Curriculum Development Models

DEPARTMENT OF TEACHER EDUCATION
G/F KOICA (New Administration) Building

VSU Tolosa, Tanghas, Tolosa, Leyte 6503
Email: [email protected]
Contact No.: +63 53 565 0600 Local 1234
Lesson 2.1: Curriculum Development Models
Lesson Summary
Choosing a curriculum model is the first step in curriculum development.

Curricularists determine the type of curriculum model to use; it encompasses
educational philosophy, approach to teaching, and methodology. In designing a
curriculum, it is imperative to consider curriculum models. As educators, it is vital
to be familiar with the models used in schools.
Three curriculum developmental models are highlighted in this lesson.
Today, we will scrutinize these different curriculum models and their relevance to
our current time. Provided here are relevant discussions on the process of
curriculum development by prominent curriculum scholars. The models in this
module are presented in three categories: linear, cyclical, and dynamic. In this
module, you should be able to:
Learning Outcomes
1. Examine the strengths and weakness of a curriculum;
2. Discuss how these curriculum development models can be applied in
the Philippine context;
Motivation Question
With your own curriculum model in mind, reflect from which among the
curriculum models below does it fit?
Discussion
Linear Models of Curriculum

The linear models of curriculum development prescribe a step-by-step
procedure for curriculum development starting with objectives. Some of these
linear models will be analyzed here.
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1. Tyler’s Rational Linear Model- Ralph W. Tyler (1902-1994) major contribution

in the educational field was in the area of measurement which he then
transformed to the term called evaluation.
His reputation as an education expert grew when he published his book

Basic Principles of Curriculum Instruction. He presented this linear model as
he linked objectives to learning experience and evaluation.
Fig. 4 Tyler’s Rational Linear Model
According to Tyler, in developing a curriculum plan of instruction one

must ask these four questions:
1. What educational process should the school seek to attain?
2. What educational experiences can be provided that will likely attain
these objectives?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?
2. Hilda Taba’s Grassroots Rational Model- Hilda Taba (1902-1967) suggests

that teachers should design the curriculum allowing them to be the developers
or authors of it.
Teachers are to begin the curriculum with a specific teaching-learning
unit and building to a general design. Taba’s grass-roots model attempts to
ensure that curriculum is rationally made based on a valid criterion (Al Husban
et al., 2016). Taba claimed that all curricula compose fundamental elements
and outlined seven steps to be followed when developing a curriculum.
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
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3 PrEd 132: The Teacher and the School Curriculum
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and ways and means of doing
it
Taba stressed the importance of diagnosing the needs of the learners

which will help curriculum workers to understand the learners better. Likewise,
proper needs assessment help in the selection of the goals and objectives and
the selection of the contents.
3. Standards-based Curriculum Development Model- Allan Glatthorn (1924-

2007) authored the standards-based curriculum development model. This
model proposes to develop curriculum standards for any discipline from basic
education to a higher education program.
Below is a three-phase process used in developing a standards-based
curriculum. This model exemplifies a linear model of curriculum development
showing a prescribed sequence of developing standard activities.
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 standards, develop into Essential Standards and
Enrichment Standards
Phase 2. Develop benchmarks.
1. Review decision from comment 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, evaluate with criteria provided, and secure teacher
review; revise benchmarks if needed.
Phase 3. Develop final products.
1. Use standards and benchmarks to produce scope and sequence chart.
2. Decide on curriculum guide content.
3. Analyze benchmarks into learning objectives.
Table. 3 Standards-based Curriculum Development Model
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Advantages of Glatthorn’s Standards-based Curriculum Development Model:

o Rational and descriptive- stresses on the development of standards as the first
activity in curriculum development;
o Emphasizes the importance of using multiple sources in developing curriculum
standards;
o Recognizes teacher’s inputs in the development of standards, which are often
neglected in curriculum projects in the Philippines because of the top-down
approach;
o Uses benchmarks to improve, refine, and validate curriculum;
o Extends up to the development of scope and sequence;
o Relevant and applicable for various courses;
Limitations of Glatthorn’s standards-based curriculum development model:

o Development of curriculum standards is a separate activity from the overall
curriculum development process;
o The model does not include situational analysis nor needs analysis
4. Understanding by Design Model (UbD)- developed by Grant Wiggins and Jay

