DIFFERENT CURRICULUM DEVELOPMENT MODELS

3 Categories of Curriculum Model

 Linear, Cyclical, and Dynamics

1. Linear Models of Curriculum Development

Why is it called as linear?

Linear curriculum development model is following a sequential path or a step-by-step procedure

for curriculum development starting with objectives.

A. Tyler’s-Rational Linear Model

Tyler’s curriculum development model was developed by Ralph Tyler of the University of Chicago.
This model was developed in 1940s and presented in his book “Principles of Curriculum and Instruction”
that was published in year 1949. Tyler argued that curriculum should be logical and systematic, and he
consider four steps in developing his model.

Tyler’s model consider four steps in developing his model:

1. What educational purposes should the school seek to attain?
Example: students will be able to identify and classify at least five different types of
rocks based on their physical properties. In this situation, the objective is clear and be
specific of what is expecting from the students to do after the class discussion or
lesson.

2. What educational experiences are likely to attain these objectives?

Example: field trip to a geological site to collect rock samples; hands-on activities
involving rock identification tools; and use of interactive simulations of the rock cycle.

3. How can these experiences be organized?

Example: Introduce basic concepts of rock formation, then proceed to hands-on
identification and conclude with a project summarizing the rock cycle.

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

Example: Students can be undergoing a rock identification quiz, written or oral test on
rock cycle also, observation on students’ participation in class. Also, they can assess in
different ways to know if they really attain the set goals or objectives.

Tyler’s also identified the three curriculum sources: society, students, and subject matter. In able to
develop a curriculum, these sources should be study. Also, he pointed out the importance of philosophy of
education and psychology of learning to screen the objectives that are included in the curriculum.

A. Determine objectives
B. Identifying experiences
C. Organizing experiences
D. Evaluating effectiveness

Strengths and Weaknesses of Tyler’s Curriculum Model

 Application on Philippine Context

B. Taba’s Grassroots Rational Model

This model was developed by Hilda Taba, a follower of Tyler. Taba’s model was presented on her
book Curriculum Development: Theory and Practice in 1962. This model is modified version of Tyler’s
model, in which she also argued that curriculum development should follow a sequential and logical
process. Taba also suggested the input of more information in all phases of curriculum development. And
she claimed that all curricula are composed of fundamental elements.

In her model, Taba outlined seven steps that should be followed when developing a curriculum.

1. Diagnoses of needs
2. Formulation of objectives
3. Skeleton of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determine of what to evaluate and ways and means of doing.

Strengths and Weaknesses of Taba’s Curriculum Model

Application on Philippine Context

C. Standard-based Curriculum Development Model

Standard-based curriculum was developed by Allan Glatthorn. This model was intended for
developing curriculum standards for any discipline from basic education to higher education. It has three
phases; develop standards, develop benchmarks, and develop final products.

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 input to identify teacher priorities.
4. Use data to develop final draft of standard divided into Essential Standards and Enrichment
Standards.

Phase 2: Develop benchmarks

1. Review decisions about content emphases.

2. Identify standards for continuing development (standards that will not be benchmarked).
3. Decide how benchmarks will be identified-by taskforce or by teachers.
4. Develop initial draft of benchmarks, evaluating with criteria provided.

Phase 3: Develop final products.

1. Use standards and benchmarks to produce the scope and sequence chart.
2. Decide on curriculum guide content.
3. Analyze benchmarks into learning objectives.
 Strengths and Weaknesses of Standard-based Curriculum Model

Application on Philippine Context

D. Understanding by Design Model (UBD)

-developed by Grant Wiggins and Jay McTighe (2002)

-Also called backward design

-the model puts emphasis on designing curriculum to engage students in exploring and deepening their
understanding of important ideas and the design of assessments. (Wiggins and McTighe 2002

Backward Design

-teachers first identify the desired student’s understandings and then plans activities and assessments to
achieve those goals.

Three (3) Stages in the Backward Process

E. Systematic design model

-Robert Diamond originally developed systematic Design Model in early 1960s. Since then, it has
undergone major revisions, but its structure is unchanged (Diamond 1998).

