PROFED5 Chapter 4 Curriculum Development

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1. CHAPTER 4: CURRICULUM DEVELOPMENT

2. oBJECTIVES: analyze different curriculum models; examine the strengths and weaknesses of a curriculum; and discuss how these curriculum development models can be applied in Philippine context. 2

3. 3 Different Curriculum Development Models ♡ 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.

4. A. Linear Models of Curriculum Development ♡ prescribed a rational step by step procedure for curriculum development starting with objectives. a. Tyler's Rational Linear Model ♡ this model was presented in his book of Principles of Curriculum and Instruction published in 1949. ♡ developed by Ralph Tyler ♡ Tyler argued that curriculum of development should be logical and systematic. 5

5. Society Philosophy of Education Figure 3. Tyler's Rational Model 6 Psychology of Learning Students Subject Matter Selecting Objectives Selecting Learning Experiences Organizing Learning Experiences Evaluation

6. Four (4) Basic Questions What educational purposes should the school seek to attain? What educational experiences are likely to attain these objectives? How can these educational experiences be organized? How can we determine whether these purposes are being attained?

7. Three(3) Curriculum Sources Society Students Subject matter

8. B. Taba's Grassroots Rational Model ♡ modified version of Tyler's model Hilda Taba ♡ presented her model in her book "Curriculum Development : Theory and Practice (1962)" ♡ argued that curriculum development should follow a sequential and logical process. ♡ suggested for more information input in all phases of curriculum development .

9. ♡ claimed that all curricula are composed of fundamental elements. 7 Steps that should be followed when developing a Curriculum : Diagnosis of needs Formulation of objectives Selection of Content Organization of content Selection of Learning experiences 6.Organization of Learning experiences 7. Determination of what to evaluate and ways and means of doing it.

10. C. Standards Based Curriculum Development Model ♡ the model was intended for developing curriculum standards for any discipline from basic education to higher education. Allah Glatthorn ♡ developed the standards -based curriculum development model.

11. Phase 1. Develop standards Develop a comprehensive set of content standards, using multiple sources. Refine the comprehensive list by eliminating and combining. Secure teacher input to identify teacher priorities. Use data to develop draft of standards, divided into Essential Standards and Enrichment Standards.

12. Phase 2. Develop benchmarks Review decisions about content emphases. Identify standards for for continuing development (standards that will not be benchmarked). Decide how benchmarks will be identified — by taskforce or by teachers. Develop initial draft of benchmarks, evaluating with criteria provided, and secure teacher review ; revise benchmarks if needed.

13. Phase 3. Develop final products. Use standards and benchmarks to produce scope and sequence chart. Decide on curriculum guide content. Analyze benchmarks into learning objectives.

14. ♡ as developed by Wiggins and McTighe(2002) ♡ also called as the Backward Design Model that puts emphasis on designing curriculum to engage students in exploring and deepening their understanding of important ideas and the design of assessments. ♡ The UbD calls for development of higher and more relevant curriculum standards in the country. D. Understanding by Design Model (UDB)

15. Stage 1. Identify desired results. Stage 2. Determine acceptable evidence. Stage 3. Plan the learning experiences and instruction. Figure 4. Stages in Backward Design Process.

16. E. Systematic Design Model ♡ wa s originally developed by Robert Diamond in the early 1960s. ♡ It presents a systematic and linear view of curriculum. ♡ It helps the curriculum workers to visualize the entire curriculum development process.

17. Basic Planning Inputs(project- specific) Field of knowledge Student knowledge, attitudes, and priorities Social needs Research Educational priorities Phase 1. Project Selection and Design Project- Specific Factors Curriculum Projects Accreditation requirements Credit restrictions Fiscal and staff contraints Effectiveness of existing programs Course Projects Goals Time Resources Student factors Related research Grading and scheduling options Project Selection Establishing needs Ensuring success Ideal Sequence Operational Sequence Figure 5. Systematic Design Model

18. Phase 2. Production , Implementation, and Evaluation for each Unit Design Evaluation Instruments and Process Determine Objectives Select Instructional Formats Evaluate and Select Existing Materials Produce and Field- test New and Evaluate Materials Coordinate Logistics for Implementation Implement, Evaluate, and Reverse

19. ♡ The first phase shows that some curriculum influences and also acknowledge in the sources are process of curriculum development. ♡ Th e second phase of the model allows the workers to design for the production and implementation of the curriculum.

