Republic of the Philippines

LEYTE NORMAL UNIVERSITY

P. Paterno. St. Tacloban City

Module 6
Thea A. Ticoy, MAT

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Chapter 3- Curriculum Design and Development

This chapter focuses on the necessary knowledge and competencies needed in order to
effectively design and develop the curriculum.

Lesson 2 –Different Curriculum Models: Linear, Cyclical, and Dynamic Models

A. Objectives: At the end of the lesson, the students are expected to do the following:

1. Analyze different curriculum models

2. Examine the strengths and weaknesses of a curriculum
3. Discuss how these curriculum development models can be applied in Philippine
context

B. Materials

Module in The Teacher and The School Curriculum, Chapter 3, Lesson 2

C. Activity
It is without a doubt that we have different approaches in tackling different tasks. For
most students, they find creative ways in order to recall, study, and retain information taught to
them in different subjects. How do you usually make your notes? Are you the type to make
mnemonics? Do you use color-coded highlighters? Do you make meaningful diagrams? What
are your so-called “study hacks”?

D. Processing/ Analysis:
It is definitely a no brainer that a good percentage of people are visual learners. This means
that information is better retained when visual cues are given to us. This is where different models
come into place. These models are used in different fields of study.
What are some models that you’re aware of?
E. Discussion
Curriculum development, as perceived in the curriculum development models, follows a scientific
and logical process. Each curriculum development model represents different areas of emphasis.
The essential elements of curriculum development comprises of: (1) situation analysis, (2)
selection of objectives (3) selection of content, (4) selection of learning experiences, and (5)
evaluation. Curriculum development models could be clustered into three:
1. Linear Models- this follows a logical and sequential approach to curriculum
development starting with curriculum objectives.
a. Tyler’s Rational Linear Model
Ralph Tyler’s model presents a process of curriculum development that follow a sequential
pattern starting from the objectives to content, learning experiences, and evaluation. He
further argued that 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?

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

3. How can these educational experiences be organized?

4. How can we determine whether these purposes are being attained?

In addition to this, Tyler identified three curriculum sources namely: society, students, and
subject matter. He stated that curriculum workers need tostudy these sources in order to
develop a curriculum. Lastly, he pointed out the role of philosophy of education and
psychology of learning to screen the objectives that are inlcuded in the curriculum.

Source: https://nicaelasaguinsinblog.wordpress.com/2017/12/02/11-06-17-linear-
models-of-curriculum/

b. Taba’s Grassroots Rational Model

In this model, Hilda Taba argues that curriculum development should follow a sequential
and logical process, and she suggests more information input in all phases of curriculum
development. She further claimed that all curricula are composed of fundamental
elements. In this model, she outlines seven steps that should be followed when
developing a curriculum:
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
Finally, Taba suggested that curriculum development could be made successful if it were
to diagnose the needs. In this manner, it will aid curriculum workers to understand the
needs of the learners. It will also help in the selection of the goals and objectives and in
the selection of contents.
c.Standards-based Curriculum Development Model
This model is a program of study based upon a system of behavioral-based expectations.
It is essentially when standards-based school programs are focused on what students are
able to accomplish at specific times in their career. Its programs make no directives in
regards to teaching methodology or resources and its curricula is always written in terms
of what students will be able to do at the completion of study.

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

d. Understanding by Design Model

This model was developed by Wiggins and McTighe (2002). This model is also called
the Backward Design for putting emphasis on starting with the goals and objectives in
designing curriculum. The model puts emphasis on designing curriculum to engage
students in exploring and deepening their understanding of important ideas and the
designn of assessments (Wiggins & McTighe, 2002).

Source: https://educationaltechnology.net/backward-design-understanding-by-design/

Stage 1 includes what 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. Stage 2 calls for designing assessment evidence for
documenting or validating whether the desired learning has been achieved. Stage 3
includes planning learning experiences that are useful in implementing the curriculum.
The model is currently popular in the Philippines because of its advocacy in focusing on
enduring understanding or central ideas (Wiggins and McTighe, 2002) as the central goal
of the curriculum. Analyzing what the learners should know and uderstand is an
important feature of the model. This principle will make the content of the teacher
education curriculum more learner-centered.. Like Glatthorn’s model, it also recognizes
the important role of teachers in curriculum development, processes, which is a good
practice in curriculum development.
e. Systematic Design Model
The Systematic Design Model is prescriptive and rational. It presents a systematic and of
linear view of curriculum development. The use of diagrams is an excellent way of
helping curriculum workers to visualize the entire curriculum development process. The
model relies heavily on data; therefore, it is important to gather necessary information
before proceeding to each of the processes. This curriculum practice allows research to
influence curriculum processes and encourages a team approach to curriculum
development.

Source: http://www.personal.psu.edu/wxh139/Diamond.htm

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

f. Murray Print Model for Curriculum Development

Murray Print’s model prescribes a sequential and logical approach to curriculum
development to provide a useful and easy-to-understand process in developing
curriculum.

Source: https://www.semanticscholar.org/paper/Curriculum-development-and-implementation-in-Papua-
Kekeya/439893751ae56b1d939a25d51d57a143675950d8/figure/0

The first phase of Print’s model recognizes the nature of the curriculum workers involved
in the development of the curriculum. The second phase in this model is the task of
developing the curriculum. The third phase includes the actual application that
incorporates three major activities (1) immplementation of the curriculum, (2) monitoring
of, and feedback from the curriculum , and (3) the provision of feedback data to the
presage group.
The model describes the process of curriculum development on a macro level; however,
it is not clear where the philosophy of the institution and philosophy of the curriculum
will come into play. Philosophy is very influential in curriculum processes. The
philosophy of the school and the curriculum embodies or reflects the kind of curriculum
offered in a particular institution.

