COLLEGE OF NURSING

INSTITUTE OF LIVER AND BILIARY SCIENCE

ASSIGNMENT
ON
MODELS OF CURRICULUM DEVELOPMENT

SUBMITTED TO SUBMIITED BY
MR. JITHIN THOMAS PAREL ANKITA JAMOLI
LECTURER MSc NURSING 1ST YEAR
CON, ILBS CON, ILBS
Introduction
A model is a simplified yet communicable representation of a real-world setting or situation. According to
Print (1989) a model is a simplified representation of reality which is often depicted in diagrammatic form.
While Finch and Crunkilton (1993) hold that, the basic concern about a model depend on how well the
model communicates what is happening in the real world. Print (1989) explains how this communication
takes place when he says that the purpose of a model is to provide a structure for examining the variables
that constitute reality as well as their interrelationships.
Curriculum theorists frequently use graphical models as they enable curriculum developers to visualize
curriculum elements, their relationships, and the process of development and implementation. This work
there attempt to discuss the role of taller and walker model in curriculum development, to enable me discuss
the role of this two models in curriculum development according to print (1989) Classification of curriculum
models

CLASSIFICATION OF CURRICULUM MODELS

The classification of Print (1989) and Brady (1990) is adopted because they group the various models along
a continuum, making it easier to compare the various models. Print (1989:) sees the Continuum of
curriculum models depicting two extremes of the curriculum process as seen in as shown in table 1 above.
Table (1)
A continuum of curriculum models
Rational Objectives models Cyclical Models dynamic/ interactive models
Tyler model wheeler model walker model
Taba model Necholls model Skilber Model

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.
Ralph Tyler, in one of his books titled “Basic Principles of Curriculum and Instruction,” asked four
important questions that should be answered in the development of a curriculum and a plan for instruction.
In the following section, we’ll look at the four fundamental questions raised by Ralph Tyler.
Tyler Four Questions of Curriculum
These are the four questions suggested by Tyler that teachers or school administrators must answer
whenever they are planning to teach.
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can all these educational experiences be effectively organized?
4. How do we determine if these purposes are being attained?
Ralph W. Tyler is the pioneer of the objective model of curriculum development. He defined “curriculum” as
all the learning of students that is planned and directed by the school to achieve its educational goals.
The Tyler Model (1949–1963), which is also known as the Tyler Rationale, is a model of curriculum
development that was established by Tyler. It is focused on the idea that the purpose of education is to uplift
learning that is useful as well as meaningful to learners.

