They assist the two government agencies in the development of
curriculum policies.
 Technical Panels and Technical Committees- Professors and individual experts from
different disciplines and field who assist the CHED in developing curriculum, formulating
curriculum policies, and evaluating the compliance of higher education institutions to the
CHED program standards.

Dynamic Models of Curriculum Development- describe how curriculum workers

develop curricula in various educational contexts. The dynamic curriculum development
7. models are usually used in school-based settings.
 Linear Models of Curriculum Development- prescribe a rational step-by-step procedure for
curriculum development starting with objectives. The strength of linear models, active
participation of the learner (prideaux, 2003), class objectives are clearly defined in the
purposes. These purposes are then translated into educational objectives. The simple
linear approach to development of behavioral objectives is applied (Billings and Halstead,
2009). Weaknesses, first time can be wasted working on skills which may never be
mastered. Second, not all behaviors in the sequence are necessary for independent
functioning nor are they age appropriates as the child grows well beyond the age that
development skills are typically mastered. Finally, the child is viewed as “developmentally
young”. Consequently, the activities and materials used for intervention continue to be
less than age appropriate which leads to negative perceptions and low expectations for
children with severe disabilities.
 Cyclical Models of Curriculum Development- prescribe a cyclical or continuous process of
curriculum development. Cyclical models usually start with situational analysis that serve
as the basis for all succeeding process. They argued that “changes should be planned and
introduced on a rational and valid basis according to a logical process. Weaknesses of
Cyclical models “logical and sequential nature. A fundamental problem in utilizing such
models is the amount of time required to undertake an effective situational analysis. The
strength of cyclical models is logical sequential structure, situational analysis as a starting
point, model is flexible and less rigid and more relevant.
 Wheeler model strength and weaknesses of Tyler’s and Taba’s Modell tan jamala
maaropintroduction tyle’s model has been beneficial to many curriculum developers that
many have followed his model (Marsh, 2007). Strength provide curriculum developer with
a clear direction for the development process. Provide a logical sequence of curriculum
 Eastern Mindoro College
Bongabong, Oriental Mindoro
Tel. No.(043)-283-5479; [email protected]
element. It is simple which is easy to follow. However, some argued that its simplicity is
also a limitation and that is why other curricularist develop their own models (Marsh,
2007). Weaknesses Tyler talks of an acceptable educational philosophy, which acts as a
screen in the selection of objectives. However, he does not elaborate on the criteria of
this screen (Kliebard, 1995). Hlebowitsh (1995) critizes that Tyler’s Model tends to
trivialize the curriculum to the easily measurable, that is addressing lower order behavior
rather than higher order thinking. Some find the selection of objectives from the three
possible sources ambiguous and considered it as aa weakness but other find it to be
strength of the model as well (Marsh, 2007). Introduction the Taba model is somewhat an
improvement of the tyler model. Strength it answers the question of ambiguity in
selecting the objectives in the Tyler’s model by diagnosing the needs of the learners first.
Although, this is deemed as a limitation by others. Some argued that the society and the
subject matter should be diagnosed as well (Oliva, 1992). As oppose to Tylers model, the
content is not the main source of objectives have been formulated. Taba also emphasizes
the need to organize the content and the learning experiences. Weaknesses Tabas
inductive model may not appeal to curriculum developers who prefer to consider the
more global aspects of the curriculum before proceeding to specific. (Olivia, 2004). Other
planners may prefer to follow a deductive approach, starting with the general
specification of philosophy, aims, and goals and moving to the specifics objectives,
instructional techniques and evaluation (Olivia, 2004). Conclusion in general, the strength
or the weakness of the model is arbitrary depending on the point of view of the
curriculum developer (Marsh, 2007). Wheeler model-strength and weaknesses Khairun
najwa ahmad wadzir strength Cyclical model which provide logical consequences.
Evaluation should be in every step before move to the next steps. Does not have terminal,
evaluation gives feedback. Has baseline data for objectives (need to be achieved) able to
cope with changing circumstances. Provide flexibility and relevant to school situation and
suitable for curriculum development by the teachers. Weaknesses it takes time to
undertake an effective situational analysis. Not very different from Tyler models since it
adopts logical consequences. KERRS Model of curriculum strengths the domain is
interrelated directly or indirectly so the implementer can begin with any of the elements.
The models allow curriculum implementer to change the order of planning (to move to
and fro amongst the curriculum elements. Strength the experiences are evaluated through
tests, interviews, assessments, and other reasonable methods. The evaluation is the
collection of information for use in making decision about the curriculum. Weaknesses
designed not only by the teachers who know more about the pupils. The model offers so
little directions. The curriculum implementers need a lot of time to determine the
beginning stage in curriculum development. The Olivia model Caroline strengths a simple,
comprehensive and systematic model offers a process for the complete development of
school curriculum. Combines a scheme for curriculum development and a design for
instruction. Recognized the need of students in some particular communities answers the
limitation of the Taba model in terms of diagnosing only the need of the students before
formulating the objectives.