McTighe by 2002.
This model uses a “Backward Design” as a framework for designing
courses and content. Rather than considering how to teach the content first
using learning activities used by “forward design.” This backward design is
simplified as:
• begins with the formulation of the learning goals of the course which
express the knowledge and skills required to be learned when students
leave the course; and
• assessment is considered before planning on how to teach the content;
Benefits of UbD:
• focus on the outputs of the instruction rather on activities and instruction;
• focus on learning rather than on teaching;
• encourages instructors to be more intentional in their designing process;
• provides guidance for instruction and designing lessons, units, and
courses which comes with the identification of learning goals first which
results in developing assessments and instruction with ease;
• leads the teacher to develop a transparent and explicit instruction thus
creating meaningful activities and tasks; and
• eliminates unnecessary inclusion of activities and tasks
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Fig. 5 UbD: Stages of Backward Design
5. Systematic Design Model- Robert Diamond developed the Systematic Design

model during the early 1960s. It is a two-phase model based on the systems
theory. The systems approach uses a heuristic process of analyzing problems
and creating solutions. This are the two basic phases:
• project selection and design; and
• production, implementation, and evaluation.
Like some of the previous models. This model also follows a linear
process of curriculum development. It is imperative that in his model, all data
must be made complete before proceeding to the next step.
Fig. 6 Systematic Design Model
The Systematic Design model is prescriptive and rational. It presents a

prescriptive and linear view of curriculum development. The use of diagrams is an
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excellent way of helping curriculum workers to visualize the entire curriculum

development process.
• Phase 1- involved in developing curriculum are curriculum sources and

influences which help in determining the objectives of the curriculum. The
model relies heavily on data. Therefore, it is important to gather the necessary
information before proceeding to each of the processes.
• Phase 2- allows curriculum workers to design for the production and
implementation of the curriculum and on the importance of the evaluation of
the instructional materials to ensure smooth implementation of the
curriculum. The model involves a series of tasks, which, if carefully followed,
may result in a relevant and effective curriculum.
Weaknesses of the Systematic Design model:

a. Since the model ends with Phase II, it poses no provision where curriculum
workers can review their actions and decision concerning the factors identified
in the first phase;
b. Evaluation and revision are only done in the second phase during the
implementation level; and
c. Will probably be difficult to apply in the country due to lack of research culture
in our educational institutions.
6. Murray Print Model for Curriculum Development- Murray Print published this
model in his book Curriculum Development and Design in 1988. This model
proposes a progressive and logical approach to curricular development to
provide a useful and easy-to-understand process in developing a curriculum.
Fig. 7 Print Curriculum Development Model
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• Phase 1- recognizes the nature of the curriculum workers involved in the

development of the curriculum. It is important to pose the following questions
that may influence curriculum development:
1. Who is involved in curriculum development, and what, if
anything, do they represent?
2. What conceptions of curriculum do they bring with them?
3. What underlying forces or foundations have influenced the
developers’ thinking?
• Phase 2- the task in this phase is developing the curriculum. The procedure is
cyclical which begins with a situational analysis, and continues with the aims,
goals and objectives, content, learning activities, and instructional evaluation,
and then continuing to situational analysis again.
• Phase 3- includes the actual application that incorporates three major

activities: (1) implementation of the curriculum, (2) monitoring of, and
feedback from the curriculum, and (3) feedback deliberation to the presage
group.
Characteristics of Print’s Model:

1. Prescriptive and rational which starts with identifying the aims, goals, and
objectives of the curriculum
2. The procedures are cyclical and dynamic
3. Recognizes a wide array of curriculum conceptions and ideas that various
curriculum workers bring to the curriculum development process which may
influence them in making curricular decisions.
4. Includes instructional evaluation in the development process
5. The evaluation result will provide necessary data regarding the implementation
of the curriculum.
6. Monitoring and feedback system are recurrently done to implement necessary
revisions.
7. This model can be achieved in any level of curriculum development- local,
college-wide, or national. Hence, it is very practical and applicable to the
Philippines.
8. The model describes the process of curriculum development on a macro level;
however, it is not clear where the philosophy of the institution will come into
play.
9. The model gives the impression that curriculum presage has no direct effect
or relationship with situational analysis.
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CYCLICAL MODELS OF CURRICULUM

