CURRICULU

M
MODELS
 OBJECTIVES
• Analyze different curriculum
models.
• Examine the strengths and
weaknesses of a curriculum.
• Discuss how these curriculum
development models can be
applied in the Philippine context.
 A Definition of Curriculum
(Daniel Tanner, 1980)

“The planned and guided learning

experiences and intended learning outcomes,
formulated through the systematic
reconstruction of knowledge and experiences,
under the auspices of the school, for the
learners’ continuous and willful growth in
personal social competence.”
 Curriculum Development Models
These are based on a body of theory about
teaching and learning.
These are based on a clear and consistent
understanding of various scholars of the nature of
curriculum as a discipline and as a field of study.
These are targeted to needs and characteristics
of a particular group of learners.

Outline approaches, methods, & procedures for

implementation.
 LINEAR MODELS OF
CURRICULUM DEVELOPMENT
• The linear models of curriculum development
prescribe a rational step-by-step procedure for
curriculum development starting with objectives.
• Examples
- Tyler’s Rational
- Hilda Taba’s Grassroots Model
- Standards-based Curriculum Model
- Understanding by Design (UbD)
- Systematic Design
- Murray Print Model
 Models of Curriculum Development
The Tyler Model
• The best or one of the best known models for curriculum
development with special attention to planning phases is
Ralph W. Tyler’s in his classic little book, Basic Principles of
Curriculum and Instruction.
• He argued that curriculum development should be logical
and systematic.
• He presents a process of curriculum development that
follows a sequential pattern starting from selecting learning
experiences, organizing learning experiences and
evaluation.
 Models of Curriculum Development
Tyler’s Rational - Linear Model
SUBJECT
SOCIETY STUDENTS
MATTER
PHILOSOPHY OF PSYCHOLOGY OF
EDUCATION LEARNING

SELECTING OBJECTIVES

SELECTING LEARNING
EXPERIENCES

ORGANIZING LEARNING
EXPERIENCES

EVALUATION
The Tyler Model of Curriculum Design

• The nature and structure of

knowledge
• The needs of the society
• The needs of the learner
 TYLER:
FUNDAMENTAL QUESTIONS IN
DEVELOPING CURRICULUM

• What educational purposes should the school

seek to attain?
• What educational experiences can be
provided that are likely to attain these
purposes?
• How can these educational experiences be
effectively organized?
• How can we determine whether and to what
extent these purposes are being attained?
 Models of Curriculum Development
The Taba Model
• Taba took what is known as a grass-roots approach to
curriculum development.
• She argued that curriculum development should follow a
logical and sequential process.
• She believed that the curriculum should be designed by the
teachers rather than handed down by higher authority.
• Further, she felt that teachers should begin the process by
creating teaching-learning units for their students in their
schools rather initially in creating a general curriculum
design.
 Models of Curriculum Development
The Taba Model

• An inductive approach to curriculum development, starting

with specifics and building up to a general design.
• In her model, Taba outlined seven steps that should be
followed when developing a curriculum.
 Models of Curriculum Development
The Taba Model

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 experience
7. Determination of what to evaluate and ways and means of
doing it
 STANDARDS-BASED
CURRICULUM
DEVELOPMENT MODEL
• Developed by Allan Glatthorn
• Intended for developing curriculum standards for
any discipline from basic education to higher
education
• Includes three (3) phases:
• Develop Standards, Develop Benchmarks and Develop
Final Products.
• The model is rational and descriptive stressing on
the development of standards as the first activity in
curriculum development.
 Linear table that includes a prescribed sequence of curriculum
development activities to develop standards.

