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    Curriculum Development Models

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    joan arreola
    This document discusses different models of curriculum development: 1. Linear models include Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and Murray Print model. 2. Cyclical models emphasize the iterative nature of curriculum development and include models by Nicolls, Wheelers, and contextual filters. 3. Dynamic models present curriculum development as a fluid process. Models discussed include Walker's, Skilbeck's, Eisner's artistic approach, and Pawilen's model incorporating societal, disciplinary, and learner factors. The document poses general questions about strengths and weaknesses of applying the different model types to the Philippine educational context.

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    Curriculum Development Models

    Uploaded by

    joan arreola
    197 views4 pages
    This document discusses different models of curriculum development: 1. Linear models include Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and Murray Print model. 2. Cyclical models emphasize the iterative nature of curriculum development and include models by Nicolls, Wheelers, and contextual filters. 3. Dynamic models present curriculum development as a fluid process. Models discussed include Walker's, Skilbeck's, Eisner's artistic approach, and Pawilen's model incorporating societal, disciplinary, and learner factors. The document poses general questions about strengths and weaknesses of applying the different model types to the Philippine educational context.

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    This document discusses different models of curriculum development: 1. Linear models include Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and Murray Print model. 2. Cyclical models emphasize the iterative nature of curriculum development and include models by Nicolls, Wheelers, and contextual filters. 3. Dynamic models present curriculum development as a fluid process. Models discussed include Walker's, Skilbeck's, Eisner's artistic approach, and Pawilen's model incorporating societal, disciplinary, and learner factors. The document poses general questions about strengths and weaknesses of applying the different model types to the Philippine educational context.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    197 views4 pages

    Curriculum Development Models

    Uploaded by

    joan arreola
    This document discusses different models of curriculum development: 1. Linear models include Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and Murray Print model. 2. Cyclical models emphasize the iterative nature of curriculum development and include models by Nicolls, Wheelers, and contextual filters. 3. Dynamic models present curriculum development as a fluid process. Models discussed include Walker's, Skilbeck's, Eisner's artistic approach, and Pawilen's model incorporating societal, disciplinary, and learner factors. The document poses general questions about strengths and weaknesses of applying the different model types to the Philippine educational context.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 4

    Joan Arreola EDUC 3102

    B SNED-ECED-MONTED 3 November 30, 2022

    A. Linear Models of Curriculum

    1. Tyler's Rational-Linear Model - It manifest curriculum development that comes after


    segment from sorting objectives to choosing experience and ordering experience with
    assessment. 
    2. Taba's Grassroots Rational Model - Opposing to Tyler's model, it was stated that
    basics component should be done first in order for the experiences be accomplish and
    for making learning much define. 
    3. Standards-based Curriculum Model - being define the curriculum from primary
    learning to excessive learning.  
    4. Understanding by Design Model ( Wiggins and McTighe) - It focuses on the
    learning exploration going to the most profound evaluation.  
    5. Systematic Design Model ( Diamond) - Numbers of revision were made but it did
    not change, it continues pursuing the data gathering (selection and outline) especially
    making evaluation with the exact references. 
    6. Murray Print Model - Talks about sorting out the learning process until such doing
    the rationale.

    B. Cyclical Models of Curriculum

    1. Audrey Nicolls and Howard Nicolls Model - this model emphasizes the cyclical
    nature of curriculum process. According to the proponents of this model curriculum is
    continuous process.
    2. Wheeler's Curriculum Development Model – this model is presented a cyclical
    process in which each element of the curriculum is related and interdependent.
    Wheelers also emphasized the importance of starting from the development of aims,
    goals, and objectives.
    3. Contextual Filters Model of Course Planning – this model presents a cyclical view
    of curriculum development. After making course decisions, the planner can check with
    content considerations and contextual filters. It describes the reality of how college
    faculty members design their course. Hence it is very applicable for designing higher
    education courses

    C. Dynamic Models of Curriculum

    1. Walker's Model - Walker was particularly interested in this model's ability of the
    curriculum workers to identify the three phases, which he labeled platform, deliberation,
    and design. Walker's concept of curriculum development is a dynamic and descriptive
    one. It shows how curriculum workers actually plan and create curricula. It
    acknowledges the contribution and influence of curriculum workers in all tasks including
    curriculum development.
    2. Skilbeck's Curriculum Model – A dynamic view of curriculum development is
    presented by this model. In this model, a situational analysis is included, and data from
    the learners, society, and school are gathered. The outcomes of the situational analysis
    serve as solid foundations for selecting curriculum for all successive phases of
    curriculum development.
    3. Eisner's Artistic Approach- presented his perspective on the best way to build
    curricula. He believes that a theory recognizing the artistry of teaching is necessary in
    order to assist teachers in developing those skills. The Eisner's Model acknowledges
    the contribution of numerous curriculum developers. The model stresses the
    significance of having well defined educational goals and objectives.
    4. Pawilen's Model for Developing Curriculum – This was created to aid those
    responsible for establishing curriculum in making it relevant and appropriate for the
    Philippine context. In the model, there are three curriculum sources. These three
    sources are the society, the disciplines, and the learners. It's important to use the
    learner as a curricular source. It is important to have knowledge about students'
    interests, needs, learning preferences, cultures, socioeconomic statuses, genders, and
    other factors when creating curriculum.
    General Questions: 

    1. Review the linear curriculum development models. Identify the possible


    strengths and weaknesses of each model when applied to the Philippine context.
    A linear model, particularly the Standard-Base Curriculum Development Model.
    The benefit of the linear model of communication is that the sender's message is clear
    and there is no confusion. Communication is a one-way talking process. It makes a
    direct connection with the audience. However, the disadvantage is that the message is
    not responded to by the receiver. The systematic design model is rational and
    prescriptive. It stands for organized and logical approaches to curriculum development.
    The model will probably be challenging to implement in the Philippines due to the
    absence of a research culture in our educational institutions.

    2. Review the cyclical curriculum development models. Identify the possible


    strengths and weaknesses of each model when applied to the Philippine context.
    This model has a lot of prescriptive and dynamic features, which is one of its
    strengths. A useful guideline for developing curricula is to incorporate situational
    analysis into the model. It helps the personnel working on the curriculum in better
    understanding the environment in which it is developed. The inclusion of situational
    analysis as part of the model is a beneficial principle in curriculum development if this
    model is applied in the Philippine context. 
    3. Review the dynamic curriculum development models. Identify the possible
    strengths and weaknesses of each model when applied to the Philippine context. 
    Due to Decker Walker's contention that curriculum creators do not adhere to the
    prescriptive approach of the rationale-linear order of curriculum elements when they
    build curricula, this model's weakness is that it is possible that the curriculum that was
    applied was useless. Walker was extremely concerned in how curriculum professionals
    carry out their duties in curriculum development, which is a positive aspect of his model.
    Walker's concept of curriculum creation is a dynamic and descriptive one. It depicts how
    curriculum developers actually plan and create a curriculum. It acknowledges the
    importance of curriculum specialists and their effect on all curriculum development
    responsibilities. Walker's model may not be useful to teachers in the Philippine context,
    where the majority of teachers are responsible for implementing curriculum created by
    educators, because it is dynamic and confusing to other curriculum workers who are not
    familiar with the essential steps in curriculum development.

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