The cyclical models prescribe a cyclical or continuous process of curriculum
development. Cyclical models usually start with a situational analysis that serves
as the basis for all the succeeding process.
1. Nicholls’ and Nicholls’ Model of Curriculum Development

An example of a cyclical model of curriculum development was developed
by Audrey Nicholls and Howard Nicholls during 1978. Figure 9 shows us about this
model.
Fig. 8 Nicholls and Nicholls Curriculum Development Model
Here are some features of the model:

1. Emphasizes a cyclical nature of curriculum development
2. Curriculum is highly prescriptive and dynamic
3. Uses a Five-step developmental approach
o Situational analysis
▪ Curriculum workers are to collect data and needed information
from various curriculum sources and influences that are
prerequisites in formulating curriculum goals and objectives
▪ This makes it possible for the curriculum to be more relevant and
responsive to the needs of the students and the school
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o Recognizes the influence of contributing disciplines such as

philosophy, psychology, and sociology in developing the curriculum
which is useful in selecting the curriculum goals and objectives,
contents, learning experiences, and evaluation.
4. This model can be used in an educational setting, either school-based or

on a national level.
5. Since this model is cyclical, it enables teachers, administrators, and
education boards to address curricular issues and propose innovations
and changes when necessary.
Weakness:
• Many curriculum workers are used to developing curricula
following a linear model like the top-down approach
• The tendency for teachers in higher education may find this model
time-consuming because of the situational analysis required before
developing any syllabus
2. Wheeler’s Curriculum Development Model
Daryl Kenneth Wheeler (1912-1996) in his influential book, Curriculum

Process (1967), presented a cyclical curriculum development model in which each
element of the curriculum is related and interdependent. He believed that
curriculum should be a continuous cycle that is responsive to changes in the field
of education and makes appropriate adjustments to account for these changes.
Fig. 9 Wheeler’s Curriculum Development Model
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Compared with Tyler’s model wherein evaluation is terminal, evaluation in

Wheeler’s model is not terminal and results are fed back into the system. Let us
go through the steps of Wheeler’s model:
Step 1: Selecting aims, goals, and objectives

• Aims, goals, and objectives are carefully chosen and must be relevant
to the specific content area.
• Tells the curriculum planner where the educational development is
heading.
Step 2: Selecting learning experiences
• This occurs in the classroom
• Concern about the learner interaction with their learning environment.
• Think and innovate best strategies that best deliver the aims and
objectives and must result in the changes in pupils’ behaviors.
Step 3: Selecting content
• Refers to the subject matter or learning content
• Also refers to several aspects such as significance, interest, and
learnability
Step 4: Organizing and integrating experiences
• Linked to the teaching and learning process
• The teacher organizes the learning activities based on pupils’
experiences
Step 5: Evaluation
• Evaluation is not just done during examination but evaluation must be
done on different phases.
• Through formative and summative assessment.
3. The Contextual Filters Model of Course Planning- This model was developed
by Stark, Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw (1990) and
appeared in the book Shaping the College Curriculum written by Stark and Lattuca
(1997).
• Content influences- encompass faculty members’ background and associated
disciplinary and educational beliefs.
• Contextual influences- refer to the influences outside of the instructor’s
immediate control that causes adjustments in the course plans such as
student characteristics or instructional resources.
• Form- includes the processes that are followed when designing courses.
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Content and Background Considerations (Content)
Fig. 10 The Contextual Filters Model of Course Planning
Characteristics of Contextual Filters Model:

• Faculty background and educational beliefs are recognized
• Influence and the special role of faculty members in curriculum planning and
development are recognized as the main factor in curriculum development in
higher education.
• This model is very teacher-centered- that because of academic freedom
faculty members may plan the curriculum based on their convenience
• The model can be improved by putting students as part of the content
influences.
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DYNAMIC CURRICULUM MODELS

The dynamic models are not sequential like the previous one. it has the
potential to start with any element and proceed in any order. In this model, the
curriculum elements are flexible, interactive, and modifiable.
A. Walker’s Model of Curriculum Development- Decker Walker (1971)

contended that curriculum developers do not follow the prescriptive approach of
the rationale-linear sequence of curriculum elements when they develop curricula
(Walker, 1971; Marsh & Willis, 2007; Print, 1993). As shown in the Figure below, he
was able to identify three phases, which he termed platform, deliberation, and
design.
Fig. 11 Walker’s Model of Curriculum Development
• Platform phase- Walker suggested that curriculum workers bring with them
their individual beliefs, knowledge, and values. They have ways and means of
solving a task and are prepared to discuss and argue about them.
• Deliberation phase- involves identifying which facts are needed for means and
ends, generating alternatives, considering the consequences of such
alternatives, and choosing the best alternative for the curriculum task they are
about to do.
• Curriculum design- involves planning, decision-making, and the actual

development of the curriculum.
Characteristics of Walker’s model:

