A MODULE OF THE MICHAELIS MODEL FOR CURRICULUM

DEVELOPMENT

I. INTRODUCTION

Curriculum development is mainly concerned with the portrayal of

plans for teaching and learning activities in classroom conditions that

will convey about positive transformation in the lives of the learners. It is

based on the school’s mission and goals and identifies ways of translating

these into a logical and coordinated program of significant experiences

and conditions eliciting responses that will lead to the transformation of

the learners into authentic, w arm and sensitive human beings (Palma,

2002). Furthermore, the all - important process of curriculum development

has only one purpose, and that is, the formation of the “Ideal

Graduate.” This becomes the critical measure of the success or collapse

of the total school enterprise. It should be pointed out, however, that the

percetion of the “Ideal Graduate” will differ since it depends on the school’s

peculiar clientele, environment and driving force. (Ramas, et al, 2015)

Through the effective supervision of instruction, administrators can

strengthen and enhance teaching practices that will contribute to improved

student learning. By skillfully scrutinizing performance and appropriate data,

administrators can provide meaningful feedback and direction to teachers that

can have a profound effect on the learning that occurs in each classroom.

Because student learning is the primary function of the schools, the effective

supervision of instruction is one of the most critical functions of the

administrator. If schools are to provide equal access to quality educational

programs for all students, administrators must hold teachers accountable for

providing an appropriate and well-planned program. These programs include

 a variety of teaching strategies designed to meet the diverse needs of all

students in our complex society. (De Gracia, 2013)

II. OBJECTIVES

A. Describe curriculum development.

B. Identify the different models in curriculum development

C. Value the importance of the steps in curriculum development.

III. LEARNING ACTIVITIES

A. DEFINITION OF TERMS

A1. Curriculum - refers to the lessons and academic content taught in a

school or in a specific course or program.

A2. Curriculum Development– is defined as planned, a purposeful,

progressive, and systematic process to create positive improvements in

the educational system.

A3. 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 instruction.

B. DISTINCTION

Curriculum Development
Participants Specific Aim
model
1.Traditional & Systematic Usually this list is made Encourages to

Approach either by the trainer, or incorporate learner-

 by subject-matter centered instruction

specialists, or by a into everyday

curriculum committee interactions to reflect

or group. what aspects of a

curriculum works

well and

what needs to be

improved, to be

willing to modify the

curriculum to

meet the needs of

the learners.

2. The Michaelis Model The curriculum planner, The general goals

Teachers, students and of the curriculum

the Community. should be

cooperatively

developed by

school personnel

and lay persons

and be generally

acceptable to the

community, the

objectives should be

defended by school

personnel with

assistance from

experts in areas of

the curriculum,
 evaluation, and

formulation of

objectives so that

they will be optimally

useful in planning

and appraisal

activities.

3. The Frymier-Hawn These curriculum The effectiveness

Approach studies involve the question involving

Community, students, evaluation and

organizational actors, corrective feedback

content, and teachers. must replace the

frequency and

efficiency questions

that are more usually

asked about

programs, materials,

and strategies.

D. CHARACTERISTICS

TOPIC

The Michaelis Model

INTRODUCTION
 Michaelis model for curriculum development has been named

after the principal author of the book New Designs for Elementary

Curriculum and Instruction (2nd ed., 1975), by John U. Michaelis.

His co - authors were Ruth H. Grossman and Lloyd F. Scott. Although

their book is oriented to the elementary level, this model for curriculum

development may be adapted to the secondary and tertiary levels.

The Michaelis model includes the components generally

recognized as essential to curriculum development. It is designed for use

in two ways. First, it may serve as a guide to the development or revision

of the curriculum. Second, the model may serve as a guide for the

review and analysis of the curriculum (Aquino, 1986). the model may

serve as a guide for the review and analysis of the curriculum

(Aquino, 1986).

OBJECTIVES

A. Discuss Michaelis model for curriculum development.

B. Identify the components in developing a curriculum following the

Michaelis Model.

C. Recognize the importance of the Michalis Model in the

development of curriculum.

LEARNING ACTIVITIES

A. DEFINITION OF TERMS
A1. Accountability - an obligation or willingness to accept

responsibility or to account for one's actions with respect to

curriculum development.

A2. Evaluation - is the process of collecting data on a

programme to determine its value or worth with the aim of

deciding whether to adopt, reject, or revise the programme.

A3. Goals - describes “real-world” performance you want

learners to exhibit once they have completed the curriculum.