Tyler Curriculum Model

Tyler’s 4 Steps in Curriculum Development
Using the four fundamental questions highlighted above as a logical sequence for planning, Tyler created a
linear model known as Tyler’s objectives model. His model consists of four steps, which include:
1. Identifying objectives
Ralph Tyler suggested a process of developing learning objectives that takes into account studies of the
learners, which include life experiences, developmental factors, learner interests, the values and aims of
society, etc. He believes that his process would be able to guide teachers regardless of their differing
outlooks on teaching and learning.
Tyler felt that all objectives needed to be consistent with the philosophy of the school, and this is usually
neglected in curriculum development. He was interested in how learning related to the issues of society and
believed studies of contemporary life provided information for learning objectives. Tyler defines the
learning objectives in terms of communication skills, knowledge, quantitative skills, and analytical skills,
among others.
2. Selecting or identifying learning activities for meeting the defined objectives
Ralph Tyler proposed a method of developing objectives that gives educators some discretionary space and
as well provides a framework for developing learning experiences that align to both content development
and skill component. He laid down a set of general principles that should guide the development of learning
experiences.
Tyler posits that educators can control the learning experience through the manipulation of the environment,
resulting in stimulating situations that propel the desired kind of learning outcomes from learners.
3. Organizing learning experiences
Tyler believes three major criteria are required in building organized learning experiences: continuity,
sequence, and integration. Students need concrete experiences with which the readings are meaningfully
connected. Tyler discussed the process of organizing learning experiences to support each other and build
upon each other’s experiences to develop long-term impact. That’s why he proposed the three main criteria.
4. Evaluating and assessing the learning experiences.
The last element in the Tyler model is to evaluate the effectiveness of learning experiences. He proposed a
variety of appraisal tools that were relevant to the purposes of instruction. Tyler also did recommend that
evaluation ought to occur both before, during, and at the end of instruction, including looking at the long
term effects of learning in order to determine if learning has a lasting effect or impact.
Ralph Tyler defined curriculum evaluation as the process of matching initial expectations in the form of
behavioral objectives with outcomes achieved by the learner. He stated that all evaluations must be guided
by a purpose and sensitive to the uniqueness of the individual being assessed.
Ralph Tyler’s model gives the impression that the curriculum process simply starts with defining the
objectives of the learning experience and ends with evaluating and assessing the learning experience. Tyler
stated that the curriculum must begin with the identification of objectives, which will serve as a guide for the
determination of other components of the curriculum.
Strengths of Tyler’s curriculum model
 1. It has the ability to engage and motivate learners.
2. It has the ability to promote deep understanding and the transfer of learning.
3. It has flexibility and adaptability to different teaching and learning contexts.
4. It involves the active participation of the learner.
5. It aims at students’ developing behaviors as its target of teaching.
6. Tyler’s objective model is especially applicable in evaluating tightly focused programmes that have
supportable and clear objectives.
7. His objective model is the best choice if the evaluator wants to identify the level at which the
program meets its desired objectives.
8. Tyler’s model is used to define objectives for the new curricula and assess the degree to which the
objectives are realized later.
9. His model helps to avoid the subjectivity of the professional judgment or accreditation approach.
Weaknesses of Tyler’s Rational Linear Model
1. Tyler’s model has been criticized for flaws in terms of the reality of curriculum development.
2. Tyler’s rationale model overlooks the unpredictable nature of teaching and
learning.
3. The educational objectives should not precede the selection and organization of learning experiences.
4. The proponents of Tyler’s rational model have been criticized for not properly explaining the sources
of its objective.
5. Tyler’s model limits what students can learn.
6. The model fails to recognize that the future cannot be predicted with precision.
7. The division of labor at the various steps is fixed, so “curriculum actors” are unaware of what others
do.
8. It also can’t account for the many outcomes of learning.
9. Tyler’s objectives model can only be utilized if the program has clear objectives.
10. The model does not provide a feedback mechanism to tell stakeholders or evaluators how to deal
with improvements.
11. The evaluation focusing on behavior fails to evaluate objectives.
12. The objectives do not apply to all subjects or the design of a subject’s content.
13. The objectives of the program or projects aren’t always stable, and they can be manipulated to suit
the context of the program’s implementation.
14. Any educational program with unclearly defined objectives can’t be evaluated using Ralph Tyler’s
objective model of curriculum.
15. Tyler’s model is difficult and time consuming to construct these objectives.
16. It’s too restrictive and covers a small range of students’ skills and knowledge.
 17. Tyler’s model has been criticized for being too student-centred and doesn’t give educators the
privilege to manipulate the learning experiences as they see fit to evoke the kind of learning outcome
desired.

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.
Taba Model of Curriculum Development
Hilda Taba created a multi-purpose teaching model that utilizes the use of multiple processes: listing,
grouping, labeling, regrouping, and synthesizing.  Taba is an inductive (teacher) approach.  Taba is a belief
that teachers are aware of the students needs hence they should be the one to develop the curriculum.  The
main idea of this model is that the students are at the forefront to the curriculum.
Taba is an inductive (teacher) approach. Taba is a belief that teachers are aware of the students needs
hence they should be the one to develop the curriculum. The main idea of this model is that the students are
at the forefront to the curriculum.
Pros:  
The Taba model encourages higher-order thinking skills in the classroom.  It allows students to start with a
concept and dig deeper into that particular concept.
The focus is on open-ended questions versus a right/wrong answer.  The open-endedness of the questions
require more abstract thinking from the students, challenging them more and more.  Through this type of
questioning, classroom discussions become more relevant and assessing student learning becomes easier.