1. It is a dynamic and descriptive model of curriculum development
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2. It reflects the realities of how curriculum workers plan and develop a

curriculum.
3. It recognizes the role and influence of curriculum workers in any curriculum
development tasks.
4. It avoids the obsession with starting with objectives- curriculum workers may
commence at any point in the curriculum process depending on their needs.
This allows more flexibility among curriculum workers in developing
curriculum.
5. Curriculum workers may review their previous decisions and actions to correct
some mistakes.
6. This model can be used for a school-based curriculum development.
Weaknesses:
1. Being dynamic, the model can be confusing to other curriculum workers who
are not aware of the necessary processes of curriculum development. If this
model is applied in the Philippines, where most teachers are implementers of
curriculum developed by other educators, this model may not have a value to
them.
2. Has a strong tendency of the curriculum development to be stuck to Phase 2.
According to Print (1993), too much discussion may lead to analysis-paralysis
syndrome that could penalize or prolong the process of curriculum
development. Probably, the model can be elaborated more on the design
process involved in Phase 3 to help teachers and neophyte curriculum workers
do their task.
B. Skilbeck’s Curriculum Development Model

In 1976, Malcolm Skilbeck firmly advocated a cultural framework design
where teachers can modify and transform learners experience by providing
insights into cultural values, interpretative frameworks, and symbolic systems.
This model allows curriculum workers to start from any phase. Each phase
is interconnected and follows a systematic sequence. Skilbeck’s model includes a
situational analysis that involves gathering data from the school, society, and the
learners. The situational analysis results provide strong bases for making
curriculum decisions for all the subsequent phases of curriculum development.
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Fig. 12 Skilbeck’s Curriculum Development Model
C. Eisner’s Artistic Approach to Curriculum Development
Elliot W. Eisner (1979), in his book The Educational Imagination presented a

process on curriculum development. He believed instruction can be enhanced
through creative teaching dynamic. In his book, Eisner outlined how this artistic
approach can also be used in curriculum development.
i. 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
ii. Content of curriculum
• Options to consider in selecting curriculum
• Caveats about the null curriculum
iii. Types of learning opportunities
- Emphasis on transforming goals and content into learning
events that will be of significance to students
iv. Organization of learning opportunities
- Emphasis on a non-linear approach in order to encourage
diverse student outcomes
v. Organization of content areas
- Emphasis on cross-curricula organization of content
vi. Mode of presentation and mode of response
- Use of number modes of communication to widen educational
opportunities for students
vii. Types of evaluation procedure
- Use of comprehensive range of procedures at different stages
of the process of curriculum development
Table 4 Eisner’s Artistic Model of Curriculum Development
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a. Selecting goals and objectives- Eisner (1979) stressed an artful process of

arriving at a consensus about curricular priorities by involving the participants.
b. Selecting the content of a curriculum - Eisner (2002) considered the three
sources of curriculum: individual, society, and subject matter. On selecting
learning opportunities, Eisner strongly favored providing students with a wide
variety of learning opportunities. Accordingly, educational imagination must
transform goals and contents into high-quality experiences for students
(Eisner, 2002).
c. Types of learning opportunities- Eisner also emphasized providing a variety of
learning opportunities to different types of students using varied resources
and activities.
d. Organization of learning opportunities- organization and integration of
content should be done artistically.
e. Mode of presentation and mode of response- using different strategies and
methods to engage the students in meaningful learning.
f. Types of evaluation procedure- evaluation is not the final step of curriculum
development. Instead, it is something that pervades the entire curriculum
development process.
Characteristics of Eisner’s Model:
1. Eisner’s model is an open-ended process or a form of a dynamic model.
2. It is descriptive in offering a general approach that can be followed by
curriculum workers, yet the model is also prescriptive in offering
suggestions about what should happen when developing a curriculum.
3. Eisner’s model recognizes the influence of various curriculum workers in
developing a curriculum development.
4. The model emphasizes the importance of having well-defined goals and
objectives in curriculum.
5. It recognizes the varied activities that teachers do in the school to attain the
goals of the curriculum.
Advantages:
1. This model can be applied in designing school-based curriculum development
or in national curriculum projects
2. 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 requires a curriculum model that is less
prescriptive, but logical enough to embrace the artistic or creative ways in
which faculty members develop their course.
3. Since the processes are not procedural, curriculum workers can always
modify and improve their curricula to address certain problems and needs.
The model calls for more relevant and responsive ways of selecting and
organizing contents and learning experiences to respond to the diverse needs
of students.
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D. Pawilen’s Model for Developing Curriculum- Greg Tabios Pawilen proposed

