Profed107 Week5

FOUNDATIONS OF
CURRICULUM
DEVELOPMENT
Prepared by:
Walter Phillip SP. Palad, R.N., LPT
Philosophical Foundations
1.Perennialism
2.Essentialism
3.Progressivism
4.Reconstructionism
PERENNIALISM
• Perennialism in education is the belief that schools
should teach ideas that are everlasting. Evergreen
ideas, which have lasted through many
generations, are a major focus of a perennialist
curriculum.
• Perennialism values knowledge that transcends

time. This is a subject-centered philosophy. The
goal of a perennialist educator is to teach students
to think rationally and develop minds that can
think critically.
• Perennialism is based on the philosophies of

Plato, Aristotle, and St. Thomas Aquinas.
•AIM: To educate the rational person;
cultivate intellect
•ROLE: Teachers assist students to think
with reason ( Critical Thinking HOTS )
•Focus: Classical subjects, literary
analysis. Curriculum is enduring.
•TRENDS: Use of great books ( Bible,
Koran, Classics ) and Liberal Arts
ESSENTIALISM
William Bagley
•AIM:To promote intellectual growth of
learners to become competent.
•ROLE: Teachers are sole authorities in
subject area.
•Focus:Essential skills of 3Rs; essential
subjects.
•TRENDS: Back to basics, excellence in
education, cultural literacy.
PROGRESSIVISM
Progressivism is an educational movement
started by John Dewey that says that students
learn through their own experiences.
Progressivism revolves around the students' needs,
including teaching students to be good citizens as
well as good learners, a concept known as
focusing on the whole child.
Progressive education is a response to traditional

methods of teaching. It is defined as an
educational movement which gives more value to
experience than formal learning. It is based more
on experiential learning that concentrate on the
development of a child's talents.
•AIM: Promote democratic social living.
•ROLE: Teachers lead for growth and
development of lifelong learners.
•Focus: Interdisciplinary subjects, Learner
– centered, OBE
•TRENDS: Equal opportunities for all,
contextualized curriculum, humanistic
education.
RECONSTRUCTIONISM
Theodore Brameld
Social reconstructionism promotes teachers to
not tell students what is right or wrong in
society, but instead to guide students by
exploring social issues, presenting alternative
viewpoints, and facilitating student analysis of
the issues.
•AIM: To improve and reconstruct society.
Education for change.
•ROLE: Teacher acts as agent of change
and reforms.
•Focus:Present and future educational
landscapes.
•TRENDS: School and curricular reforms,
Global education and convergence,
Standards and competencies.
HISTORICAL
FOUNDATIONS
Ralph Tyler (1902 – 1994)
PSYCHOLOGICAL
FOUNATIONS
Persons Contributions/ Theories/
Principles
Ivan Pavlov Classical Conditioning

( S – R Theory )
Edward Thorndike Connectionism Theory ( Law of

Readiness, Exercise, Effect )
Robert Gagne Hierarchal Learning Theory

Formulation of Objectives
Jean Piaget Cognitive Development
Lev Vygotsky Sociocultural Development Theory
Howard Gardner Multiple Intelligences
Daniel Goleman Emotional Quotient

Ivan Pavlov
Pavlovian theory is a learning procedure that
involves pairing a stimulus with a conditioned
response. In the famous experiments that
Ivan Pavlov conducted with his dogs, Pavlov found
that objects or events could trigger a conditioned
response. ... Pavlov then designed an experiment
using a bell as a neutral stimulus.
The key to learning is early years of life is to train
them what you want them to become.
SR theory is a foundation of learning practice
called “ Indoctrination ”
Edward Thorndike
Robert Gagne
o Proposed the “ Hiearchal Learning
Theory ”. Learning follows hierarchy.
o Behavior is based on pre-requisite
conditions.
o He introduced tasking in the
formulation of objectives.
Jean Piaget
 He is most famously known

for his theory of cognitive
development that looked at
how children develop
intellectually throughout the
course of childhood.
Lev Vygotsky
Daniel Goleman
 Emotion contains the
power to affect action – “
Emotional Qoutient ”
CURRICULUM
DEVELOPMENT
Different Models
of
Curriculum
3 Clusters of Curriculum Development
1. Linear Models – follows a logical and
sequential approach to curriculum
development starting with curriculum
objectives.
2. Cyclical Models – they are essentially logical
and sequential in terms of process, however in
this model, curriculum development is viewed
as continuous process.
3. Dynamic Models – curriculum development
may begin with any curriculum element or
process. It highlights the importance of
involving teachers in curriculum development
process.
Linear Models
Tyler’s Rational Linear Model
Taba’s Grassroot Rational Model
Understanding By Design Model
Murray Print Model
Tyler’s Rational Linear Model
Ralph Tyler, 1949 in his book Principles of

Curriculum and Instruction.
Follows a sequential pattern starting
from objectives to content, learning
experiences and evaluation.
He also identified 3 curriculum sources:
Society, Learners and Subject Matter
Subject
Society Student Matter
Philosophy of Education Psychology of Learning
Selecting Objectives
Selecting Learning Experiences
Organizing Learning
Experiences
Evaluation
Taba’s Grassroots Rational Model
Hilda Taba, 1962 in her book Curriculum