Cons:  
The Taba model is not an easy instructional method to grasp, making it more of a challenge to students of all
backgrounds.
This method of teaching is harder to use across the curriculum.  Although easier to use in Language Arts
with Literary and Informational Text, extra support and research may be required to use in subjects such as
Math.
Approaches in curriculum development?
It is a way of dealing with curriculum, a way of doing, creating, designing, and thinking about the
curriculum. According to Ornstein and Hunkins (2009), six curriculum approaches are
 Behavioral Approach,
 Managerial Approach,
 Systems Approach,
 Academic Approach,
 Reconceptualist Approach, and
 Humanistic Approach.
Taba's grassroots model has seven steps as listed below, advocating a major role for teachers.
 Diagnosis of Learners' Needs
 Formulation of Objectives
 Selection of the Content
 Organization of the Content
  Selection of Learning Experiences
 Organization of Learning Activities
 Evaluation

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.
Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for
designing courses and content units called “Backward Design.” Instructors typically approach course design
in a “forward design” manner, meaning they consider the learning activities (how to teach the content),
develop assessments around their learning activities, then attempt to draw connections to the learning goals
of the course. In contrast, the backward design approach has instructors consider the learning goals of the
course first. These learning goals embody the knowledge and skills instructors want their students to have
learned when they leave the course. Once the learning goals have been established, the second stage
involves consideration of assessment. The backward design framework suggests that instructors should
consider these overarching learning goals and how students will be assessed prior to consideration of how to
teach the content. For this reason, backward design is considered a much more intentional approach to
course design than traditional methods of design.
This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the
three stages that backward design encompasses. Finally, an overview of a backward design template is
provided with links to blank template pages for convenience.
The Benefits of Using Backward Design
“Our lessons, units, and courses should be logically inferred from the results sought, not derived from the
methods, books, and activities with which we are most comfortable. Curriculum should lay out the most
effective ways of achieving specific results… in short, the best designs derive backward from the learnings
sought.”
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on
student learning and understanding. When teachers are designing lessons, units, or courses, they often focus
on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that
teachers often focus more on teaching rather than learning. This perspective can lead to the misconception
that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of
the activity.
As previously stated, backward design is beneficial to instructors because it innately encourages
intentionality during the design process. It continually encourages the instructor to establish the purpose of
doing something before implementing it into the curriculum. Therefore, backward design is an effective way
of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or
desired results, have been identified, instructors will have an easier time developing assessments and
instruction around grounded learning outcomes.
The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher
has explicitly defined the learning goals of the course, then they have a better idea of what they want the
students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of
doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a
purpose that fits in with the overarching goals and goals of the course.
As the quote below highlights, teaching is not just about engaging students in content. It is also about
ensuring students have the resources necessary to understand. Student learning and understanding can be
gauged more accurately through a backward design approach since it leverages what students will need to
know and understand during the design process in order to progress.
“In teaching students for understanding, we must grasp the key idea that we are coaches of their ability to
play the ‘game’ of performing with understanding, not tellers of our understanding to them on the
sidelines.”
The Three Stages of Backward Design
“Deliberate and focused instructional design requires us as teachers and curriculum writers to make an
important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first,
about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as
the teacher, will do or provide in teaching and learning activities.”

