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 Very linear
design
Forces the developer to think “outside the box” Constraining, limits creativity
Identifies key factors that should be thought of in Time-consuming to implement
sequential order.
Serves as a procedural (type) guide Classroom oriented
Allows you to understand you are in a process, and Directed at total curricula in
for others to know their individual addition to individual classes
It is data driven Requires significant input from
university personnel
MURRAY PRINT
MODEL
 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
PHASES OF MURRAY PRINT
MODEL
 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.
 Wheeler’s Curriculum Development
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.
Wheeler’s Curriculum 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.
Wheeler’s Curriculum Development
Model

Step 3: Selecting content

 Refer to the subject
matter of
teaching/learning process.
 Refer to several aspects
such as significance,
interest and learnability.
Wheeler’s Curriculum Development
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.
 Wheeler’s Curriculum Development
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.
Nicholls and Nicholls’s Curriculum
Development Model
 Nicholls and Nicholls’s Curriculum
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
 Weaknesses of Cyclical Models
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.
 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.
 Dynamic Models of Curriculum
Development
The curriculum elements are seen as flexible,
interactive and modifiable in this model.
Changes can be initiated from any point in the
process.
 Dynamic Models of Curriculum
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
Dynamic Models of Curriculum Development
2. Malcolm Skilbeck Model of Curriculum
 -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. 
Dynamic Models of Curriculum Development
2. Malcolm Skilbeck Model of Curriculum

 -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_developme
nt

https://www.academia.edu/34860227/Wheeler_s_Model

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/43861/11251_2004_Article_
278770.pdf?sequence=1
Thank you for
listening!