Eastern Visayas State University

Tacloban City
GRADUATE SCHOOL

Advanced Curriculum Development

S.Y. 2017- 2018 (2ND Semester)

Discussant: Zaira G. Escobedo Professor: Ma. Cristina I. Caintic, PhD.

The Curriculum Process

A. Curriculum Development Models

1. The Cyclical Models (D.K. Wheeler, Audrey & Howard Nicholls)

 Are an extension of the objective model as Tyler lays a foundation for most curriculum
models.
a. They are logical and sequential in approach.
b. They present the curriculum process as a continuing activity, which is constantly in a
state of change as new information or practices become available.
 In other words,
• the content,
• methods of learning activities and;
• evaluation are liable to change once new information or practices become available;
 making this curriculum a continuous cycle responding to the changes within education where
any new information or practice will bring changes.
 view elements of curriculum as inter-related and interdependent.
 In the 1970s, a new element was introduced into the curriculum process of cyclical models
called Situational Analysis.
 undertake situational analysis whereby the context or situation in which curriculum decisions
are to be taken is thoroughly studied.
 help curriculum developers take correct decisions thus encouraging active participation of
staffs in school based curriculum.

 D.K WHEELER
 A former member of the University of Western Australia, 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.

 Audrey & Howard Nicholls Model

 In their book Developing a Curriculum: A Practical Guide (1978) , they devised a
straight forward cyclical approach that covered the elements of curriculum briefly but
succinctly.
 They argued that “changes should be planned and introduced on a rational and valid
basis according to a logical process. (Nicholls & Nicholls, 1978:17).

 Strengths of Cyclical models

 logical sequential structure
 is responsive to needs, which are on-going, necessitating constant updating of the
curriculum process
 model is flexible
 less rigid, more relevant
 involves Situational Analysis as a starting point, which involves the analysis of factors
that exist in the environment where the curriculum is going to be introduced.
 is a continuing activity
 incorporates new information into the curriculum.
 views curriculum elements as interrelated and interdependent.
  Weaknesses of Cyclical models
 A fundamental problem in utilizing such models is the amount of time required to
undertake an effective situational analysis.
 It is difficult to locate.
 It takes time to undertake an effective situational analysis.
 Educators can continually come back to their work and make changes, rather than
go back to the beginning and start again every time there is even the smallest of
changes needed to the curriculum.

2. Dynamic Models (Malcolm Skilbeck & Decker Walker)

 Changes can be initiated from any point in the process unlike the objectives model where the
beginning is always the setting of objectives.

 Strengths of Dynamic models

 More realistic, feasible ways of handling curriculum development
 Developers are free to be creative
 Offers considerable flexibility, developers may commence at any point in the
curriculum process that is appropriate to the needs
 Developers may retrace their steps and proceed in whatever way they prefer.
 Reflects teaching situation

 Weaknesses of Dynamic models

 Appears confusing and seems to lack direction
 Can be somewhat confusing
 Lack of emphasis on the construction and use of objectives (Objectives must be stated
in order to be effective)
 Developers waste a significant amount of time by not following a logical sequence.