Stage One – Identify Desired Results:

In the first stage, the instructor must consider the learning goals of the lesson, unit, or course. Wiggins and
McTighe provide a useful process for establishing curricular priorities. They suggest that the instructor ask
themselves the following three questions as they progressively focus in on the most valuable content:
What should participants hear, read, view, explore or otherwise encounter?
This knowledge is considered knowledge worth being familiar with. Information that fits within this question
is the lowest priority content information that will be mentioned in the lesson, unit, or course.
What knowledge and skills should participants master?
The knowledge and skills at this substage are considered important to know and do. The information that
fits within this question could be the facts, concepts, principles, processes, strategies, and methods students
should know when they leave the course.
What are big ideas and important understandings participants should retain?
The big ideas and important understandings are referred to as enduring understandings because these are
the ideas that instructors want students to remember sometime after they’ve completed the course.
The figure above illustrates the three ideas. The first question listed above has instructors consider the
knowledge that is worth being familiar with which is the largest circle, meaning it entails the most
information. The second question above allows the instructor to focus on more important knowledge, the
knowledge and skills that are important to know and do. Finally, with the third question, instructors begin to
detail the enduring understandings, overarching learning goals, and big ideas that students should retain. By
answering the three questions presented at this stage, instructors will be able to determine the best content
for the course.
Stage Two – Determine Acceptable Evidence:
The second stage of backward design has instructors consider the assessments and performance tasks
students will complete in order to demonstrate evidence of understanding and learning. In the previous
stage, the instructor pinpointed the learning goals of the course. Therefore, they will have a clearer vision of
what evidence students can provide to show they have achieved or have started to attain the goals of the
course. Consider the following two questions at this stage:
1. How will I know if students have achieved the desired results?
2. What will I accept as evidence of student understanding and proficiency?
At this stage it is important to consider a wide range of assessment methods in order to ensure that students
are being assess over the goals the instructor wants students to attain. Sometimes, the assessments do not
match the learning goals, and it becomes a frustrating experience for students and instructors. 
Stage Three – Plan Learning Experiences and Instruction:
The final stage of backward design is when instructors begin to consider how they will teach. This is when
instructional strategies and learning activities should be created. With the learning goals and assessment
methods established, the instructor will have a clearer vision of which strategies would work best to provide
students with the resources and information necessary to attain the goals of the course. Consider the
questions below:
1. What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies)
will students need in order to perform effectively and achieve desired results?
2. What activities will equip students with the needed knowledge and skills?
3. What will need to be taught and coached, and how should it best be taught, in light of performance
goals?
4. What materials and resources are best suited to accomplish these goals?
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.Robert Diamond originally develop the
Systematic Design model in the early 1960. Since then, it has undergone major revisions but its structure is
unchanged (Diamond 1998 ). The Model , has two basic phases (1) project selection and design; and (2)
production, implementation, and evaluation. Like some of the previous models, it follows a linear process of
curriculum development. Diamond (1998 ) explained that ideally, some actions must precede others, and
certain decisions should not be made until all relevant facts are known. It is imperative that all data must be
complete before preceding to the next step.
6. Murray Print Model
 - Talks about sorting out the learning process until such doingthe 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.
An example of a cylical model for curriculum development was development by Nicholls and
Nicholls (1978). The model emphasizes the cyclical nature of curriculum development. According to the
proponents of this model, curriculum development is a continuous process.