this model to help curriculum workers develop a relevant and suitable curriculum.
Features of Pawilen’s Model:

A. Curriculum sources- there are three curriculum sources based on Tyler’s
Rational Model. These are learners, society, and discipline.
Curriculum sources are considered vital in conducting situational
analysis because they provide necessary data in determining the goals and
objectives of the curriculum. These curriculum sources are also valuable in
making decisions on the development of curriculum standards in the revised
model where an arrow connects the curriculum sources to Phase III.
B. Curriculum influences- are specific factors that affect the development of

the curriculum and decision-making at the micro-level. Pawilen adopted this
model from the model of Stark and Lattuca (1997) and grouped curriculum
influences into three: external, internal, and organizational.
Curriculum influences may have a direct or indirect effect on
curriculum development.
The broken arrows connect curriculum influences with the different
phases of curriculum development.
Both curriculum sources and influences serve as bases in the
selection and decision-making of curriculum elements namely: intent,
content, learning experiences, and evaluation.
1. Situational Analysis- starts with analyzing the context in which the

curriculum is developed.
- includes the study of the different curriculum sources (students,
society, and disciplines or subject matter), and
- careful examination of the different curriculum influences (internal,
external, and organizational) that affect curriculum development.
2. Selection of Goals and Objectives- are determined from the results of the
situational analysis.
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- the government or the university also prescribes curriculum goals

and objectives, such questions will be considered as part of the internal or
external influences that will be studied in the situational analysis.
3. Development of Curriculum Development Standards- Pawilen modified

Glatthorn’s model (1998), he simplified the task for developing curriculum
standards:
a. Develop a comprehensive set of curriculum standards by examining
various curriculum sources and influences;
b. Align
c.
d. the standards to several criteria;
e. Secure teacher input to revise and improve the standards;
f. Ask curriculum experts to validate the standards; and
g. Develop the final draft of standards, divided into content standards,
skills standards, and values standards.
4. Selection of Content or Subject Areas- a place 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,
instructional design, and selection of all curriculum elements, are evaluated.
Once the evaluation is done and results are revealed, the curriculum
development process will go back to situational analysis to reexamine the needs
and include necessary changes and demands from curriculum sources and
influences.
ANALYSIS OF DIFFERENT CURRICULUM DEVELOPMENT MODELS
After a brief description of the curriculum models, Print (1993) suggested

a way to analyze the curriculum models concerning the two dimensions. The
curriculum development models presented are based on curriculum researches
and certain theories of curriculum. Each model is unique based on the curriculum
theory advocated by the proponents. It is the role of the curriculum developers to
select a model based on their context (Print, 1993).
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Fig. 14 Summary of the Analysis of Curriculum Models
The linear models (Standards-based Curriculum Development Model,

