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Cyclical Models

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21 views30 pages

Cyclical Models

Uploaded by

cmmangubat20
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapte

r 4
Curriculum
The Development
Teacher
and the
Curriculum
Cyclical
Models of
Curriculum Le a rn
Le t ’ s
Developme
nt
Cyclical Models 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.
A. 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.
Situational
Analysis

Selection of Evaluatio
Objectives n

Selection and Selection and


Organization of Organization of
Content Methods

Nicholls and Nicholls Curriculum


Development Model
✓ 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.
✓ 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
curriculum is also recognized in the model of
Tyler (1949).
✓ The model has a 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.
✓ There is little weakness found in this model. The
possible problem that may occur is that many
curriculum workers are used to develop curricula
following a linear model.

✓ In the Philippines, for example, curriculum


development follows a top-down approach where
many curricular decisions are made in the national
level. The goals and contents of the curriculum are
set by the state. In the context of higher education,
there is a tendency for teachers not to follow this
model because of the tedious job of conducting
situational analysis before developing any syllabus
B. Wheeler's Curriculum
Development Model
In his influential book, Curriculum Process, Wheeler
(1967) presented a cyclical process in which each
element of the Curriculum is related and
interdependent.
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.
1. Aims, Goals, 2. Selection of
and Objectives learning
Experiences

5. Evaluation 3. Selection of
Content

4. Organization and
Integration of Learning
Experiences and
Content
Wheeler 's Curriculum
Development Model
C. The Contextual fi lters
model of course planning
The Contextual Filters Model of Course planning was
developed by Stark, 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 influenceyrefer 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
✓ 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 mush applicable for designing
higher education courses.
Content and Background
Considerations( Content)
Influence of Purposes of
Faculty Views
Faculty
of Their Education
Background
Academic Espoused by
and
Characteristic
Fields Faculty
s Members

Contextual Filters
Goals ( Context)
Students
Schedules
Campus
Services
resources

Feedback
Course
Adjustment
Decisions( Form)
Select Content
Arrange
Content
Choose Process
The Contextual Filters Model of Course
Planning
✓ The model is base don a research conducted by
the proponents on how faculty members in several
higher education institutions in the United States
plan their curriculum (see Stark &Latucca, 1997).

✓ Several curriculum influences such as faculty


background and educational beliefs are recognized
in the model. The influence and special role of
faculty members in curriculum planning and
development are recognized as a main factor in
curriculum development in higher education.
✓ This model is very teacher -centered. Given the
influence of academic freedom, faculty members
may plan the curriculum based on their own
convenience. The model can be improved by
putting students as part of the content influences.

✓ In many curriculum models ( Tyler, 1949; Taba,


1962; Wheeler,1967; Walker, 1971; Skilbeck, 1976;
Print, 1993; Olivia, 2005), students are viewed as a
significant source of curriculum.
Dynamic Models of
Curriculum Development

The dynamic models describe how


curriculum workers develop curricula
in various educational contexts. The
dynamic curriculum development
models are usually used in school -
based settings.
A. Walker's Model of
Curriculum Development
Decker Walker developed a model for
curriculum development and first
published it in 1971. Walker contended
that curriculum developers do not follow
the prescriptive approach of the
rationale -liner sequence of curriculum
elements when they develop curricula
( Walker, 1971; Marsh&Willis, 2007; Print,
In his model, Walker was
particularly interested on how
curriculum workers actually do their
task in curriculum development.
Walker was able to identify three
phases, which he termed platform,
deliberation, and design.
( Beliefs, Theories, Conceptions, Points of View, Aims,
Objectives)

Platform

Deliberation
( applying them to practical situations, arguing about, accepting,
refusing, changing, adapting)

Curriculum
Design

Walker's Naturalistic
In platform phase, Walker
suggested that curriculum workers
bring with them their individual
beliefs, knowledge, and values.
They have their own ideas about
how to do their task and they are
prepared to discuss and argue
about them. It is similar to the idea
of Print(1993) of a curriculum
Deliberation phase, on the other hand,
involves identifying which facts are
needed for means and ends,
generating alternatives and
considering the consequences of these
alternatives. This phase is also used in
weighing alternative costs and
consequences, and choosing the best
alternative for the curriculum task
they are about to do.
The third phase, which is the Design,
involves planning, decision- making,
and the actual development of the
curriculum.
Walker's model is a dynamic and
descriptive model of curriculum
development. It reflects the realities of
how curriculum workers plan and
develop a curriculum. It recognizes the
role and influence of curriculum workers
in any curriculum development tasks.
In addition, it avoids the obsession of starting with
objectives. This practice is also observed in the
model of Print (1993). Since the model 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 workers may review their previous
decisions and actions to correct some mistakes.
According to Walker (1971), this model can be
used for a school-based curriculum
development.
Another weakness of Walker's model is a
strong tendency of the curriculum
development to be stuck in phase 2.
According to Print (1993), 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 the design processes involved in Phase 3
to help teachers and neophyte curriculum
workers do their task.
B. Skilbeck's curriculum
development model
In 1976, Skilbeck came up with a model
for developing a school-based curriculum
in Australia. His model presents a
dynamic view of curriculum
development. When using this model,
curriculum workers may start from any
phase. Each phase is interrelated and
follows a systematic sequence.
Skilbeck's model includes a
situational analysis that involves
gathering data from the school,
society, and the learners. The
results of the situational analysis
provide strong bases for making
curricular decisions for all the
succeeding phases of curriculum
development.
Situational
Analysis
Goal
Formulation
Program
Building
Interpretation and
Implementation

Monitoring, feedback,
Assessment,
Reconstruction

Skilbeck's Curriculum
Development Model
Thank
You

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