As shown in Figure, the model prescribes five logical and interdependent stages that are in a
continuous curriculum development process. The model starts with a situational analysis in which
curricular decisions are made, followed by the selection of objectives and the other succeeding phases
The model has the potential to be used in any educational setting, either school-based or on a national level.
The cyclical nature of the model also enables curriculum workers in making the necessary changes and
adjustments in the total curriculum. This attribute of the model is helpful for teachers,
administrators, and education boards to address-curricular issues and propose innovations and changes
whenever needed. The model of Nicholls and Nicholls (1978) advocates a curriculum development
activity that involves continuous improvement.
2. Wheeler's Curriculum Development Model
 The Wheeler model of curriculum development is a systematic process for designing and implementing
educational programs. It was proposed by Wheeler, an American educator and researcher, in the 1960s as a
way to help educators plan and implement effective and meaningful curricula. Wheeler defined
“curriculum” as the planned experiences offered to the learner under the guidance of the school.
Phases
Wheeler described the curriculum as a process that consists of five phases,which include:
1. The selection of aims, goals and objectives
This involves determining the purpose of the program, the audience it is intended for, and the outcomes that
are desired. This first phase is the selection of aims, goals, and objectives. Wheeler categorized goals into
ultimate, mediate, and proximate goals. He also recognized general and specific objectives.
2. Selection of learning experiences calculated to help in attainment of these goals, aims and objectives.
This phase two is the selection of learning experiences. The author locates learning experiences in the
attainment of aims, goals, and objectives. He cited play and field trips as examples of learning experiences.
3. Selection of the content (subject matter)
This involves deciding what content will be included in the curriculum and identifying the specific learning
objectives that will be addressed. It involves the selection of the subject matter, which must reflect the
content. The content, explicit or implicit, is established with respect to the subject matter.
4. Organization and integration of learning experiences and content
This phase is that of the organization and integration of learning experiences and content. This phase is done
depending on the design of the curriculum chosen. That is either the subject curriculum, broad field activity,
or core curriculum.
The organization and integration of experiences bring us to choose the area or domain of activities in which
we can realize the subject curriculum.
5. Evaluate and revise the curriculum.
This involves assessing the effectiveness of the curriculum and making changes as needed to improve it. It
involves the evaluation of the effectiveness of all aspects of all other phases in attaining the objectives. In
this phase, answers should be sought to questions such as “Has the student acquired the knowledge, skill,
and abilities intended?”
The final phase of the model is to evaluate the effectiveness of the curriculum in meeting its objectives and
achieving the desired outcomes for the learners. This may include collecting feedback from the learners and
analyzing data on their performance.

