Name: Maria Cristina Pia Aga & Arman Merlin De Guzman

Program/Section/Year: BSED 3B
Course: EDUC 109 The Teacher and the Curriculum

Topic: Curriculum Development

Objectives:
At the end of this discussion, the students can:
 Identify key features and processes of the different curriculum development model
 Demonstrate understanding on the strengths and weaknesses of each model
 Analyze the curriculum models to assess the Philippine current curriculum
 Appreciate the role of the models for developing and revising the curriculum

INTRODUCTION
Curriculum refers to the academic content and lessons taught in a school, educational
institution, or in a specific course or program. A well-organized plan for conducting
educational activities is called a curriculum. A curriculum is a set of standards-based
experiences in which students practice and master information and skills. Curriculum
development is the step-by-step process of designing and improving the courses offered at
schools, colleges, and universities. Even though each institution will have its own process,
the broad stages of the framework consist of analysis, design, implementation, and
evaluation.
The purpose of a national curriculum is to set out the principles, aims, and content of
the subjects to be studied by pupils across their time in primary and secondary schooling. It
is a way of ensuring that all pupils encounter, engage with, and study, to varying degrees of
depth, the content and material that are considered important for a rounded education.
Curriculum development and the teacher’s role are intricately connected. Teachers play a
vital role in curriculum development as they bring their expertise, experience, and
knowledge of their students to shape the curriculum. They provide valuable input in
identifying learning objectives, selecting content, and designing appropriate instructional
strategies for their students. They implement the curriculum in the classroom, utilizing their
instructional skills to deliver lessons, facilitate discussions, and assess student progress.
The processes for developing curriculum as presented by different scholars in
curriculum development through their models. These curriculum developments have been
tested by different curriculum developers worldwide, from preschool education to graduate
programs. The models that will be presented are linear, cyclical, and dynamic.
Developing curriculum models is based on a clear and proper understanding by
various experts of the nature of curriculum as a discipline and as a field of study. The
following models are described based on the different views and processes of curriculum
development they offer. The following well-known models are analyzed; those models were
recognized and accepted by the curriculum scholars as appropriate for developing
curriculum at any level.

DISCUSSION
a. Different Curriculum Development Models
Models - model is a systematic description of an object or phenomenon that shares
important characteristics with its real-world counterpart and supports its detailed
investigation. Models are represented by illustrations or diagrams.
Curriculum development models are based on a clear and consistent understanding of
various scholars on the nature of curriculum as a discipline and a field of study. It is the
process to make decisions and to revise the program curriculum. According to Lee and Nam
(2023), involves designing and implementing curriculum in an educational setting.
Curriculum development models provide a structured framework for incorporating
innovative teaching practices, new technologies, and emerging educational trends into the
curriculum to enhance learning experiences (Mundiri et. al., 2023). Curriculum development
is systematic, thus, it involves step-by-step procedure.
 Linear Models of Curriculum Development
-The linear model of curriculum development is one of the oldest and most
widely used models in education. It involves a step-by-step process of curriculum
development, with each step-by-step process of curriculum development, with each
step building upon the previous one.

-It involves four stages: needs assessment, design, implementation, and

evaluation. The needs assessment phase involves identifying the learning needs of the
target audience. The design stage involves developing specific learning objectives,
selecting appropriate content, and determining the instructional methods and
materials to be used. The implementation stage involves delivering the curriculum
while the evaluation phase involves assessing the effectiveness of the curriculum and
making necessary adjustments.
 1.) Tyler’s Rational Linear Theory
Ralph Tyler at the University of Chicago developed the first model of
curriculum development. This model was presented in his book Principles of
Curriculum and Instruction published in 1949. Tyler argued that curriculum
development should be logical and systematic.

Society Students Subject Matter

Philosophy of Education Psychology of Education

Selecting Objectives

Selecting Learning Experiences

Organizing Learning Experiences

Evaluation

Tyler argued that to develop any curriculum, workers should respond to four basic
questions. These are:
1. What educational purposes should the school seek to attain?
2. What educational experiences are likely to attain these objectives?
3. How can these educational experiences be organized?
4. How can we determine whether these purposes are being attained?

In addition, Tyler also identified three curriculum sources: the society, students, and
subject matter.
2.) Taba’s Grassroots Educational Model
The proponent Hilda Taba is a curriculum scholar, and a follower of Tyler.
Taba presented her model in her book Curriculum Development: Theory and
Practice in 1962. Her model is a modified version of Tyler’s model.

Taba argued that curriculum development should follow a sequential and

logical process, and she suggested for more input in all phases of curriculum
development. She, therefore, outlined seven steps that should be followed when
developing a 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

3.) Standards-based Curriculum Development Model

Allan Glatthorn developed the standards-based curriculum development
model. The model was intended for developing curriculum standards for any
discipline from basic education to higher education. In his model, Glatthorn
identified three phases to be followed in developing a standards-based
curriculum.
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, divided into Essential Standards and Enrichment
Standards.

Phase 2. Development Benchmarks

1. Review decisions about content 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, evaluating 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.

This linear and rational curriculum development model recognizes the importance of
using multiple sources in developing curriculum standards. This model also recognizes
‘teachers’ input’ in developing curriculum standards, which are often neglected in curriculum
projects in the Philippines because of the top-down approach to curriculum development.

4.) Understanding by Design Model (UBD)

The UBD Model was developed by Wiggins and McTighe (2002). It has
become a byword in the Philippine educational system because it was used to
design the Basic Education Curriculum in the school year 2010-2011 before the K-
12 Education Curriculum was implemented.

The model was also called a backward design for putting emphasis on starting
with the goals and objectives in designing curriculum.
 Stage 1. Identify the
desired results.

