CHAPTER 3:

CURRICULUM DEVELOPMENT
MODELS

BELINO, Julius D.
BALONG – ANGEY, Judith B.
PISAY, Euny Loise B.
 RALPH TYLER MODEL: Rational Linear Model

Hilda Taba Model: Grassroots Rational Model

MODELS Galen Saylor and William Alexander Model

Standards-based Model: Allan Glatthorn

Understanding by Design Model (UBD)/ Backward

Design
 RALPH TYLER MODEL: Rational Linear Model

FOUR FUNDEMENTAL
PRINCIPLES:

IDENTIFY ORGANIZATION
DETERMINE EVALUATE
EDUCATIONAL OF THE
THE OF THE
LEARNING LEARNING
PURPOSE EXPERIENCES
EXPERIENCES EXPERIENCES

- Objective - Activities - Order or sequence

- Institutional - Assessing
- Learning tools - The effectiveness of - Evaluation tool
outcomes learning
 HILDA TABA’S MODEL: Grassroots Rational Model

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S
T
E
P
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 GALEN SAYLOR AND WILLIAM ALEXANDER MODEL

F
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P
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C
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 STANDARDS-BASED MODEL: Allan Glatthorn

STANDARDS OR PHRASES

DEVELOP STANDARD DEVELOP BENCHMARK DEVELOP FINAL PRODUCT

(Phase I) (Phase II) (Phase III)

- Using multiple sources - Content emphasis - Scope and sequence chart

- Eliminating and combining - Identify standards - Decide on guide content
- Secure teacher input - By taskforce or by teachers - Analyze into learning objectives
- Essential Standards and - Initial draft of benchmarks
Enrichment Standards
UNDERSTANDING BY DESIGN (UBD)/ BACKWARD DESIGN

THREE STAGES

PLAN LEARNING
IDENTIFY DESIRED DETERMINE
EXPEREINCES AND
RESULT ACCEPTABLE EDIDENCE
INSTRUCTIONS

- use WHERETO in
instructional planning.
SYSTEMATIC DESIGN MODEL by
Robert Diamond
-Systematic design is defined as an orderly and
iterative process for generating instructional
solutions to performance problems based on a
combination of practical experience, research
and theory.
- The Diamond Model is a learning system that
is more comprehensive than most, which
works towards an “ideal” design utilizing
flow diagrams to show content and structure
and uses quality information. It was
specifically designed for courses and
curricula in higher education..
 Diamond Model & the Two Phases of Design
 Phase One: Project Selection & Design:  Phase Two: Project Production, Implementation &
Evaluation:
  The feasibility and desirability of the project launch
  Development of each unit includes a seven-step
are examined.
process:
  Establish needs, insuring success.
• Determining objectives:
  The “ideal” selection of the project is made based on:
• Design of evaluation instruments and
 Basic-Planning inputs that are project-specific; these procedures
are:
• Selection of instructional format and
• Domain of knowledge examining existing materials
• Student knowledge, attitudes and priorities • Producing new materials or modification
• Social needs of materials

• Research • Coordinating logistics for implementation

• Educational priorities • Full scale implementation

• Evaluation & revision
Instructional Design Elements
 ADDIE model- is a process used by
training developers and instructional
designers to plan and create effective
learning experiences.
 Analyze/Analysis-
 Develop/Development
 Design
 Implement/Implementation
 Evaluate/Evaluation
MURRAY PRINT MODEL
 Instructional evaluation is included in this
model that provides necessary data
regarding the curriculum implementation.
Monitoring and feed back system is also
included. This model can be used in any
level of curriculum development – local,
college-wide, or national.
 Murray Print Model for Curriculum
Development prescribes a sequential and
logical approach to curriculum
development to provide a useful and easy-
to-understand process in developing a
curriculum
3 PHASES OF CURRICULUM
 Phase 1: Organization-
recognizes the nature of the curriculum workers involved in the development of
the curriculum
 Phase 2: Development
task of developing the curriculum – cyclical procedure: situational analysis -
aims, goals, objectives, content, learning activities, instructional
evaluation – situational analysis
 Phase 3: Application
three activities: implementation of the curriculum; monitoring of and feedback
from the curriculum;
WHEELERS MODEL OF CURRICULUM
 -systematic process for designing and
implementing educational programs.

 Wheelers defined curriculum as the planned

experiences offered to the learner under the
guidance of the school.
 Its systematic and structured approach to
designing and implementing a curriculum that
meets the needs and goals of the learners and
the educational institution.
 Emphasizes content selection and the
integration of content in providing quality
learning experiences.
NICHOLLS AND NICHOLLS 1972
MODEL
- Emphasise a reflective and evaluative continuous process of
curriculum design to accommodate changes that reflect
developments in society or knowledge and dynamic models.
- It is a cyclical model
- This model is like a map fro particular teaching and
learning process.
- It is a logical sequential model .
 THE CONTEXTUAL FILTER MODEL

 It’s a curriculum development framework that focuses on taking into account the
contextual factors that can impact teaching and learning.