Importance of the Wheeler Model of Curriculum Development

The importance of Wheeler’s model in curriculum development lies in its systematic and structured
approach to designing and implementing a curriculum that meets the needs and goals of the learners and the
educational institution. It helps to ensure that the curriculum is relevant, effective, and efficient in achieving
its intended outcomes.
Wheeler’s cyclical model has the advantage of flexibility over the linear model: it allows curriculum
specialists to start working at any stage in the process.
The Wheeler’s model also emphasizes content selection and the integration of content in providing quality
learning experiences.
This model also focuses on situational analysis. The context in which curriculum decisions are taken is
considered important, as this is believed to help make the most effective decision.
Weaknesses of Wheeler Model Of Curriculum Development
The Wheeler model of curriculum development can be a useful tool for guiding the curriculum development
process, but it is also important to consider its limitations and be knowledgeable of the potential pitfalls of a
one-size-fits-all approach to curriculum design.
1. Wheeler’s Model may not be appropriate for all educational contexts.
The Wheeler model assumes a top-down, one-size-fits-all approach to curriculum development, which may
not be appropriate for all educational contexts. The model does not take into account the diverse needs and
interests of individual learners or the specific characteristics of the community or school in which the
curriculum will be implemented.
2. Wheeler’s model does not adequately address issues of equity and inclusion.
Another potential weakness is that the Wheeler model does not adequately address issues of equity and
inclusion. It assumes that all learners can and should be held to the same standards and that the same
curriculum will be effective for all students. This may not be the case for learners who come from
disadvantaged backgrounds or have unique learning needs.
3. The curriculum development process may not allow for much room for creativity or innovation.
The Wheeler model may be too prescriptive and inflexible, as it does not allow for much room for creativity
or innovation in the curriculum development process. This can limit the ability of educators to respond to the
changing needs and interests of their students or to take advantage of new pedagogical approaches or
technologies.
Strengths of Wheeler Curriculum Model
1. Provides a structured approach to curriculum development
The Wheeler model can provide a structured approach to curriculum development that can be useful for
helping educators plan and organize their curricula in a logical and coherent manner. The model’s emphasis
on clearly defined objectives can help ensure that the curriculum is focused and aligned with the goals of the
educational program.
2. Ensures that the curriculum is comprehensive and covers all of the necessary content and skills.
Another strength of the Wheeler model is that it can be helpful for ensuring that the curriculum is
comprehensive and covers all of the necessary content and skills. The model’s hierarchical structure allows
for the inclusion of a wide range of materials and activities, and its emphasis on logical progression can help
ensure that students build on their previous knowledge and skills as they progress through the curriculum.
3. Help educators evaluate the effectiveness of their curricula.
In addition, the Wheeler model can be useful for helping educators evaluate the effectiveness of their
curricula. By setting clear objectives and measuring student progress against those objectives, educators can
determine whether the curriculum is achieving its intended goals and make adjustments as needed.
The Wheeler model of curriculum development can be a useful tool for helping educators plan and
implement effective curricula that are well-organized, comprehensive, and aligned with the goals of the
educational program.
The dynamic nature of the Wheeler model of curriculum makes it possible for adoptions and adaptations,
when and where necessary, provided that there is a useful purpose to be served by the actions. (Adirika,
2020)
Advantages of Wheeler’s Model of Curriculum Development
The Wheeler model of curriculum development has some advantages.
1. It provides a structured approach
The model’s hierarchical structure allows for the inclusion of a wide range of materials and activities and
helps to ensure that the curriculum is well-organized and coherent.
2. It helps ensure that the curriculum is comprehensive.
The model’s emphasis on logical progression can help to ensure that all necessary content and skills are
covered and that students build on their previous knowledge and skills as they progress through the
curriculum.
3. Ensure the curriculum aligns with the educational program goals.
It helps to ensure that the curriculum is focused and aligned with the goals of the educational program. The
model’s emphasis on clearly defined objectives can help to ensure that the curriculum is focused and aligned
with the goals of the educational program.
4. It can be useful for evaluating the effectiveness of the curriculum.
By setting clear objectives and measuring student progress against those objectives, educators can determine
whether the curriculum is achieving its intended goals and make adjustments as needed.
Disadvantages of Wheeler’s Model of Curriculum Development
Here are some potential disadvantages of the Wheeler model of curriculum development.
1. It may not be appropriate for all educational contexts
The model assumes a one-size-fits-all approach to curriculum development, which may not be appropriate
for all educational contexts. It does not take into account the diverse needs and interests of individual
learners or the specific characteristics of the community or school in which the curriculum will be
implemented.
2. It may not adequately address issues of equity and inclusion
The model assumes that all learners can and should be held to the same standards and that the same
curriculum will be effective for all students. This may not be the case for learners who come from
disadvantaged backgrounds or have unique learning needs.
3. It may be too prescriptive and inflexible
The model does not allow for much room for creativity or innovation in the curriculum development
process, which can limit the ability of educators to respond to the changing needs and interests of their
students or to take advantage of new pedagogical approaches or technologies.
4. It may not adequately consider the needs and interests of learners
The model’s emphasis on objectives and content coverage may not take into account the needs and interests
of learners, which can make the curriculum less engaging and relevant to students.
3. Contextual Filters Model of Course Planning
 – this model presents a cyclical viewof 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 descriptiveone. 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.
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum
development is a dynamic and interactive process which can begin with any curriculum element (Print 1989,
Brady 1990).
The proponents of this approach to curriculum development argue that the curriculum process does not
follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to
curriculum where researchers have observed the behavior of teachers and developers as they devise
curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and
cyclical models, is not prominent in the dynamic models.
According to Print (1989) the major proponents of the dynamic or interaction model are
Walker (1971) and Malcolm (1976). Decker Walker argued that the objectives or rational models of
curricuhun development were neither popular nor successful. Walker contended that curriculum developers
do not follow the prescriptive approach of the rational sequence of curriculum elements when they devise
curriculum but proceed through three phrases in their natural preparation of curricula. Walker's model of
curriculum development is shown bellow
STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT
Face (1): (beliefs theories conceptions points of view, aims, objectives)
Face (2): deliberations (applying them to practical situations, arguing about accepting, refusing, changing,
and adapting)
Face (3): Curriculum Design (Making decisions about the various process components)
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In
the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values
that are held by curriculum developers are recognized.
When the curriculum developers start discussing on the basis of the recognized platform statements, this is
the second stage of deliberation, which is a complex, randomized set of interactions that eventually
achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ). In
the final phase which Walker calls the design stage, curriculum developers make decisions about the various
components or elements of the curriculum.
THE ROLE OF WALKER'S (INTERACTIVE) MODEL OF CURRICULUM DEVELOPMENT
The strengths of the dynamic or interactional models include the following:
1. It is claimed by the proponents of these models that they are the realistic way of
handling curriculum development.
2. By avoiding the obsession with writing objectives, and indeed behavioral objectives at that, developers
are free to be more creative (Print 1989). The model allows the developer to change the order of planning, to
move to and fro among the curriculum elements (Brady 1990).
3. Another strength of the model is its flexibility when the development task is approached. The flexibility
arises from the suggestion that developers may begin at
any point in the curriculum process that is appropriate to their needs (Print 1989).
The weaknesses
The weaknesses of the dynamic models of curriculum development include the following:
• The dynamic models appear confusing and lacking in direction. Brady (1990)
states, "The model is not systematic in the way the objective model is. It has no on
fixed direction or sequence. Critics feel that changing direction at will during the
process of curriculum development may be reflected in a piecemeal finished product". In this vein, Print
(1989) contends that "some dynamic models offer so little direction that developers are left perplexed as to
what to do".
• The downplaying of objectives in the dynamic model has been seen as its other
weakness. According to Print (1989) a question that is often asked by opponents
of the interaction models is - How do you know where you are going if you pose
few or no objectives?. If objectives provide guidance and direction, the argument goes, then they must be
stated in order to be effective. Brady (1990) points out that the possible danger of not stating objectives first
is that they may simply be accommodated to the content specification, and thereby be decorative, or
contrived as an afterthought .
2. Skilbeck's Curriculum Model
 – A dynamic view of curriculum development ispresented by this model. In this model, a situational
analysis is included, and data fromthe learners, society, and school are gathered. The outcomes of the
situational
analysisserve 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 buildcurricula. He believes that a theory recognizing the
artistry of teaching is necessary inorder to assist teachers in developing those skills. The Eisner's Model
acknowledgesthe contribution of numerous curriculum developers. The model stresses thesignificance 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 thePhilippine context. In the model, there are three curriculum sources. These threesources 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