Development: Theory and Practice
Stated that curriculum development should
follow sequential and logical process, and she
suggested for more information input in all
phases of curriculum development.
“ All curricula are composed of fundamental
elements ”
7 step Model of curriculum
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
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
UBD – Understanding By Design
Model
oDeveloped by Wiggins and McTighe, 2002
oIt was used to design the BEC in S.Y. 2010 – 2011
before the K – 12 Education Curriculum was
implemented
o“ Backward Design ” – engage students in exploring
and deepening their understanding of important ideas
and design of assessments
oFocusing on the development of goals as the starting
point of curriculum development process.
oAdvocacy is focus on enduring understanding or
central ideas
Stage 1: Identify desired
results
Stage 2: Determine
acceptable evidence
Stage 3: Plan the

learning experiences
and instructions
Stage 1
What students should know and understand
and be able to do
Asks question: What is worthy of knowing
Examine current curriculum
Established curriculum standards
Review curriculum expectations
Stage 2
Designing assessment evidence for
documenting/ validating whether the
desired learning has been achieved
Stage 3
Planning learning experiences
Teacher decide on the type of activities
that the student will do and materials
needed
Murray Print Model for Curriculum
Development
• Murray Print, 1988 in his book

Curriculum Development and Design
• Sequential and logical approach to
curriculum development to provide a
useful and easy to understand
process in developing curriculum
Aims, Goals,
Content
Objectives
Implementation
And
Situational Modification
Analysis Learning
Activities
Instructional
Evaluation
Monitoring and
Curriculum Feedback, Curriculum
Presage Evaluation
Phase 1: Phase 2: Phase 3:

Organization Development Application
Cyclical Models
Nicholls an Nicholls Model
Wheeler’s Curriculum Model
Nicholls and Nicholls Model for Curriculum
Development
Audrey Nicholls and Howard Nicholls, 1978
According to them curriculum is a continuous process
The model shows the 5 logical and interdependent stages
that are continuous curriculum development process.
The model also recognizes the influence and importance of
contributing disciplines such as philosophy, psychology,
sociology ( also given emphasis in Tyler’s Model )
The cyclical nature also allows curriculum workers to make
necessary changes and adjustments in the total curriculum,
thus, very helpful in teachers, administrators and education
boards to address issues and make innovations whenever
needed
Situational Analysis
Selection of
Evaluation
Objectives
Selection and Organization Selection and Organization

of Content of Methods
Wheeler’s Curriculum
Development Model
Wheelers, 1967 in his book

Curriculum Process
Each element of the curriculum is
related and interdependent
“ One cannot proceed to the next
unless the preceding phase is done ”
1. Aims, Goals, 2. Selection of
Objectives learning experience
5. Evaluation 3. Selection of content
4. Organization and
integration of learning
experiences and content
Dynamic Models
Walker’s Model
Skilbeck’s Model
Pawilen’s Model
Walker’s Model of Curriculum
Development
Decker Walker, 1971
He was particularly interested on how curriculum
workers actually do their task in curriculum development
Since it is dynamic, the 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.
Curriculum may review their previous decisions and
actions to correct some mistakes.
It can be used for School base curriculum development
Weakness of Walker’s model is a strong
tendency of the curriculum development to
be stuck in phase 2. According to Print, 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 phase 3 to help teachers and
neophyte curriculum workers o their task.
Beliefs, Theories, Conceptions, Points of views, Aims,
Objectives
Platform
Deliberation
Applying them to practical situations, arguing about,

accepting, refusing, changing, adapting
Curriculum
Design
Skilbeck’s Curriculum Development
Model
oSkilbeck, 1976
oCurriculum workers may start from
any phase, however each phase is
interrelated and follows a systematic
sequence
Situational Analysis
Goal Formulation
Program Building
Interpretation and
Implementation
Monitoring, Feedback,
Assessment, Reconstruction
Pawilen’s Model for Curriculum
Development
Pawilen, 2011
The author developed this model as one
of the major outputs in his doctoral
dissertation in the UP, Diliman.
It is intended to help curriculum workers
develop curriculum that is relevant and
appropriate to the Philippine context
1. Situational Analysis
Curriculum
2. Selection of Goals and
Sources:
Objectives
1. Learners
2. Society 3. Development of Curriculum
3. Discipline Standards
a. Developing a comprehensive set
of standards
b. Aligning standards with set of
criteria
Curriculum c. Securing teacher’s input
Influences: d. Validating standards by experts
1. External e. Developing final curriculum
2. Internal 4. Selection of contents or Subject
3. Organizational
5. Selection and Organization of LE
7. Evaluation 6. Implementation
Analysis of
Different
Curriculum Models
Prescriptive
Tyler’s Model
Taba’s Grassroot Model
Pawilen’s Model
UBD Model
Nicholls & Nicholls Model
Print’s Model
Rational Dynamic
or or
Objective Wheeler’s Model Walker’s Model Interaction
Descriptive
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 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, designing,
implementation and evaluation )

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FOUNDATIONS OF

• Perennialism values knowledge that transcends

• Perennialism is based on the philosophies of

Progressive education is a response to traditional

Ivan Pavlov Classical Conditioning

Edward Thorndike Connectionism Theory ( Law of

Robert Gagne Hierarchal Learning Theory

Jean Piaget Cognitive Development

Lev Vygotsky Sociocultural Development Theory

Howard Gardner Multiple Intelligences

Daniel Goleman Emotional Quotient

 He is most famously known

Ralph Tyler, 1949 in his book Principles of

Philosophy of Education Psychology of Learning

Selecting Learning Experiences

Hilda Taba, 1962 in her book Curriculum

7. Determination of what to evaluate and ways and

Stage 3: Plan the

• Murray Print, 1988 in his book

Phase 1: Phase 2: Phase 3:

Selection and Organization Selection and Organization

Wheelers, 1967 in his book

5. Evaluation 3. Selection of content

Applying them to practical situations, arguing about,

5. Selection and Organization of LE

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