Two Basic Phases

Phase 1. Project Selection and Design

Phase 2. Production, Implementation and Evaluation

G. Murray Print Model for Curriculum Development

-publish his model in his book Curriculum Development and Designs (1988)

-his model prescribes a sequential and logical. Approach it curriculum development to provide a useful
and easy to understand process in developing curriculum.
Print’s Curriculum Development Model

Phase 1

-The first phase of Print’s model recognizes the nature of the curriculum.

Phase 2

-in this model is the task of developing the curriculum. The procedure is cyclical, begins with a
situational analysis, and continues with the aims, goals, and objectives, contents, learning activities, and
instructional evaluation, and then continuing to situational analysis again.

Phase 3

-The third phase includes the actual application that incorporates three major activities: (1)
implementation of the curriculum, (2) monitoring of and feedback from the curriculum, (3) the
provision of feedback data to the presage group.

2. Cyclical models of curriculum development

What is cyclical model?

 The cyclical model prescribes a cyclical or continuous process of curriculum development.

 Cyclical models usually start with situational analysis that serves as the basis for all succeeding
processes.

 It has no end because its last step becomes the basis of the first step.

A. Nicholls and Nicholls model

 Who are the developers?

 Audrey Nicholls and Howard Nicholls in 1978.

 They believed that curriculum is a continuous process.

 They prescribed five logical interdependent stages.

Benefits of using this model

 It enables the curriculum workers to understand better the context in which the curriculum is
developed.

 Curriculum workers will be able to collect data and the needed information from various
curriculum sources and influences that are pre-requisites in formulating curriculum goals and
objectives.

What are the things that this model recognizes?

 The model recognizes the influences and importance of contributing disciplines such as
philosophy, psychology and sociology in developing the curriculum.

B. Contextual Filters Model of course planning

Who are the developers?

 Bentley, Ryan, Martens Genthon, Wren, and Shaw in 1990.

 This model appeared in the book Shaping the College Curriculum written by Stark and
Latucca, published in 1997.

 This model focuses on the context of higher education.

 What are three terms you need to understand about this model?

 Content influences encompass faculty members’ background and associated disciplinary and
educational beliefs.

 Contextual influence includes influences outside the instructors’ immediate control that cause
adjustments such as student characteristics or instruction.

 Form includes the processes that are followed when designing courses.

What are the things recognized in this model?

 Faculty backgrounds and educational beliefs- the influence and special role of faculty members in
curriculum planning and development are recognized as a main factor in curriculum development
in higher education.

C. Wheeler’s curriculum development

Who is the proponent?

 The proponent of this model is D.K Wheeler

 Wheeler’s definition of curriculum: “the planned experiences offered to the learner under the
guidance of the school”.
 5 Wheeler’s curriculum development stages

1. Aims, goals and objectives- the first step of model in which aims to cover all the experiences
provided in the curriculum.

2. Selection of learning experience- the second step of model is about learning experiences. It is an
activity which the learner engages and which results in his/her behavior and attitude.

3. Selection of content – it is the selection of content is what the teacher teaches. It must be related
to validity, significance, utility, interest and leaner ability.

4. Organization and integration of learning experiences and content- involves organization and
integration of learning experiences to achieve goals and objectives.

5. Evaluation- the step, evaluation, is about the former must have a clear objective and is aligned in
assessment strategies design

3. DYNAMIC MODELS OF CURRICULUM DEVELOPMENT

The dynamic models describe how curriculum workers develop curriculum in various
educational contexts. The dynamic curriculum development models are usually used in school-
based settings.

Curriculum is planned, guided learning experiences and intended learning outcomes formulated
through the systematic reconstruction of knowledge under the auspices of school for the continuous and
willful growth of the learner. Curriculum development involves the selection of objectives, content,
learning experiences as well as organizing and evaluating these experiences to determine the extent to
which they are effective in achieving stated objectives. The dynamic models describe how curriculum
workers develop curricula in various
educational contexts. The dynamic curriculum development models are usually used in school-
based settings.