Conclusion
Curriculum change is a learning process for teachers and for their schools. Good understanding of change
and clear conception of curriculum are necessary conditions for improved implementation of new
curriculum into practice. Successful curriculum development requires better use of ‘change knowledge’
failure isoften a result of neglecting it. Policy makers, education leaders and teachers need to know more
about the drivers of successful curriculum change in schools. Therefore, learning about educational change
and its key features should become integral elements of any serious curriculum reform process
Each design has advantages and disadvantages for both learners and teachers. Ralph Tyler included four
questions that guided his curriculum design model. Tyler’s model influenced later curriculum designs by
John Goodlad, D.K. Wheeler, John Kerr, Hilda Taba, and others.

Refrences
1. Anh, Vo Thi Kim. “EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS
AND WEAKNESSES.” VNU Journal of Foreign Studies, vol. 34, no. 2, Vietnam National
University Journal of Science, Apr. 2018. Crossref, https://doi.org/10.25073/2525-2445/vnufs.4252.
2. Ralph, W.Tyler (1949) Basic Principles of curriculum and instruction. Chicago & London: The
University of Chicago Press
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4. https://www.academia.edu/15149985/
THE_ROLE_OF_TYLER_MODEL_AND_WALKER_MODEL_IN_CURRICULUM_DEVELOP
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5. https://in.search.yahoo.com/search?fr=mcafee&type=E211IN714G0&p=walker%27s+model
6. https://in.search.yahoo.com/search;_ylt=AwrKArII77dkSo0clNG9HAx.?p=Wheeler
%27s+Curriculum+Development+Model&type=E211IN714G0&fr=mcafee&fr2=p%3As%2Cv
%3Ai%2Cm%3Apivot&stype=web