2. Cyclical Models- They are essentially logical and sequential in terms of processes,
however in cyclical models, curriculum development is viewed as a continuous process.
a. Audrey Nicholls and Howard Nicholls Model for Curriculum Development
The model emphasizes the cyclical nature of curriculum development. Audrey and
Howard Nicholls, the proponents of the model, states that curriculum development is a
continuous process. The model prescribes five logical and interdependent stages that are
in a continuous curriculum development process. The model starts with a situational
analysis in which curricular decisions are made, followed by the selection of objectives
amd the other succeeding phases. The cyclical nature of the model also enables
curriculum workers in making the necessary changes and adjustments in the total
curriculum. This attribute of the model is helpful for administrators, teachers, and
education boards to address curricular issues and propose innovations and changes
whenever needed. Nicholls and Nicholls (1978) model advocates a curriculum
development activity that involves continuous improvement.

Sources: https://www.slideshare.net/anayaawan/curriculum-model-by-nicholls

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

b. Wheeler’s Curriculum Development Model

In Wheeler’s model, each phase is a logical development of the preceding one. In
addition to this, Wheeler stated that one cannot proceed onto the next phase unless the
preceding phase is done. Wheeler also emphasized the immportance of starting from the
development of aims, goals, and objectives.

Soource: https://slideplayer.com/slide/12669180/
c. Contextual Filters Model of Course Planning
This model presents a cyclical view of curriculum development. After making course
decisions, the planners can check with the content considerations and contextual filters. It
describes the reality of how college faculty members ought to design their courses. With
this being said, this model is very much applicable in designing higher education courses.
Lastly, the model is very teacher-centered. Given the influence of academic freedom,
faulty members may plan the curriculum based on their own convenience.

Source: https://slideplayer.com/slide/6992921/

3. Dynamic Models- curriculum development may begin with any curriculum element
or process. It highlights the importance of involving teachers in curriclum development
process.

a.Walker’s Model of Curriculum Development

This model comprises of three pases. The Platform phase as Walker suggested, is the phase where
curriculum workers bring with them their individual beliefs, knowledge, and values. They have
their own ideas as to how they ought to do their task and they are prepared to discuss and argue
about them. In the Deliberation phase, identifying which facts are needed for means and ends is
involved, and as well as generating alternatives and considering the consequences of these
alternatives. Finally, the Design phase involves planning, decision-making, and the actual

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

development of the curriculum. This model recognizes the role and influence of curriculum
workers in any curriculum development tasks.

Source: https://www.slideshare.net/YeeBeeChoo/topic-2a-models-of-curriculum-design

b. Skilbeck’s Curriculum Development

Skilbeck came up with a model for developing a school-based curriculum that presents a dynamic
view of curriculum development. Each phase is interrelated and follows a systemic sequence.
This model inlcudes a situational analysis that involves gathering data from the school, society,
and the learners. The result of the situational analysis provide strong bases for making curricular
decisions for all the succeeding phases of curriculum development.

Source: https://app.emaze.com/@ALLFLOQO#1

c. Eisner’s Artistic Approach to Curriculum Development

Elliot W. Eisner outlined how this artistic approach can also be used in curriculum development
This approach to evaluation emphasizes to qualitative appreciation. According to its proponent, it
is important to get into the details of what is actually happening inside the classroom.

d. Pawilen’s Model for Developing Curriculum

This model was made in order to help curriculum workers develop curriculum that is relevanr and
appropriate to the Philippine context (Pawilen, 2011). This model makes use of three curriculum
sources based of Ralph Tyler’s (1949) model. Knowing their interests needs, learning styles,
thinking styles, culture, socio-economic status, gender, and other variables are significant data for
developing curriculum. In this model, the different curriculum influences are integral, as shown
by an arrow connecting the curriculum influences and the development of curriculum standards,
In all phases of curriculum development,, these curriculum influences are always considered.

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 Republic of the Philippines
LEYTE NORMAL UNIVERSITY
P. Paterno. St. Tacloban City

Source: https://pdfs.semanticscholar.org/0b58/395d1956c22cea1851c681c43f1f70eed578.pdf

Process for Developing Curriculum Under Pawilen’s Model

1. Situational Analysis- this is the first phase in which analyzing the content in which the
curriculum is developed

2. Selection of Goals and Objectives- this phase results from the situational analysis

3. Development of Curriculum- takes place after the situational analysis and selection of goals
and objectives

4. Selection of Content or Subject Areas- in this phase, the developed curriculum standards are
utilized to select subjects or courses to be included in the curriculum

5. Selection and Organization of Learning Experiences- includes selecting learning activities,

organizing instructional plans, and selecting instructional materials to be used in implementing
the curriculum

6. Implementation- involves the actual implementation of the curriculum by faculty members. It

is where the actual teaching and learning take place.

7. Evaluation- this is the final phase wherein the goals and objectives of the curriculum,
including the design and selection of all the curriculum elements, are evaluated. After the result
of the evaluation, the curriculum development process will go back to situational analysis to
reexamine the needs and include necessary changges and demands from curriculum sources and
influences.

F. Assessment/Application
Review and analyze Pawilen’s Model. Identify atleast four (4) strengths and weaknesses in the
curriculum.

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