Understanding by Design, Systematic Design Model, and Print’s Curriculum
Development Model):
• Provide a direct and time-efficient approach to curriculum
development;
• Simplify the process of curriculum development such that curriculum
developers will find it easy to follow;
• The linear models are highly prescriptive and rationale;
• They state precisely where to start in the curriculum development
process; and
• Usually starts with a situational analysis or selecting objectives.
The cyclical model of Nicholls and Nicholls (1978) and the Contextual
Filters Model of Course Planning Model
• Presents an interrelated procedure for developing a curriculum.
• These models are prescriptive by starting with situational analysis, yet
they are also dynamic; and
• These models are applicable to school-based curriculum development.
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The dynamic models of Eisner (1979), Walker (1971), and Pawilen’s model
(2011)
• Are less rigid in application and they can be used in school-based
curriculum development;
• Reflect on how institution and teachers develop curricula;
• Eisner’s (1979) model is prescriptive, yet it is also descriptive; while
• Walkers (1971) model is highly dynamic and descriptive.
The models presented are reflections of what various authors and scholars
believe about the nature of curriculum and the process of curriculum development.
Each has its own rightful claim. Here are some principles to consider when
developing a model for curriculum development:
a. There is always the need for a clear and logical process;
b. Curriculum sources and other variables that are influential in
developing a curriculum should be specified;
c. Models should reflect how educators plan and develop curriculum
in any levels;
d. Models should be based on a curriculum theory;
e. Each process in a model should specify areas where curriculum
decisions are made;
f. Each model reflects major phases of curriculum development
(planning, design, implementation, and evaluation); and
g. Each model must be applied in various contexts.
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DEPARTMENT OF TEACHER EDUCATION

G/F KOICA (New Administration) Building

Lesson 2.1: Curriculum Development Models

Choosing a curriculum model is the first step in curriculum development.

Linear Models of Curriculum

1. Tyler’s Rational Linear Model- Ralph W. Tyler (1902-1994) major contribution

His reputation as an education expert grew when he published his book

Fig. 4 Tyler’s Rational Linear Model

According to Tyler, in developing a curriculum plan of instruction one

2. Hilda Taba’s Grassroots Rational Model- Hilda Taba (1902-1967) suggests

Taba stressed the importance of diagnosing the needs of the learners

3. Standards-based Curriculum Development Model- Allan Glatthorn (1924-

Phase 1. Develop standards.

Table. 3 Standards-based Curriculum Development Model

Advantages of Glatthorn’s Standards-based Curriculum Development Model:

Limitations of Glatthorn’s standards-based curriculum development model:

4. Understanding by Design Model (UbD)- developed by Grant Wiggins and Jay

Fig. 5 UbD: Stages of Backward Design

5. Systematic Design Model- Robert Diamond developed the Systematic Design

Fig. 6 Systematic Design Model

The Systematic Design model is prescriptive and rational. It presents a

excellent way of helping curriculum workers to visualize the entire curriculum

• Phase 1- involved in developing curriculum are curriculum sources and

Weaknesses of the Systematic Design model:

Fig. 7 Print Curriculum Development Model

• Phase 1- recognizes the nature of the curriculum workers involved in the

• Phase 3- includes the actual application that incorporates three major

Characteristics of Print’s Model:

CYCLICAL MODELS OF CURRICULUM

1. Nicholls’ and Nicholls’ Model of Curriculum Development

Fig. 8 Nicholls and Nicholls Curriculum Development Model

Here are some features of the model:

o Recognizes the influence of contributing disciplines such as

4. This model can be used in an educational setting, either school-based or

2. Wheeler’s Curriculum Development Model

Daryl Kenneth Wheeler (1912-1996) in his influential book, Curriculum

Fig. 9 Wheeler’s Curriculum Development Model

Compared with Tyler’s model wherein evaluation is terminal, evaluation in

Step 1: Selecting aims, goals, and objectives

Content and Background Considerations (Content)

Fig. 10 The Contextual Filters Model of Course Planning

Characteristics of Contextual Filters Model:

DYNAMIC CURRICULUM MODELS

A. Walker’s Model of Curriculum Development- Decker Walker (1971)

Fig. 11 Walker’s Model of Curriculum Development

• Curriculum design- involves planning, decision-making, and the actual

Characteristics of Walker’s model:

2. It reflects the realities of how curriculum workers plan and develop a

B. Skilbeck’s Curriculum Development Model

Fig. 12 Skilbeck’s Curriculum Development Model

C. Eisner’s Artistic Approach to Curriculum Development

Elliot W. Eisner (1979), in his book The Educational Imagination presented a

i. Goals and their priorities

a. Selecting goals and objectives- Eisner (1979) stressed an artful process of

D. Pawilen’s Model for Developing Curriculum- Greg Tabios Pawilen proposed

Features of Pawilen’s Model:

B. Curriculum influences- are specific factors that affect the development of

1. Situational Analysis- starts with analyzing the context in which the

- the government or the university also prescribes curriculum goals

3. Development of Curriculum Development Standards- Pawilen modified