The curriculum should be designed to meet the needs of today's society by preparing students to actively
engage in their personal development and contribute to their communities. A dynamic curriculum
includes core subjects alongside elective courses, while also aiming to create an environment where
students can fully explore new ideas outside of the traditional classroom. In a dynamic approach,
teachers leverage technology and a variety of teaching techniques to enhance their lessons. For example,
instead of merely reading about historical events from text, teachers might use interactive video games
or narratives, allowing students to learn in an enjoyable way. This method encourages active engagement
from students with different learning styles, making it easier for them to remember the material.

Dynamic models of curriculum development represent adaptable and flexible methods for designing
educational programs. Unlike traditional models that follow a fixed sequence and strict framework,
dynamic models can be restructured to meet the needs of students, respond to societal changes, and
incorporate technological advancements.
 These models allow for continuous updates and modifications to the curriculum, making learning more
applicable and engaging. For example, educators can integrate current events, new research findings, or
emerging trends directly into their lessons. This adaptability keeps the curriculum relevant and helps
students relate their classroom learning to real-life situations.

In addition, dynamic models focus on collaboration among students, teachers, and the community. They
empower students to take an active role in their own education, enabling them to delve into subjects that
pique their interest and engage in projects that positively impact their communities. This inclusive
approach nurtures critical thinking, creativity, and problem-solving abilities.

Overall, dynamic models of curriculum development provide a more engaging and effective learning
experience, equipping students to thrive in an ever-evolving world.

A. Walker’s Model of Curriculum Development

Decker Walker Published in (1971)

Walker contented that curriculum developers do not follow the perspective approach of the rationale-
linear sequence of curriculum elements when they develop curricula (Walker 1971; Marsh & Willis 2007;
Print 1993). He was interested on how curriculum workers actually their task in curriculum development
do, Walker was able to identify three phases, which he termed platform, deliberation, and design.

Walker’s Naturalistic Model

Beliefs, Theories, Conceptions, Points of View, Aims,

Objective

Platform
Deliberations
(applying them to practical situations, arguing about, accepting,
refusing, changing, adapting)

Platform
Curriculum Design

Walker suggested that curriculum workers bring with them their individual beliefs, knowledge, and
values. They have their own ideas about how to do their task and they are prepared to discuss and argue
about them.
 In this phase, the primary goal is to define the educational goals and values that will inform the
curriculum. This involves understanding what the educational institution aims to achieve and what
principles are important to the community it serves. For instance, the goals may include fostering critical
thinking, promoting social justice, or encouraging learner-centered approaches.

The Platform Phase also emphasizes the importance of identifying stakeholders, including teachers,
students, parents, and community members. Their perspectives and experiences are vital in shaping the
curriculum to ensure it meets the needs of those it serves. This can be achieved through workshops,
meetings, and surveys that gather input from diverse stakeholders. The key components of the Platform
Phase include clearly articulated goals, values, and stakeholder input. The goals serve as a reference
point for all subsequent decisions made during curriculum development, while the values ensure that the
curriculum aligns with the community's beliefs. Stakeholder input, on the other hand, provides a
comprehensive understanding of the needs and expectations surrounding the curriculum.

The importance of the Platform Phase cannot be overstated. It acts as the foundation upon which the rest
of the curriculum development process is built, ensuring alignment and cohesion among stakeholders. By
incorporating diverse perspectives and contextual factors, this phase helps create a curriculum that is
relevant, effective, and responsive to the needs of students. Overall, the Platform Phase is a critical
component of Walker's Naturalistic Model of Curriculum Development. It provides a systematic approach
to defining goals, involving stakeholders, and analyzing contexts, ultimately leading to the creation of a
curriculum that is meaningful and beneficial for students.

Deliberations
(applying them to practical situations,
arguing about, accepting, refusing,
changing, adapting)
Deliberations phase, on the other hand, involves identifying which facts are needed for means
and ends, generating alternatives and considering the consequences of these alternatives. This phase is
also used in weighing alternatives costs and consequences and choosing the best alternatives for the
curriculum task they are about to do.