 It helps educators design and adapt curriculum to meet the specific needs of learners in a
particular context.
Key components of the Contextual Filter Model may include:

Contextual These factors can include the socio-economic background of students,

Factors cultural considerations, available resources, and overall educational
environment.

Needs Conducting a needs assessment to determine what specific learning

Assessment needs and goals exist within the context

Alignment Ensuring that the curriculum aligns with the identified needs and
goals of the learners.

The model encourages flexibility in curriculum design to accommodate

Flexibility
variations in context.

Feedback and Continuously collecting feedback and evaluating the curriculum’s

Evaluation effectiveness within the specific context.

Community Involving the local community and stakeholders in the curriculum

development process to ensure that it reflects the values and priorities
Engagement
of the community.
 WALKER’S MODEL OF CURRICULUM DEVELOPMENT
 was published in 1971 and he used naturalistic
(Naturalistic describes how the curriculum was actually developed rather than how it should be
developed.)
 Walker was particularly interested in how curriculum workers actually do their tests in curriculum
development.
 Walker was able to identify 3 phases which he termed platform, deliberation, and curriculum design.
 DECKER WALKER’S
MODEL
Walker suggested that curriculum workers bring with them their
individual beliefs, theories, conceptions, point of view, aims, values, and
Platform Phase objectives. They have their own ideas about how to do their task and they
are prepared to discuss and argue about them. The first phase is similar
to the idea of Print (1993) of a curriculum presage.

Involves identifying important facts, generating alternatives and

considering precedent, considering the consequences of alternatives,
Deliberation and choosing the most defensible alternative. The deliberation leads to
Phase the design phase when a group has achieved sufficient consensus about
beliefs, problematic circumstances, and potential solutions.

Involves planning, decision-making, and the actual development of the

Curriculum curriculum. Walker’s model is a dynamic and descriptive model of
curriculum development. It reflects the realities of how curriculum
Design Phase workers plan and develop a curriculum. It recognizes the role and
influence of curriculum workers in any curriculum development tasks.
 SKILLBECK’S MODEL

 Skillbeck’s Model of curriculum

development is a framework
used in education to guide the
process of designing and
developing curricula.

 It was developed by Malcolm

Skillbeck in the 1970s

 Skillbeck’s Model is a systematic approach to curriculum

development, aiming to ensure that educational goals are met
effectively. It emphasizes the importance of analyzing needs
and objectives before designing and developing curriculum
content.
This model consists of three main stages:

In this stage, educators and curriculum developers gather data

and assess the needs and objectives of the curriculum. They
Analysis Phase
identify the goals of education, the needs of students, and the
resources available.

Once the analysis is complete, the design phase involves

creating a detailed curriculum plan. This includes defining the
Design Phase scope and sequence of the curriculum, selecting appropriate
teaching methods, materials, and assessment strategies.

During this phase, the curriculum is developed, which can

Development involve creating lesson plans, instructional materials, and
Phase assessment tools. It’s also a stage where teacher training and
preparation may take place.
EISNER’S ARTISTIC APPROACH MODEL

 Eisner’s artistic approach to curriculum development,

often associated with Elliot W. Eisner, is based on the
idea that curriculum should be approached as an art form
rather than a purely technical or scientific endeavor.

 Eisner’s artistic approach to curriculum development

promotes a more inclusive and creative educational
experience, with a focus on nurturing students’ creativity,
critical thinking, and personal development. It values the
arts and creative expression as essential components of
a well-rounded education.
 This approach emphasizes the following key elements:

Eisner believed that curriculum should provide students with opportunities for aesthetic
Aesthetic experiences, allowing them to engage with subject matter in a creative and expressive manner.
Experience This can involve using various artistic forms, such as visual arts, music, drama, and literature, to
enhance learning.

Multiple Forms Eisner advocated for the inclusion of multiple forms of representation in the curriculum. This
of means that subjects should be taught in ways that go beyond traditional text-based methods. For
Representation example, students might explore a historical event through storytelling, artwork, or dramatic
reenactments.

Personal The artistic approach encourages students to express themselves personally and creatively in
Expression their learning. This can help foster individuality and a deeper connection to the subject matter.

Eisner believed that teachers should be seen as artists in the classroom, using their creativity
Teacher as and expertise to design engaging and meaningful learning experiences. Teachers play a central
Artist role in shaping the curriculum to meet the needs and interests of their students.

Assessment methods should also align with the artistic approach. Instead of relying solely on
Assessment as
standardized tests, assessment should include a variety of methods that allow students to
Artistic Expression
demonstrate their understanding in creative ways.
Holistic The artistic approach emphasizes the importance of holistic education, recognizing that students
Education are not simply vessels to be filled with unique perspectives, emotions, and interests.