20. F. Murray Print Model for Curriculum Development ♡ developed and published by Murray Print in 1968. ♡ prescribes a sequential and logical approach to curriculum development to provide a useful and easy- to- understand process in developing curriculum.

21. Aims, Goals, Objectives Content Implementation and Modification Learning Activities Instructional Evaluation Situational Analysis Monitoring and Feedback, Curriculum Evaluation Curriculum Presage Phase 1. Organization Phase 2. Development Phase 3. Application Figure 6. Print's Curriculum Development Model

22. ♡ Th e first phase of the curriculum recognizes the nature of the curriculum of the curriculum workers. In this phase, it is important to pose the following questions that may influence the curriculum development: Who are involved in this curriculum development, and what, if anything, do they represents? What conceptions of curriculum do they bring with them? What underlying forces or foundations have influenced the developers' thinking?

23. ♡ The second phase in this model is the task of developing the curriculum. ♡ The third phase includes the actual application that incorporates three major activities: Implementation of the curriculum Monitoring of, and feedback from the curriculum The provision of feedback data to the presage group.

24. CYCLICAL MODELS OF CURRICULUM ♡ prescribed a cyclical or continuous process of curriculum development. ♡ 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(1967).

25. ♡ 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 curriculum decisions are made, followed by the selection of objectives and the other succeeding phases.

26. Situational Analysis Evaluation Selection and Organization of methods Aims, Goals, Objectives Selection and Organization of Content Figure 7. Nichols and Nichols Curriculum Development Model

27. ♡ The model is highly prescriptive and dynamic. The inclusion of situational analysis as part of the model is a valuable principle in curriculum development. - The model also recognizes the influence and importantance of disciplines such as philosophy, psychology, and sociology in developing the curriculum.

28. ♡ 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 nature of the model also enables curriculum workers in making the necessary changes and adjustment in the total curriculum.

29. B. WHEELER'S CURRICULUM DEVELOPMENT MODEL ♡ Wheeler(1967) presented a cyclical process in which each element of the curriculum is related and interdependent. ♡ This model is also rational in nature, and each phase is a logical development of the preceding one. One cannot proceed to the next phase unless the preceding phase is done. ♡ It also emphasized the importance of starting from the development of aims, goals, and objectives

30. 1. Aims, Goals ,and Objectives 2. Selection of Learning Experiences 3. Selection of Content 5. Evaluation 4. Organization and Integration of Learning Experiences and Content Figure 8.Wheeler's Curriculum Development Model

31. C. THE CONTEXTUAL FILTERS MODEL OF COURSE PLANNING ♡ It was developed by Stark Lowther , Bently , Ryan , Martens, Genthon , Wren , and Shaw in 1990. As part of their study conducted at the University of Michigan National Center . ♡ Contextual refers to the influences outside of the instructors immediate control that cause adjustment in the course plans such as student characteristics or instructional resources.

32. Influence of faculty Background and Characteristics Faculty Views of Their Academic Fields Purposes of Education Espoused by Faculty Members Select Content Arrange Content Choose Process Feedback Adjustment Figure 9. The Contextual Filters Model of Course Planning Purposes of Education Espoused by Faculty Members Course Decisions (Form)

33. DYNAMIC MODEL OF CURRICULUM ♡ described how the curriculum workers develop curricula in various educational context. A. Walker's Model of Curriculum Development ♡ developed by Docker Walker in 1971 ♡ In this model, Walker was particularly interested on how curriculum workers actually do their task in curriculum development.

34. Platform Deliberation Curriculum Design Figure 10. Walker's Model of Curriculum Development

35. ♡ In the first phase, he Suggested that curriculum workers bring with them their individual beliefs, knowledge, and values. ♡ Second phase involves identifying which facts are needed for means and ends generating alternatives and considering the consequences of these alternatives. ♡ Third phase involves planning, decision- making, and the actual development of the curriculum.