When the curriculum developers start discussing on the basis of the recognized platform statements, this
is the second phase of deliberations, which is a complex, randomized set of interactions that eventually
achieves an enormous amount of background work before the actual curriculum is designed (Print 1989).

Deliberations Phase is the second important step in creating an effective curriculum. This phase focuses
on carefully reviewing and analyzing the information collected during the earlier Discovery Phase to help
shape the curriculum.

Walker's Deliberations Phase: A Key Step in Curriculum Development

1) Thorough Review - Educators take a close look at the data gathered during the Discovery Phase to
find trends, common themes, and insights related to students’ needs and experiences.

2) Making Sense of Findings - Educators interpret the gathered data, linking it to curriculum
development to understand its significance.

3) Team Discussions - Educators engage in discussions with one another, allowing for deeper
exploration and clarification of the data and its implications.
 4) Combining Ideas - The data from the Discovery Phase is synthesized to create a clear and unified
understanding, which will guide the curriculum development.

During the Deliberations Phase, educators participate in activities such as:

1) Examining Student Data - They analyze various types of student information, like test scores and
project work, to identify areas where students excel or need improvement.

2) Conducting Needs Assessments - By assessing student needs, educators can determine their prior
knowledge and skills to help guide the curriculum.

3) Reading Educational Research - Educators review relevant research to learn about effective
teaching strategies and curriculum design.

4) Collaborating with Colleagues - Discussion among colleagues helps share insights and leads to a
better understanding of the curriculum development process.

The Deliberations Phase leads to several important outcomes for curriculum development:

1) Curriculum Framework - Educators create an outline that defines the learning objectives,
outcomes, and standards essential to the curriculum.

2) They design the curriculum structure, including how to teach it, what activities to use, and how to
assess student progress.

3) Instructional Plan - These plans detail specific learning experiences, materials, and resources that
will be used.

4) Evaluation Plan - A plan is established for assessing student learning and determining how
effective the curriculum is overall.

Curriculum Design

Curriculum Design, involves planning, decision-making, and the actual development of the
curriculum. In phase developers make decisions about the various process components (the curriculum
elements). Decisions have been reached after extended discussion and comprise by individuals. The
decisions are then recorded and these become the basis for a curriculum document or specific
curriculum materials.
Curriculum Design Phase, this is where the curriculum development process becomes crucial, as
educators transform the information and insights they've gathered from the earlier phases into a draft of
the curriculum.

During this phase, educators revise the curriculum draft while considering social, cultural, and
environmental factors that may impact its implementation. It is also vital to align the curriculum with the
educational goals and values of the school and the community. Engaging various stakeholders, including
teachers, students, parents, and community members, helps guarantee that the curriculum remains
relevant and meaningful. Additionally, educators may conduct pilot tests to evaluate the curriculum's
effectiveness and make necessary improvements. The design process is guided by principles such as
maintaining a holistic perspective, ensuring relevance, promoting inclusivity, and allowing for flexibility
to meet the diverse needs of all learners.

Ultimately, the Curriculum Design Phase results in a draft document that outlines the curriculum, a
framework for its structure, and a plan for implementation. The subsequent steps include testing,
implementing, and evaluating the curriculum to refine it further, ensuring it effectively addresses
students' learning needs.

Walker's Naturalistic Model of Curriculum Development is a very effective approach to creating

learning experiences that cater to the needs and interests of students. This model emphasizes the
importance of considering the context in which learning takes place, which is crucial in understanding
how students learn and what they need to succeed.

The model's core assumptions, such as prioritizing experience over objectives and involving all
stakeholders in the curriculum development process, an resonate. Because of that what students
experience and engage with in the classroom is more important than predetermined learning objectives.
Additionally, involving teachers, students, parents, and community members in the curriculum
development process ensures that everyone's voice is heard and that the curriculum is tailored to meet
the needs of the students.

The process outlined in Walker's Naturalistic Model, which includes stages such as discovery,
exploration, development, implementation, and evaluation, is also a great way to think about creating and
improving the curriculum. By taking the time to discover and explore the needs and experiences of
students, educators can create a curriculum that is truly responsive to their needs.

