CURRICULUM DESIGN

-Arrangement of the elements of a curriculum

-Used interchangeably with curriculum organization

Macro level - Philosophy down to contents of different subjects.

Function of curriculum design.
Micro level - Organizing content of specific subject/ discipline
Function of curriculum organization.

Different curriculum design

1. Subject-Centered Design  Old and most popular

 Organized in terms of subject
 Textbooks written for a specific subject

3 subject centered specific design

A. Subject design
 Organized in fragmented manner
 Connections between subject not emphasized
 General knowledge
 Elementary leve

B. Academic Discipline design
 Algebra, Physics and etc
 Highschool & college

C. Integrated design-
 Merge 2 or more subjects
 Integrated manner
 Interdisciplinary- Merging 2 related subject.
 Multidisciplinary- 3 or more
 Core- Put Together using a single theme
Preschool

CURRICULUM DEVELOPMENT MODELS

 -Based on clear & consistent understanding of various scholars

 Linear models
- Prescribe rational step-by-step procedure
- Starting with objectives

1. Tyler’s rational linear model LOGICAL & SYSTEMATIC

(Ralph Tyler) 1949
Curriculum sources:
 SOCIETY
 STUDENTS
 SUBJECT MATTER

4 STEPS:
 Selecting objectives
 Selecting learning experiences
 Organizing learning experiences
 Evaluation

 Four basic questions

 Philosophy of education & psychology of learning
importance to screen of objectives

2. Taba’s Grassroots rational model SEQUENTIAL & LOGICAL

(Hilda Taba) 1962
 Modified version of tyler’s model
 More infos in all phases of cur dev
 Curricula composed of fundamental elements

7 STEPS:
 Diagnosis of needs
 Formulation of objectives
 Selection of content
 Organization of content
 Selection of learning experiences
 Organization of learning experiences
 Determination of what to evaluate and ways and means of
doing it

3. Standard-based Curriculum Dev’t RATIONAL & DESCRIPTIVE

model
 (Allan Glathorn)  Discipline from basic ed to higher ed
 Multiple sources importance
 Recognizes teacher’s input
 No situational & needs analysis

3 STEPS:
 Develop standards
 Develop benchmarks
 Develop final products

4. Understanding by design Model RATIONAL & PRESCRIPTIVE

(Wiggins & Mctighe) 2002  Byword in the phil educ system S.Y 2010-2011 because its
advocacy is focusing on enduring understanding /central
ideas
 Also called Backward design for putting Emphasis on
starting with goals and objectives
 Engage students in exploring their understanding
 Authentic assessment before plannng learning
experiences

3 stages:
 STAGE 1 : Identify results
(CPA) Know, understand and do.
Reviewing curriculum expectations
 STAGE 2: Determine acceptable evidence
Designing assessment evidence
 STAGE 3: Plan learning experiences & instruction
Teacher’s decide on the type of activities

5. Systematic Design Model RATIONAL & PRESCRIPTIVE

(Robert Diamond)1960’s and 1998  RESEARCH & infos

Having research culture can improve the way higher
education curricula are planned.
 Use of diagrams

2 basic Phases:
 PHASE 1: Project Selection & Design
Curriculum influences and sources acknowledge.
 PHASE 2: Production, Implementation & Evaluation for each unit
Model involves series of task
6. Murray print model for Curriculum PRESCRIPTIVE & RATIONAL
Dev’t
 Logical and sequential approach
 (Murray Print) 1998  Also embraces cyclical and dynamic model in its
procedure
 Unique: Instructional Evaluation
3 Phases
 Organization
Who are involved
What conceptions of curriculum
What underlying foundations have influenced
 Development
Cyclical and begins with situational analysis
 Application
3 major activities:
-Implementation of curriculum
-Monitoring & feedback from curriculum
-The provision of feedback data to presage group

 Cyclical models
- Cyclical & continous process
- Starts with Situational Analysis that erves as basis for all
succeeding process

1. Audrey Nicholls & Howard PRESCRIPTIVE & DYNAMIC

Nicholls Model for
Curriculum Development  School-based or national level
(1978)  Philosophy, Psychlogy & sociology

5 Logical and interdependent stages:

 Situational Analysis
 Selection of objectives
 Selection & organization of content
 Selection and organization of methods
 Evaluation

2. Wheeler’s Curriculum RELATED & INTERDEPENDENT

development Model
 One cannot preceed to the next phase unless the preceeding
(D.K Wheeler, 1967) phase is done.
 5 Steps:
 Aims, Goals & objectives (intent)
 Selection of Learning experiences
 Selection of Content
 Organization & Integration of learning experiences & content
 Evaluation

3. The Contextual Filters  Teacher-centered

Model of Course Planning  Content influences encompass faculty members’ background
associated disciplinary & educational beliefs
(Stark, Lowther, Bentley,
Ryan, Martens, Genthon, 3 steps:
Wren & shaw, 1990)  Content & background Considerations
 Contextual filters
 Course Decisions

 Dynamic models
- How curriculum workers develop curricula in various educational context
- Usually used in school-based settings

1. Walker’s Model of curriculum DYNAMIC & DESCRIPTIVE

development
 Avoids starting with objectives
( Decker Walker, 1971)  Analysis- Paralysis when too much discussion

3 PHASES:

 Platform
Individual beliefss, knowledge, values
 Deliberation
Involves identifying facts needed for means and ends.
 Curriculum design
Planning, Decision Making, Actual development of the
curriculum

2. Skillbeck’s curriculum  Workers may start from any phase

development Model  Each phase is interrelated and follows a systematic sequence.
 Gathering data from SCHOOL, SOCIETY and LEARNERS.
(1976)  Situational Analysis provides strong bases
 5 Phases:
 Situational analysis
 Goal formulation
 Program Building
 Interpretation & Implementation
 Monitoring, feedback, Assessment, Reconstruction

3. Eisner’s artistic approach to  Recognizes the artistry of teaching

curriculum development  Art & science
 Artistic Approach
(Elliot W. Eisner, 1979)  Organized and integrated
 Academic freedom
7 Phases:
 Goals & their priorities
 Content of the Curriculum
 Types of learning opportunities
 Organization of learning opportunities
 Organization of Content Areas
 Mode of presentation & response
 Types of Evaluation procedure

4. Pawilen’s Model for Developing Curriculum Sources:

Curriculum Learners, Society, Discipline
Influences:
(Greg Tabios Pawilen, 2011) External , Internal, Organizational

7 Processes:
 Situational analysis
 Selection of Goals & Objectives
 Developmet of Curriculum standards
 Selection of content / Subject areas
 Selection & organization of Learning experiences
 Implementation
 Evaluation

Reviewer prepared By : Jun Michael Tugado