Chapter 4: Curriculum Development
The Teacher and the School Curriculum A Guide to Curriculum Development
COPYRIGHT
This is an exclusive and copyrighted property of REX Book Store Inc. All rights reserved.
No part of this material shall be reproduced, distributed, or transmitted in any form or by
any means, including photocopying, recording, or other electronic or mechanical
methods, without the prior written consent of REX Book Store Inc.
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Linear/Rationale Models
• Emphasize the fixed sequence of curriculum elements,
beginning with objectives and following a sequential
pattern from objectives to content, method and finally
evaluation.
• Objectives serve as a basis for devising subsequent
elements, with evaluation indicating the degree of
achievement of those objectives.
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Cyclical Models
• These models are essentially logical and sequential in
approach.
• They consider elements of the curriculum as
interrelated and interdependent.
• They have a new element known as situational
analysis, which requires an analysis of those factors
into which a curriculum is to be introduced.
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Dynamic Models
• Curriculum process does not follow a linear,
sequential pattern. Instead, curriculum development
can begin with any curriculum element and proceed in
any order.
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Classifications of Curriculum Development
Models
• Linear/Rationale
• Tyler
• Taba
• Cyclical
• Wheeler
• Nicholls & Nicholls
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Classifications of Curriculum Development
Models
• Dynamic
• Walker
• Skilbeck
• Print
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Tyler’s Rationale (1949)
– What educational purposes should the school seek to
attain? (OBJECTIVES)
– What educational experiences are likely to attain these
objectives? (INSTRUCTIONAL STRATEGIES AND
CONTENT)
– How can these educational experiences be organized
effectively? (ORGANIZING LEARNING
EXPERIENCES)
– How can we determine whether these purposes are
being attained? (ASSESSMENT AND EVALUATION)
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Taba’s Grassroots Model, 1962
• STEP 1: Diagnosis of the Needs
• STEP 2: Formulation of Objectives
• STEP 3: Selection of Content
• STEP 4: Organization of Content
• STEP 5; Selection of Learning Experiences
• STEP 6: Organization of Learning Experiences
• STEP 7: Determination of what to Evaluate & how to
do it
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Understanding by Design Model
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Systematic Design Model
• This model has two basic phases:
• (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.
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Wheeler’s Model, 1967
2. Selection of Learning
1.Aims, goals & Objectives Experiences
5. Evaluation
3. Selection of Content
4. Organization & integration of
learning experience and content
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Nicholls & Nicholls’ Model, 1978
Selection of Objectives Situational Analysis
Selection & Organization Evaluation
of Content
Selection & Organization of Methods
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Walker’s Model, 1967
(Beliefs, Theories, Conceptions, Points of View, Aims &
Objectives)
PLATFORM
(applying them to practical situations, arguing, accepting, refusing, changing,
adapting)
DELIBERATIONS
(making decisions about the various process components)
CURRICULUM DESIGNS
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Contextual Filter’s Model
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Skilbeck’s Model, 1984
Situational Analysis
Goal Formulation
Program Building
Interpretation & Implementation
Monitoring, Feedback, Assessment,
Reconstruction
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Print’s Model 1993
Content
Aims, goals, objectives
Implementation
& Modification
Curriculum
Situational Learning Activities
Presage
Analysis
Monitoring & Feedback,
Curriculum Evaluation
Instructional Evaluation
Phase 1 Phase 2 Phase 3
Organization Development Application
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Print’s Model, 1993
• PHASE 1. Organization. Curriculum presage considers the
nature of those participants involved in the curriculum
development task and the curriculum planning they
undertake before the development phase begins.
• The answers to the following questions will reveal a most
interesting insight into the product most of us would
recognize as a curriculum:
• Who is involved in this curriculum development and what, if anything,
do they represent?
• What conceptions of curriculum do they bring with them?
• What underlying forces or foundations have influenced the
developers’ thinking?
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Print’s Model, 1993
• PHASE 2. Development. In this phase, the group of
curriculum developers devise the curriculum development,
materials or project. This is achieved following the cyclical
procedure in the model.
• PHASE 3. Application. In this stage, three sets of activities
are incorporated, namely:
• Implementation of the curriculum
• Monitoring of and feedback from the curriculum
• The provision of feedback data to the presage group
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
Pawilen’s Curriculum Development Model
WWW.REXBOOKSTORE.PH Chapter 4: Curriculum Development