Overall, Walker's Naturalistic Model of Curriculum Development is a valuable framework for

creating and improving the curriculum. By prioritizing holistic learning, contextual relevance,
and participant involvement, educators can create learning experiences that are truly
responsive to the needs and interests of students.

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

According to Walker (1971), this model can be used for a school-based curriculum development. Being
dynamic, can be confusing to other curriculum workers who are not aware of the necessary processes of
curriculum development.

Weakness of Walker’s Model

 i. A strong tendency of the curriculum development to be stuck in Phase II. According to Print
(1993), too much discussion may lead to analysis-paralysis syndrome that could penalize or
prolong the process of curriculum development. Probably, this model can be elaborate more on the
design processes involved in Phase III to help teachers and neophyte curriculum (curriculum
designed for beginners or novices in a particular field or area of study) workers to do their tasks.

ii. Walker describes what happens in the process of curriculum design but does not describe actually
happens in the classroom.

iii. The processes for deliberation can be time consuming and resource intensive, and can result in
curriculum products that may not be consistent and aligned internally.

Strengthens of Walker’s Model

i. Walker’s model is the input of curriculum developers, target group, and other parties/stakeholders
in the development of the curriculum.

ii. Stakeholders’ engagement in the planning and development stages empowers and acknowledges
them, especially teachers, as valuable contributors.

iii. Broad social support that the intended product will have; after all, users and other parties
involved were given ample opportunity to contribute.

B. Skilbeck’s Curriculum Development Model

Malcolm Skilbeck Published in (1976)

In 1976, Malcolm Skilbeck came up with a model for developing a school-based curriculum in Australia.
His model presents a dynamic view of curriculum development.

Skilbeck’s model includes a situational analysis that involves gathering data from the school, society, and
the learners. The results of the situational analysis provide strong bases for making curricular decisions
for all the succeeding phases of curriculum development.

Skilbeck’s Curriculum Development Model

Situational Analysis

Goal Formulation

Program Building
 Situational
Analysis

Skilbeck describes the situational analysis phase both external and internal to the school.

a. External Situational Analysis

b. Internal Situation Analysis

EXTERNAL SITUATIONAL ANALYSIS

Culture and social changes and expectation including parents’ expectations, employer requirements,
community assumptions and values, changing relationships (adults and children), ideology.

1) Educational system requirements and challenges e.g. policy statements, examinations, local
authority demands and expectation or pressure, curriculum project, educational research.

2) The changing nature of subject matter to be taught.

3) The potential contribution of teacher support system e.g. teacher training institutions and
research institutes.

4) Flow of resources in school.

INTERNAL SITUATIONAL ANALYSIS

1) Pupils: aptitudes, abilities and define educational Needs

2) Teacher: Values, attitudes, skills, knowledge, experience, special strength and weakness.

3) Perceive and felt problems and shortcoming in existing curriculum

4) Material resources including plant, equipment’s and potential for enhancing these.
Goal Formulation

Goal formulation with the statement of goals embracing teacher and pupil actions. Such goals are
derived from the situational analysis only in the sense that they represent decisions to modify that
situation in certain respects.

Skilbeck assigns a decision-making role to teachers, senior staff and principals in the development of
objectives for the school-based curriculum. He does not categorically state the degree of participations of
the school staff at the various levels in the school organization.

It’s involves clearly defining educational objectives that are relevant and meaningful, ensuring that they
address the needs of learners and the educational context while guiding the overall design and
implementation of the curriculum.

Program Building

This comprises the election of subject-matter for learning, the sequencing of teaching-learning episodes,
the deployment of staff and the choice of appropriate supplementary materials and media.

Creating a curriculum that is addresses the unique needs of students and the community, blending
educational objectives, content, teaching methods, and assessment techniques to achieve successful
learning results.

Interpretation and Implementation

Where practical problems involved in the introduction of a modified curriculum are anticipated and then
hopefully overcome as the installation proceeds.