A4. Instructional support - is any place where learners,

learning materials, learner data, and learning facilitators are

interwoven into a sequential, cybernetic individualized, people-

oriented system to service all students (learners) and faculty

(learning facilitators) of any institution for whom learning by its

students is important.

A5. Learning Environment - refers to the diverse physical

locations, contexts, and cultures in which students learn.

A6. Objectives - which are concise statements about what

students will be able to do when they complete instruction.

A7. Teaching Strategies - is a way of making decisions about

a course, an individual class, or even an entire curriculum,

beginning with an analysis of key variables in the teaching

situation.
B. DISTINCTION

Components Scope
1. Foundations of The philosophical foundations

curriculum may be drawn upon to develop a

development framework of values and beliefs

related to the goals, the selection

and use knowledge and means

and methods and other

dimensions of education.

2. Goals and Each area of the curriculum

objectives should be analyzed to identify its

specific contributions to the major

goals. This step is helpful in

developing a coherent curriculum

in which all areas or fields of study

are viewed as contributing to the

common goals.
3. Organization of The decision must be made

the curriculum about curriculum development

procedures, broad fields or other

patens or organization the roles of

curriculum personnel, and the

design of curriculum guides.

4. Organization A variety of printed materials,

and extension audio-visual materials, community

of the learning resources, learning packages,

environment multi-media sets of materials and

multi-level materials should be

considered.
 5. Instructional Consultant and supervisory

support services are needed to help

services solve general problem and

problems related to areas of

instruction, other needed services

include those related to

instructional medial, special

education programs the diagnosis

and correction of learning

difficulties, evaluation, and the

in-service education and the

instructional staff.

6. Teaching There is a need for inductive

strategies strategies that include moves from

the particular to the general and

deductive strategies that include

moves from general to the

particular.
7. Evaluation and A comprehensive program of

accountability evaluation is needed in which a

variety of instruments and

techniques are used to evaluate the

conceptual, process, skill, and

effective outcomes of instruction.

C. CONTENT

There are seven Components of the Michaelis Model: (1)

Foundations of curriculum development, (2) Goals and

objectives, (3) Organization of the curriculum, (4) Organization

and extension of the learning environment, (5) Instructional

support services, (6) Teaching strategies, and (7) Evaluation

and accountability.

(1) Foundations of curriculum development

There are five major sources of ideas that serve as

the foundations for curriculum planning.

The historical foundations are useful in identifying the

problem issues, and perspective. An examination of the

historical foundations of the curriculum points up threads of

continuity as well as instances of rejection of precedents and

illustrates the way in which the curriculum, at any point in time,

is also a production that time. The philosophical foundations

may be drawn upon to develop a framework of values and

beliefs related to the goals, the selection and use knowledge

and means and methods and other dimensions of

education.

The social foundations are sources of information and

societal values, changes, problems, pressures and forces

that merit consideration in curriculum planning, the

Psychological foundation contains ideas about child growth,

development and learning on which the program may be

based. The disciplinary foundations serve as sources of

information about concepts, generalizations, supporting data

and modes, methods, and processes of inquiry that may

be used in developing the curriculum and planning

instruction.

(2) Goals and objectives

Related to the analysis of the foundations of curriculum

development are the major goals of education that gives

direction to planning at all levels and in all areas of the

curriculum, the objectives must be consistent with, but

more specific than goals so that immediate direction is obtained

for intuitional planning and evaluation.

The general goals should be cooperatively developed by

school personnel and lay persons and be generally

acceptable to the community, the objectives should be

defended by school personnel with assistance from experts in

areas of the curriculum, evaluation, and formulation of

objectives so that they will be optimally useful in planning and

appraisal activities.

Each area of the curriculum should be analyzed to

identify its specific contributions to the major goals. This

step is helpful in developing a coherent curriculum in which

all areas or fields of study are viewed as contributing to the

common goals. This step is helpful in identifying the unique

contributing that each area can make to the goals and

thus makes possible the design of a complete and

balanced program of instruction that incorporates aesthetic

and others.
 The objectives of each area may be viewed as a

detailed elaboration of contributions to the major goals. Their

function is to provide specific direction to program planning.

The four sets of interrelated objectives that include the

cognitive, affective, and psychomotor domains are as

follows: skill objectives, and affective objectives. Special

categories may be used to highlight the contribution of

some areas such as, for example visual/tactile objectives,

creative expression objectives and aesthetic judgment

objectives, objectives in art education within such special

categories, however, one may find conceptual, process, skill,

and affective in behavioral or performance terms is done

to facilitate unit and lesson planning and to evaluate

instructional out comes.