PHASE I. Develop PHASE II. Develop PHASE III. Develop

Standards Benchmarks Final Products

1.Develop a comprehensive 1.Review decisions about 1.Use standards and

set of content standards content emphases. benchmarks to produce the
using multiple sources. 2.Identify standards for scope and sequence chart.
2.Refine the comprehensive continuing development 2.Decide on curriculum
list by eliminating and (standards that will be guide content.
combining. benchmarked). 3.Analyze benchmarks into
3.Secure teacher input to 3.Decide how benchmarks learning objectives.
identify teacher priorities. will be identified – by
4.Use data to develop final taskforce or teachers.
draft of standards divided 4.Develop initial draft of
into ESSENTIAL benchmarks, evaluating with
STANDARDS and criteria provided and secure
ENRICHMENT teacher review, revise
STANDARDS. benchmarks if neede.
 FEATURES OF GLATTHORN’S
MODEL

• Descriptive, stressing on the development of standards

as the first activity in curriculum development.
• The model recognizes the importance of using multiple
sources in developing curriculum standards.
• It recognizes the importance of teachers’ input in the
development of standards, which are often neglected
in the Philippines.
• The use of benchmarks to improve, refine and validate
curriculum standards is an equally good practice in
curriculum development.
• Relevance and applicability in any educational
institution.
 WEAKNESSES OF GLATTHORN’S
MODEL
• Developing curriculum standards is a separate
activity from the overall curriculum development
process which makes the model INCOMPLETE.
• The model does not include situational analysis nor
needs analysis.
 UNDERSTANDING BY DESIGN
• Developed by Wiggins and McTighe (2002)
• It has become a byword in the Philippine educational
system because it was used in the school year 2010.
• The model is also called BACKWARD DESIGN for
putting emphasis on starting with the goals and
objectives in designing curriculum.
• The model puts emphasis on designing curriculum to
engage in exploring and deepening their understanding
of important ideas and the design of assessments.
 3 STAGES OF DESIGN

2. Determine acceptable evidence

 3 STAGES OF DESIGN,
ELABORATED

• Includes what students should know,

understand, and be able to do.
• It also asks the questions worthy of
understanding and what enduring
understandings are desired for the learners.
 STAGE 1 – IDENTIFY
DESIRED RESULTS
• Key: Focus on Big ideas
• Enduring Understandings: What specific insights
about big ideas do we want students to leave with?
• What essential questions will frame the teaching and
learning, pointing toward key issues and ideas, and
suggest meaningful and provocative inquiry into
content?
• What should students know and be able to do?
• What content standards are addressed explicitly
by the unit?
 3 STAGES OF DESIGN,
ELABORATED
2. Determine acceptable evidence

• Calls for designing assessment evidence for

documenting or validating whether the
desired learning has been achieved.
• It encourages the use of authentic
assessment for assessing and evaluating
students’ learning.
 3 STAGES OF DESIGN,
ELABORATED

• Includes planning learning experiences that

are useful in implementing the curriculum.
• Teachers decide on the type of activities that
the students will do and the materials that will
be needed for the planned activities.
 FEATURES
• Analyzing what the learners should know and
understand is essential.
• More learner – centered.
• It recognizes the important role of the
teachers in curriculum development process.
 WEAKNESS
• Though it puts emphasis on what the learners
need, the school authority of government
already fixes its standards.
• Consequently, the goals are most likely to
follow the prescribed content standards set
by the government.
 SYSTEMATIC DESIGN
MODEL
• Developed by Robert Diamond in the early
1960s.
• His model has two basic phases:
• 1. project selection and design;
• 2. production, implementation, and evaluation.
• 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 proceeding to the next
step.
SYSTEMATIC DESIGN
MODEL
 FEATURES
• In the first phase, some curriculum influences
and sources are also acknowledged in the
process of curriculum development which re
used to determine the objectives of the
curriculum.
• The model relies heavily on data – it is important
to gather necessary information before
proceeding to the next processes.
• In the second phase, it allows curriculum
workers to design for the production and
implementation of the curriculum and on the
importance of the evaluation of instructional
materials to ensure the smooth implementation
of the curriculum.
 WEAKNESS
• There is no provision where curriculum
workers can review their actions and
decisions related to the factors identified in
the phase 1 since Diamond’s models ends in
phase 2 which assumes that the product
(curriculum) is final and good as planned.
• Evaluation and revision are only done in
phase 2 but in the level of instruction or the
implemented curriculum.
• If applied in the Philippines, it will probably
be difficult to adapt because of the lack of
research culture I our education institutions.
 REFLECTION:
• On what bases would you choose a
model for curriculum development?
• Who should decide which model for
curriculum development to follow?
• Is the Tyler rationale a suitable basis
for current curriculum development?