Interpretation and implementation Skilbeck's Curriculum Development Model means grasping its key
elements—like educational goals, content, learning activities, and assessments—and using them together
to create a curriculum that meets students' needs and adapts to societal shifts, all while fostering
teamwork among teachers and other stakeholders throughout the entire process.
 Monitoring, Feedback, Assessment, and
Reconstruction

Which Involves a much wider concept of evaluation than determining to what extent a curriculum meets
its objectives. Tasks include providing on-going assessment of progress in the light of classroom
experience, assessing a wide range of outcomes (including pupil attitudes and the impact on the school
organizations as a whole) and keeping adequate records based on responses from a variety or
participants (not just pupils).

Continuously monitor the learning process, giving students feedback to guide their progress. Regular
assessments are conducted to evaluate student performance and the curriculum is reconstructed to
address any gaps and areas for improvement, creating a more effective learning experience in the long
run.

Skilbeck’s Curriculum Development Model takes a systematic and adaptable approach to designing a
curriculum. It highlights the importance of aligning educational goals, content, learning experiences, and
assessments while taking into account the needs of students and the educational context. The model
promotes teamwork among educators, stakeholders, and the community to develop a curriculum that is
relevant, responsive, and flexible to meet the evolving needs of society.

The Skilbeck curriculum development model is a curriculum development design that has the
advantage of being structured in stages and able to answer existing problems with organized and clear
stages. A flexibility and the ability to change the order of planning; And has disadvantages include lack of
emphasis on objectives, lack of direction, and the significant time needed to determine where to begin.

According to Print in 1993,each model is unique depending on the curriculum theory advocated by the
proponents. It is the role of the curriculum developers to select a model based on their context.

Eisner's Artistic Approach to Curriculum Development

•Elliot W. Eisner was a famous curriculum scholar. In 1979, he published the book The Educational
Imagination where he presented his idea on how curriculum development should be done.

•Eisner (1979) believed that there is a need to a new theory that recognizes the artistry of teaching
which is useful in helping teachers develop those arts.

Table 3. Eisner's Artistic Model of Curriculum Development

1. Goals and their priorities

•The need to consider less, well-defined objectives as well as explicit ones

•The need for deliberation in talking through priorities

2. Content of curriculum

•Options to consider in selecting curriculum

•Caveats about the null curriculum

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.

5. Organization of content areas

•Emphasis on cross-curricula organization of content.

6. Mode of presentation and mode of response

•Use of a number of modes of communication to widen educational opportunities for students

7. Types of evaluation procedure

•Use of a comprehensive range of procedures at different stages of the process of curriculum

development
This model may be effective in the context of developing and designing courses for higher education. The
influence of academic freedom and the changing nature of the disciplines in higher education require a
curriculum model that is less prescriptive but logical enough to embrace the artistic or creative ways in
which faculty members develop their courses. This model calls for more relevant and responsive ways of
selecting and organizing contents and learning experiences in order to respond to the diverse needs of
students.

Pawilen's Model for Developing Curriculum

Greg Tabios Pawilen

ss

 The Author developed this model as one of the major outputs of his doctoral dissertation in the
University of the Philippines, Diliman. This model was developed to help curriculum workers in
developing a curriculum that is relevant and appropriate to the Philippine context (Pawilen 2011).
Curriculum Sources- are general factors that influence or affect curriculum development and decision-
making in the macro level.

 Macro level- which includes the general or overall process of curriculum development.

 Micro level- which focuses on specific phase/s or on specific context/s like school-based
curriculum development.

There are three curriculum sources in the model:

1. Learners- As a curriculum source is very important. Knowing their interests, needs, learning
styles, thinking styles, culture, socio-economic status, gender, and other variables are significant
data for developing curriculum. Understanding the nature of learners is helpful for curriculum
workers to make appropriate choices in curriculum decision-making.

2. Society- Knowledge about the society provides better understanding of the context in which the
curriculum will be implemented. Cultural values, beliefs, attitudes, political and economic
systems, and the physical environment directly or indirectly affect curriculum development
because the learners are an integral part of the society.