(3) Organization of the curriculum

Decisions must be made about the organization of the

curriculum, the units within particular areas of curriculum,

unit organization, and unit planning procedures, the scope

or breadth of the curriculum must be determined and

special attention must be given to learning sequences that

provide for cumulative learning and the integration of learning.

Other decision must be made about curriculum development

procedures, broad fields or other patens or organization the

roles of curriculum personnel, and the design of curriculum

guides.
(4) Organization and extension of the learning environment

The school organization must be considered in terms

both the movement of students from level (vertical

organization) and of the grouping of students and the

placement of teachers at the various levels (horizontal

organization).

Attention also needs to be given to individualized and

personalized instruction organizing and sequencing of group

work, and interaction analysis. Variety of ways of extending

the learning environment merits consideration, ranging from

open education to time and spatial extensions, and the use of

the community as a laboratory for learning.

Instructional media should be analyzed because of their

fundamental importance as key ingredients in the learning

environment. The full range of educational technology,

including hardware such as equipment and software or

courseware such as instructional materials, should be

examined and selected in terms of multiple criteria. Provision

should be made for instructional media that are useful in all

areas of instruction and for special media needed in

particular area. A variety of printed materials, audio-visual

materials, community resources, learning packages, multi-

media sets of materials and multi-level materials should be

considered.

(5) Instructional support services

 The implementation of new or revised programs of

instruction requires a variety of support services, the

quality of leadership essential to sound curriculum

development is also essential to implementation. Consultant

and supervisory services are needed to help solve general

problem and problems related to areas of instruction, other

needed services include those related to instructional medial,

special education programs the diagnosis and correction of

learning difficulties, evaluation, and the in-service

education and the instructional staff.

(6)Teaching strategies

A variety of teaching strategies should be selected or

designed for us in the instructional program. There is a

need for inductive strategies that include moves from the

particular to the general and deductive strategies that

include moves from general to the particular. Discovery

strategies in which the students themselves find out on their

own and teacher-directed strategies in which the students

are guided systematically to in stated objectives are needed,

along with strategies the call for varying degrees of teacher

guidance, combinations of the preceding strategies may be

used to be develop and apply concepts, clarify values, and

attain other objectives as various media are used in different

areas of the curriculum. In additions, construction should be

given to the guidelines or principles of instruction for each

area of the curriculum.

 (7) Evaluation and accountability

Diagnostic, formative and summative evaluations are

needed to determine the needs of students assess progress

towards objectives during instruction and appraised the

outcomes of instruction at the end of given periods. A brad

and comprehensive program of evaluation is needed in which a

variety of instruments and techniques are used to evaluate the

conceptual, process, skill, and effective outcomes of instruction.

D. SCHEMATIC DIAGRAM
IV. REFERENCES

A. BOOKS

Aquino, Gaudencio V. (2018) Curriculum Innovation, Philippines

Copyright, National Book Store.

Udelhofen, Susan (2005). Keya Curriculum Mappng: Strategies and Tools

to make it work, California, USA.Corwin Press

B. ELECTRONIC

https://nanopdf.com/download/module5-clsu-open-university_pdf

http://www.stanswartz.com/adminbook/chap3.htm
 http://books.google.com.ph/books?

id=r7TIxGtsd58C&pg=PA189&lpg=PA189&dq=the+michaelis+mode+of+c

urriculum+development&source=bl&ot

http://www.cglrc.cgiar.org/icraf/toolkit/Traditional_approaches_to_curriculu

m_development.htm

http://inservice.ascd.org/21-questions-to-ask-about-curriculum-

development/

https://books.google.com.ph/books?

id=r7TIxGtsd58C&printsec=frontcover#v=onepage&q&f=false

V. EXERCISES/ACTIVITIES

1. What is the role of formative assessment in measuring the written, taught,

and understood curricula?

2. Will we use technology to support teaching and learning? How? What are

the goals?

3. If I had a son or daughter enrolled in your school district, would I be

satisfied with the written curriculum? Why?

4. Does our learning space support student understanding of the key

skills, concepts, and soft skills that our staff has identified as important?

5. If you have the opportunity to provide ongoing feedback regarding the

school district’s curriculum, how will you enhance the curriculum in your

subject area?