36. STRENGTHS ♡ Curriculum developer can begin with any of the elements ♡ Developers may retrace their steps and proceed in whatever way they prefer. ♡ Reflects the teaching situation; this model could be a more suitable, less dysfunctional approach.

37. WEAKNESSES ♡ Appears confusing and seems to lack direction. (Developer are left perplexed as to what to do) ♡ Confusion rather than clarity. ♡ Lack of emphasis on the construction and use of objectives. ♡ Developers waste significant amounts of time by not following a logical sequence.

38. B. Skilbeck's Curriculum Development Model ♡ Skilbeck's curriculum model developed in 1976 ♡ The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.

39. Goal Formulation Situational Analysis Program Building Interpretation and Implementation Monitoring , Feedbacks , Assessment, Reconstruction Figure 11. Skilbeck's Curriculum Development

40. C. Eisnier's Artistic Approach to Curriculum Development Elliot W. Eisner ♡ was a famous curriculum scholar ♡ In 1979, he published the book "The Educational Imagination" where he presented on how curriculum development should be done.

41. ♡ He believed that there is a need to a new theory that recognizes the artistry of teaching which is useful in helping teachers to develop those arts. ♡ He outlined how artistic this approach can also be used in curriculum.

42. Eisner's Artistic Model of Curriculum Development 1. Goals and their priorities ♡ The need to consider less, well- defined objectives as well as explicit o ♡ The need for deliberation in talking through priorities

43. 2. Content of Curriculum ♡ Options to consider in selecting curriculum ♡ Caveats about the null curriculum Types of learning opportunities ♡ Emphasis on transforming goals and content into learning events that will be of significance to students Organization of learning opportunities ♡ Emphasis on nonlinear approach in order to encourage diverse students outcomes

44. 5. Organization of context areas ♡ Emphasis on cross- curricula organization of content 6. Mode of presentation and mode of response ♡ Use of a number of models of communication to widen educational opportunities for students 7. Types of evaluation procedure ♡ Use of a comprehensive range of procedures at different stages of the process of curriculum development

45. D. PAWILEN'S MODEL FOR CURRICULUM ♡ This model as one of the major outputs of his doctoral dissertation in the University of the Philippines and this model was developed to help curriculum workers in developing a curriculum that is relevant and appropriate to the Philippine context.

46. Situational Analysis Situational Analysis Development of Curriculum Standards Developing a comprehensive set of standards Aligning standards with several criteria Securing teachers' input Validating of standards by experts Developing final curriculum standards 1. Situational Analysis 2. Selection of Goals and Objectives Selection and Organization of Learning Experiences Implementation 7. Evaluation 4. Selection of Contents or Subject Areas Figure 12. Pawilen's Model

47. Processes for Developing Curriculum Under Pawilen's Model 1. Situational Analysis - includes a study of the different curriculum sources(students, society, and disciplines or subject matter),and careful examination of the different curriculum influences (internal, external, and organizational).

48. Selection of Goals and Objectives- results from situational analysis. Development of Curriculum Standards- In this phase the first phase of Glatthorn’s Model (1998) was modified to simplify the task for developing curriculum standards: (1) develop a comprehensive set of content standards by examining various curriculum sources and influences; (2) align the standards to several criteria; (3) secure teacher input to revise and improve the standards; (4) have the experts validate the standards; and (5) develop final draft of standards, divided into contents standards, skills standards, and values standards.

49. Selection of Content or Subject Areas- phase where the developed curriculum standards are used to select subjects or courses to be included in the curriculum. Selection and Organization of Learning Experiences- includes selecting activities, organizing instructional plans, and selecting instructional materials to be used in implementing the curriculum.

50. Implementation- involves the actual implemention of the curriculum by faculty members. Evaluation- where the goals and objectives of the curriculum including the design and selection of all the curriculum elements are evaluated.

51. PRESCRIPTIVE DESCRIPTIVE DYNAMIC/ INTERACTION RATIONAL OJECTIVES Tyler's Model Taba's Grassroots Model Understanding by Design Model Systematic Design Model Print's Model Contextual Filters Model Nicholls & Nicholls Model Pawilen's Model Standards- based Model Wheeler's Model Eisner's Model Walker's Model Figure 13. Summary of the Analysis of Curriculum Models

52. Thank you for listening! For all purpose For Presenration