Curriculum Models

CURRICULUM
MODELS
C
Curriculum is planned, guided learning experiences
and intended learning outcomes formulated through
the systematic reconstruction of knowledge under
the auspices of the school for the continuous and
willful growth of the learner.
WHEELER’S
CURRICULUM MODEL
C
WHEELER’S CURRICULUM MODEL
Wheeler Model or cyclic Model, curriculum is a
continuous cycle responding to the changes
within education where any new information or
practice will bring changes.
KEY ELEMENTS OF WHEELER’S MODEL
INCLUDE:
1. Selection of aims, goals and objectives
2. Selection of learning experiences
3. Selection of content (subject matter) through
which certain types of experiences may be
offered.
KEY ELEMENTS OF WHEELER’S MODEL
INCLUDE:
4. The organization and integration of learning
experiences and content with respect to the
teaching learning process within school and
classroom.
5. Evaluation of the effectiveness of all aspects
of all other phases in attaining the objectives.
WHEELERS CURRICULUM
MODEL
WHEELERS CURRICULUM MODEL
This model shows a cyclic
and continuous process,
which indicates that the
curriculum development
should always be from one
step to another. It should be
in motion and never stop.
WHEELERS CURRICULUM MODEL
Wheeler’s model is regarded
as dynamic rather than a static
one which involves the
curriculum planner and the
teacher in a series of
continuous decision taking
processes about a whole range
of factors.
THE STRENGTHS OF WHEELER’S
CYCLICAL MODELS
• The cyclic model is responsive to needs.
• They are flexible and relevant to learners in particular
situations.
• The dynamic nature makes it possible for adoptions and
adaptations, when and where necessary.
WEAKNESSES OF THIS MODEL
• Wheeler’s model is different from others in the sense that the
“selection of learning experience” comes before the “selection of
content” creating confusion possibly as to whether the selected
learning experiences would suit the content or not.
• It is not always practical to use because of time constraints.
GILE’S
CURRICULUM
C
MODEL
GILE’S CURRICULUM MODEL
Giles, Mc Cutchen, and Zechiel, his associates, developed a
four-step model to curriculum development. Their model
portrays inter-dependence of functions in curriculum
development process rather than the linear sequential steps
of Tyler.
FOUR STEPS OF GILE’S MODEL
1. Selection of aims, goals and objectives.
2. Selection of learning experiences and content.
3. Organization of experiences.
4. Evaluation of learning outcomes.
GILE’S CURRICULUM MODEL
The Strength of Giles model
Giles’ inter-relationship model shows that the objectives are
linked, interdependent, interwoven and inter-related to the
content, learning experiences and evaluation which means
that all other steps in the process are directed towards
achieving these aims and objectives.
However, Giles’ model did not show the
differences between content and learning
experiences; he referred to the two terms as the
same.
WALKER’S (1972)
MODEL
C
Walker’s Model for Curriculum
Development
• Developed by Decker Walker
• He contended that curriculum developers do not follow the
prescriptive approach of the rationale-linear sequence of curriculum
elements when they develop curricula.
• He was particularly interested on how curriculum workers actually
do their task in curriculum development.
Walker’s Model for Curriculum
Development
• Walker presented a descriptive model, referred to as “naturalistic” by some
scholars and also known as “process model” by others.
• What is the naturalistic model?
- A descriptive model in contrast to the classical model (prescriptive model)
by Tyler et. Al (1949). It is also called the communicative approach.
• The communicative approach starts with the more subjective perceptions and
views of the designers, the target group, and other stakeholders.
THREE ELEMENTS OF WALKER’S
MODEL
• His model has 3 elements: platform, deliberation, and
design.
1. PLATFORM: Curriculum workers bring with them their

individual beliefs, knowledge, and values.
2. DELIBRATION: Identifying which facts are needed for
means and ends, generating alternatives and considering the
consequences of the alternatives.
- Also used in weighing alternative costs and consequences,
and choosing the best alternative for the curriculum task
that they are about to do.
3. DESIGN: Involves planning,
decision-making, and the actual
development of the curriculum.
The Strengths of Walker’s model
• In walker’s model of curriculum development, the curriculum
elements/phases are seen as flexible, interactive, and modifiable.
• Changes can be initiated from any point in the process unlike the
objectives model where the beginning is always the setting of
objectives.
• This is dynamism that can suit modernity where confusions are
instituted often in an effort to resolve crisis in ad hoc forms.
WEAKNESSES OF THIS MODEL
• This model failed to recognize the situational analysis in curriculum
development.
• In this model, curriculum is not considered as linear or sequenced;
it can start with any element and proceed in any order. This may
bring confusion later as different planners can start and end with
whatever element they want.
• People seem to be claiming rationality even in this that they do not
even understand.
CONCLUSION
The curriculum development process is a continuous one, it is not a
one-time affair, because the curriculum is serving a dynamic society.
QUESTION
What would be the best curriculum model fit to the
Philippine setting?
REFERENCES
• https://www.slideshare.net/resanoel85/decker-walkers-curriculum-model-1971
• https://www.researchgate.net/publication/338543850

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CURRICULUM

1. PLATFORM: Curriculum workers bring with them their

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