Curriculum development Process Models.pptx

CURRICULUM
DEVELOPMENT
MODELS
PREPARED BY:
DIVINE JESSICA P. CAMIRING

CURRICULUM DEVELOPMENT MODELS
-Curriculum development models help designers
to systematically map out the rationale for the use of
particular teaching, learning and assessment
approaches.
-These are targeted needs and characteristics of
a particular group of learners.

Models are used to explain:
- levels of curriculum
- aspects of organization practice
- aspects of classroom instruction
- types of decision making

SYTEMATIC DESIGN
MODEL BY ROBERT
DIAMOND

Systematic Design model
was created by Robert M.
Diamond in 1989. Diamond
was a professor of
instructional design,
development, and evaluation
and of higher education at
Syracuse University in
Syracuse, New York.

PHASES OF SYSTEMATIC DESIGN MODEL
Phase I- Project Selection and Design
Phase II- Production, Implementation and Evaluation for each unit

Phase I- Project Selection and Design

Phase II- Production, Implementation and
Evaluation for each unit

5 KEY STAGES OF SYSTEMATIC/ DIAMOND
DESIGN MODEL
1) Determining the need to change;
2) Identifying goals or desirable outcomes;
3) Designing the curriculum or instruction to attain these goals
and the assessments that will provide the necessary
feedback as to the attainment of goals;
4) Implementation and assessment; and
5) Revision based on the results of the assessment.

Benefits of Systematic Design Model
1) Easy to use, sequential and cost-effective
2) Used for the design or redesign of courses, curricula,
workshops, and in every subject area
3) The programs you develop will meet accreditation agencies’
demands for clear statements of learning outcomes
4) It will ensure that all important questions are asked

Perceived Advantages and Disadvantage of Systematic
Design Model
Advantages Disadvantages
Can be utilized for course and/or curriculum
design
Very linear
Forces the developer to think “outside the box” Constraining, limits creativity
Identifies key factors that should be thought of in
sequential order.
Time-consuming to implement
Serves as a procedural (type) guide Classroom oriented
Allows you to understand you are in a process,
and for others to know their individual
Directed at total curricula in
addition to individual classes
It is data driven Requires significant input from
university personnel

MURRAY PRINT MODEL
This model is published in his
book Curriculum development and
design in 1988. His model,
prescribes a sequential and logical
approach to curriculum
development to provide a useful
and easy to understand process in
developing curriculum.

STRENGTHS OF MURRAY PRINT’S MODEL
1. Sequential and logical approach to curriculum
development.
2. Recognizes the nature of involved curriculum
workers.
3. Embraces the principles of cyclical and dynamic
models.
4. Inclusion of instructional evaluation, monitoring,
and feedback system.
5. Can be used in any level of curriculum
development.

WEAKNESSES OF MURRAY PRINT’S MODEL
1. Unclear where the philosophy of the institution and
philosophy of the curriculum will come into play.
2. Weak link between curriculum presage and
situational analysis.
3. Lack of contextualization of curriculum.
4. Assumption that all teachers and developers
understand curriculum theory and elements.
5. Reflection of reality.

Cyclical Models of Curriculum
Development
1. Wheeler’s Curriculum Development
Model
2. Nicholls and Nicholls Curriculum
Development Model
3. Contextual Filters Model of Course
Planning

Wheeler’s Curriculum Development
Model
Wheeler model is a cyclic model of
curriculum developed by D. K. Wheeler in 1967.
Wheeler developed and extended the ideas
forwarded by Tyler and particularly Taba.
.
He suggested five inter-related phases in the
curriculum process which logically would
produce an effective curriculum.

Model
Step 1: Selecting aims,
goals and objectives
⮚ Selection must be
relevant to the
specific content area
⮚ Tells the planner
about the direction of
educational
development.

Model
Step 2: Selecting
learning experiences
⮚ Occur in the
classrooms
⮚ Concern about the
learner with their
learning environment.
⮚ Think about strategies
to deliver the aims and
objectives.

Model
Step 3: Selecting content
⮚ Refer to the subject
matter of
teaching/learning
process.
⮚ Refer to several aspects
such as significance,
interest and learnability.

Model
Step 4: Organizing and
integrating experiences
⮚ This step is important
as they are connected
to teaching-learning
process
⮚ Organizing learning
activities based on
pupils’ experiences.

Model
Step 5: Evaluating
Evaluation of different
phases and an
examination of whether
the goals have been
attained

Nicholls and Nicholls’s Curriculum
Development Model
-This model formulated by Audrey and
Howard Nicholls shows like Tyler’s and Wheeler’s
models, that the curriculum development process
begins with the objectives.
-The main sources of the objectives should
come from the study of the local environment.

Development Model

Development Model
Summary:
The model is highly prescriptive and dynamic.
The inclusion of situational analysis as part of the
model is valuable principle in curriculum
development. It enables the curriculum workers to
understand better the context in which the
curriculum is developed.

Contextual Filters Model of Course
Planning
-This model 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
Reasearch to Improve Post Secondary Teaching
and Learning.
-This model is very teacher-centered.

Contextual Filters Model of Course Planning

Strengths of Cyclical Models
1. logical sequential structure
2. situational analysis as a starting point
3. model is flexible
4. less rigid, more relevant

1. A fundamental problem in utilizing such models is
the amount of time required to undertake an effective
situational analysis.
2. It is difficult to locate.
3. It is not different from objective model since it
adopts logical sequence.
4. It takes time to undertake an effective situational
analysis.
Weaknesses of Cyclical Models

Dynamic Models of Curriculum
Development
-Advocated by Walker (1972), Skilbeck (1976),
Stenhouse (1975)
-Curriculum is not considered as linear or
sequenced. It can start with any element and
proceed in any orders.

Development
The curriculum elements are seen as
flexible, interactive and modifiable in this
model. Changes can be initiated from any
point in the process.

Development
1. Decker Walkers Model of Curriculum
(1971)
2. Malcolm Skilbeck Model of Curriculum

Dynamic Models of Curriculum Development
1. Decker Walker’s Model of Curriculum (1971)
He argued that the objectives or rational
models of curriculum development were
neither popular nor successful. Walker
contended that curriculum developers do not
follow the prescriptive approach of the rational
sequence of curriculum elements when they
devise curriculum but proceed through three
phrases in their natural preparation of
curricula.

Stages of Walker's Model of Curriculum
Development
1.Platform Statement
2.Deliberations
3.Curriculum Design
4.Evaluation

-Skilbeck model locates curriculum design
and development firmly within a cultural
framework.
-It views such design as a means whereby
teachers modify and transform pupil
experience through providing insights into
cultural values, interpretative frameworks
and symbolic systems.

-It is a more comprehensive framework, which
can encompass either the process model or the
objective model depending on which aspects
of the curriculum are being designed. It is
flexible, adaptable and open to interpretation
in the light of changing circumstances.

Stages of Skilbeck's Model of Curriculum
Development

References:
Diamond, R. M. (1989). Designing & improving courses and curricula in higher
education: A systematic approach. San Francisco, CA: Jossey-Bass.
Branch, R. M., & Gustafson, K. L. U.S. Department of Education, Office of
Educational Research and Improvement. (1997). Survey of instructional
development models (IR-103). Syracuse, New York: ERIC Clearinghouse on
Information & Technology
https://www.academia.edu/38350559/Murray_Print_Model_for_curriculum_dev
elopment
https://www.academia.edu/34860227/Wheeler_s_Model
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/43861/11251_2004_Ar
ticle_278770.pdf?sequence=1

Curriculum development Process Models.pptx

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