3. Disciplines- It can provide data for making decisions as to what contents should be included in
the curriculum and how to organize the contents of the curriculum.

Curriculum Influences- are specific factors that affect the development of the curriculum and decision-
making in the micro level.

These curriculum influences can be grouped into three:

External Influences - Are social factors that directly influence curriculum decision-making. These
factors are society, market demand, government, disciplinary associations, and alumni.

Internal Influences - Are those that are related to the school like faculty members, students, disciplines,
and program mission.

Organizational Influences - Are school factors but they are more concerned with the governance of the
program and support system like school resources, leadership, governance, and program relationship.

Process for Developing Curriculum Under Pawilen model

1.Situational Analysis – the first phase; starts with analyzing the context in which the curriculum is
developed. The situational analysis includes a study of the different curriculum sources and careful
examination of the different curriculum influences that affect curriculum development.

2.Selection of Goals and Objectives – results from situational analysis. In some cases, if the government
or the university prescribes the curriculum goals and objectives, such features shall be considered as
part of the internal or external influences that will be studied in the situational analysis.

3.Development of Curriculum Standards – takes place after the situational analysis and selection of goals
and objectives. The first phase of Glatthorn’s model (1998) was modified to simplify the task for
curriculum standards:

(1) develop a comprehensive set of content standards by examining various curriculum sources and
influences;
(2) align the standards to several criteria;

(3) secure teacher input to revise and improve the standards;

(4) ask experts the validate the standards; and

(5) develop the final draft of standards, divided into content standards, skills standards, and values
standards.

4.Selection of Content or Subject Areas – phase where the developed curriculum standards are used 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 – the final phase; phase where the goals and objectives of the curriculum, including the
design and selection of all the elements, are evaluated.

By nature, curriculum sources and influences serve as bases for selecting and making decisions about the
various elements of curriculum.

Summary of the Analysis of Curriculum Models

LINEAR MODEL

Linear models of curriculum this model prescribe a rational step by step procedure for curriculum
development starting with objectives.

The linear models includes the following:

1. Tyler Rational-Linear Model

2. Taba's Grassroots Rational Model

3. Standard-based Curriculum Development Model

4. Understanding by Design Model(UbD)

5. Systematic Design Model

6. Murray Print Model for Curriculum Development

CYCLICAL MODEL

Cyclical models it prescribes a cyclical or continuous process of curriculum development. Cyclical models
usually start with situational analysis that serves as the basis for all the succeeding process.

The cyclical models include the following:

1. Nicholls and Nicholls Model

2. Contextual Filters Model Of course Planning

3. Wheeler's Curriculum Development Model

DYNAMIC MODEL

Dynamic Model describes how curriculum workers develop curricula in various educational contexts and
models are usually used in school-based settings.

The dynamic models include the following:

1. Walker's Model of Curriculum Development

2. Skilbeck's Curriculum Development Model

3. Pawilen's Model for Developing Curriculum

We can always learn some principles from these models:

1.When developing a model for curriculum development, there is always the need for a clear and logical
process.

2. Curriculum sources and other variables that are influential in developing a curriculum should be
specified.

3. Models should reflect how educators plan and develop curriculum in any levels.

4. Models should be based on a curriculum theory.

5. Each process in a model should specify areas where curriculum decisions are made.

6. Each model should reflect the major phases of curriculum development (planning, design,
implementation, and evaluation). It is also important that each model should be applicable in various
contexts.
 Table of Specification (TOS)

Numb % of Cognitive Process Dimension Tota

Topic er of Tim l
hours e Easy (60%) Average (30%) Difficult (10%) No.
teachi Remember Understand Applyi Analyzi Evaluati Creati of
ng ing ing ng ng ng ng Ite
ms

Linear 0.9 30 3(1,5, 6) 2(2-3) 1(4) 6

Model

Cyclic 0.6 20 3(7-9) 1 (10) 0 4

al
Model

Dynam 0.6 20 4(12-13 & 17-18) 4(11, 14,15,16) 0 8

ic
Model

Analys 0.9 30 2(19-20) 0 0 2

is

Total 3 100 12 7 1 20
%