CURRICULUM MODELS.pptxXXXXXXXXXXXXXXXXXX

Curriculum Models

1. DELA CRUZ, DAYANDAYAN, DOMAEL

2. CYCLICAL MODEL OF CURRICULUM DEVELOPMENT AUDREY NICHOLLS & HOWARD NICHOLLS DELA CRUZ, DAYANDAYAN, DOMAEL

3. Prescribe a cyclical or continuous process of curriculum development. Usually start with situational analysis that serves as the basis for all the succeeding process. Cyclical Model of Curriculum Development

4. Audrey Nicholls & Howard Nicholls (1978) Emphasizes the cyclical nature of curriculum development. Curriculum development is a continuous process. Has five (5) Logical and Interdependent Stages that are in a continuous curriculum development process.

5. Situational Analysis Selection of Objectives Selection and Organization of Content Selection and Organization of Methods Evaluation The model is highly prescriptive and dynamic. Five (5) Logical and Interdependent Stages

6. Situational Analysis Selection of Objectives Selection and Organization of Content Selection and Organization of Methods Evaluation

7. Situational Analysis Analyze the context and conditions in which the curriculum is being developed. Consider factors such as: Societal Needs Learners' Characteristics Institutional Resources Educational Trends

8. Situational Analysis The inclusion of situational analysis as part of the model is a valuable principle in curriculum development. Enables the curriculum workers to understand better the context in which the curriculum is developed.

9. 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.

10. Contributing Disciplines shapes the aims, content, and methods of the curriculum Philosophy 01 ensures that the curriculum is student-centered and fosters effective learning experiences Psychology 02 ensures that the curriculum is relevant and sensitive to the diverse needs of students Sociology 03

11. Selection of Objectives Set clear and realistic learning goals based on the insights from the situation analysis. Define educational objectives by considering: Learners Need Societal Expectations Curricular Standards

12. Selection and Organization of Methods Choose and structure teaching methods that align with the content and objectives to effectively facilitate learning. Process: Select Teaching Strategies Differentiate Approaches Sequence of Methods Incorporate Resources

13. Selection and Organization of Content Choose appropriate content that aligns with the set objectives. Organize the subject matter in a logical and sequential manner: Content Relevance Scope and Sequence Integration Across Subject

14. Evaluation Assess the effectiveness of the curriculum in achieving the set objectives. Use various tools and techniques to evaluate: Student Performance Teaching Effectiveness Curriculum Content

15. 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.

16. The model of Nicholls and Nicholls (1978) advocates a curriculum development activity that involves continuous improvement.

17. The possible problem that occurs is that many curriculum workers are used to develop curricula following a linear model.

18. Wheeler's Curriculum Development Model 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. Emphasized the importance of starting from the development of aims, goals, and objectives.

19. Aims, Goals, and Objectives This phase involves determining what the curriculum aims to achieve. Objectives should be clear, measurable, and aligned with the broader educational goals. Wheeler emphasizes that these aims should be formulated in consultation with stakeholders like educators, parents, and the community to ensure they are relevant and applicable.

20. Selection of Learning Experiences In this phase, appropriate learning experiences and activities are chosen based on the aims and objectives set earlier. Focus is on ensuring that the content, skills, and activities align with students’ needs and educational standards. Wheeler recommends selecting varied and diverse learning experiences to cater to different learning styles and contexts.

21. Selection of Content The content selected should match the desired learning experience. This involves organizing topics, concepts, and themes logically and sequentially. The curriculum should balance breadth and depth , ensuring that content is not just covered but understood and integrated.

22. Organization and Integration of Learning Experiences and Content This phase involves structuring and sequencing the content and learning experiences in a meaningful way. Effective integration ensures that different components of the curriculum are connected, fostering deeper learning and skill development. The emphasis is on coherence and continuity, allowing learners to build on their knowledge progressively.

23. Evaluation Evaluation is crucial and serves both formative and summative purposes. This involves assessing both the learners’ progress and the effectiveness of the curriculum itself. Feedback gathered during evaluation can be used to revise and update the aims, content, and learning experiences, thus beginning the cycle anew.

24. Wheeler’s Cyclical Model is particularly useful in settings where continuous curriculum evaluation and adaptation are needed.

25. The Contextual Filters 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.

26. This model appeared in the book Shaping the College Curriculum written by Stark and Latucca and published in 1997.

27. 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.

28. The model is based on 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.

29. 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.

30. In many curriculum models (Tyler, 1949; Taba , 1962; Wheeler, 1967; Walker, 1971; Skilbeck , 1976; Print, 1993; Oliva, 2005) , students are viewed as a significant source of curriculum.

31. Considering the fact that most college faculty members do not have pedagogical training , the model failed to elaborate how contents and process are arranged. This could have been very useful for faculty members, especially for neophyte instructors , who do not have background knowledge on education.

32. In conclusion, the curriculum development models presented—Nicholls and Nicholls, Wheeler, and the Contextual Filters Model—each offer distinct approaches to curriculum planning and design. CONCLUSION

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