Stage 2. Determine
acceptable evidence.

Stage 3. Plan the

learning experiences
and instruction.

Stage 1 involves what a student should know, understand, and be able to do. It also
asks the questions about what is worthy of understanding and what enduring understanding
are designed for learners. Stage 2 calls for designing assessment evidence for documenting
or validating whether the desired learning has been achieved. Stage 3 includes planning
learning experiences that are useful in implementing the curriculum. In this stage, teachers
decide on the type of activities that the students will do and the materials that will be needed
for the planned activities.

5.) Systematic Design Model

Robert Diamond Originally developed the SDM or the Systematic Design
Model in the early 1960s. The model has two basic phases: the project selection
and design* and production, implementation, and evaluation.*
 Phase 1. Selection and Design

Project-Specific Factors
Curriculum Projects
 Accreditation
Requirements
 Credit Restrictions
 Fiscal and Staff
Constraints
 Effectiveness
Basic Planning Inputs
 Effectiveness of
(Project-specific)
existing programs
 Field of knowledge
 Student knowledge, Course Projects
attitudes, and  Goals
priorities
 Time
 Societal needs
 Resources
Project Selection  Research
 Student Factors
 Establishing  Educational priorities
 Related research
needs  Grading and
 Ensuring scheduling options
success
Ideal Sequence

Operational Sequence
Phase 2. Production, Implementation, and Evaluation of Each Unit

Design Evaluation, Instrument, and Procedures

Select Evaluate and

Determine
Instructional Select Existing
objectives
Formats Materials

Produce and
Coordinate Implement,
Field-0test New
Logistics for Evaluate, and
and Evaluate
Implementation Revise
Materials

The systematic design model is prescriptive and rational. It represents a systematic

and linear view of the curriculum development. The SDM is a structured approach to
instructional design that emphasizes the importance of needs analysis and careful planning
in the development of effective instruction.
 6.) Murray Print Model for Curriculum Development
Murray Print published in his model in his book Curriculum Development
and Design in 1988. His model prescribes a sequential and logical approach to
curriculum development to provide a useful and easy-to-understand process in
developing curriculum.

Aims, Goals,
Content
and Objectives
Implementation
and Modification

Situational Learning
Analysis Activities

Curriculum
Instructional Evaluation
Presage

Monitoring and
Feedback

Phase 2. Development Phase 3. Application

Phase 1. Organization

The first phase of Print’s model recognizes the nature of the curriculum workers
involve in the development of the curriculum. Accordingly, in this phase, it is important to
pose the following questions that may influence curriculum development:
1. Who are involved in this 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?
 The second phase in this model is the task of 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.
The third phase includes the actual application that incorporates three major
activities: (1) implementation of the curriculum, (2) monitoring of, and feedback from the
curriculum, and (3) the provision of feedback data to the presage group.

 Cyclical Model of Curriculum Development

The cyclical models prescribe a cyclical or continuous process of curriculum
development. Cyclical models usually start with situational analysis that serves as the
basis for all the succeeding process.

1.) Audrey Nicholls and Howard Nicholls Model for Curriculum Development
An example of a cyclical model for curriculum development was developed 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.

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.

Situational Analysis

Selection of Objectives Evaluation

Selection and Organization of Selection and Organization of

Content Methods
 The model is highly prescriptive and dynamic. The inclusion of situational analysis as
part of the model is a valuable principle in curriculum development. It enables the
curriculum workers to understand better the context in which the curriculum is developed.
By starting with situational analysis, curriculum workers will be able to collect data and the
needed information from various curriculum sources and influences that are prerequisites in
formulating curriculum goals and objectives. Thus, if applied in college settings, faculty
members need to conduct situational analysis before planning their syllabi and curriculum
plans. This will make it possible for the curriculum to be more relevant and responsive to the
needs of the students and the school.
The model also recognizes the influence and importance of contributing disciplines
such as philosophy, psychology, and sociology in developing the curriculum. These
disciplines are useful in selecting the curriculum goals and objectives, contents, learning
experiences, and evaluation. The importance of these three disciplines in developing.

2.) Wheeler’s Curriculum Development

In his influential book, Curriculum Process, Wheeler (1967) presented a
cyclical process in which each element of the curriculum is related and
interdependent (see Figure 8). Although this model is also rational in nature, each
phase is a logical development of the preceding one. One cannot proceed to the next
phase unless the preceding phase is done. Wheeler also emphasized the importance
of starting from the development of aims, goals, and objectives.

2. Selection of Learning
1. Aims, Goals, and Objectives
Experience

5. Evaluation 4. Selection of Content

4. Organization and
Integration of Learning
Experiences and Content
 3.) The Contextual Filters Model of Course Planning
Lowther, Bentley, Ryan, Martens, Genthon, Wren, and Shaw in 1990 as part
of their study conducted at the University of Michigan National Center for Research
to Improve Postsecondary Teaching and Learning. This model appeared in the book
Shaping the College Curriculum written by Stark and Latucca and published in 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 cause adjustments in the course
plans such as student characteristics or instructional resources. Form includes the
processes that are followed when designing courses (Stark & Latucca, 1997).

The Contextual Filters model presents a cyclical view of curriculum

development. After making course decisions, the planners can check with the content
considerations and contextual filters. It describes the reality of how college faculty
members design their courses. Hence, it is very much applicable for designing higher
education.

Content and Background Considerations (Content)

Influence of Faculty Faculty views of

Background and their Academic Purposes of
Characteristics Fields Education Espoused
by Faculty Members

Contextual Filters (Context)

Goals
Students
Schedules
Campus Services
Resources

Course Decision (Form)

Feedback
Select Content Adjustment
Arrange Content
Choose Process