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Chapter 4

This document discusses curriculum development models and their application in the Philippines context. It analyzes the strengths and weaknesses of various models, including Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and others. For each model, the analysis identifies how the model's approach could potentially address needs in the Philippine education system, but may also have limitations. It also reflects on statements about subject-centered versus child-centered approaches and the role of problems in lessons.

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Kayla Marie Cago
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756 views

Chapter 4

This document discusses curriculum development models and their application in the Philippines context. It analyzes the strengths and weaknesses of various models, including Tyler's rational model, Taba's grassroots model, standards-based model, understanding by design model, and others. For each model, the analysis identifies how the model's approach could potentially address needs in the Philippine education system, but may also have limitations. It also reflects on statements about subject-centered versus child-centered approaches and the role of problems in lessons.

Uploaded by

Kayla Marie Cago
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 4

Apply your Knowledge


Activity 1. Curriculum Development Models

1. Review the Linear curriculum Models

2. Choose two approaches to curriculum design and relate them to the features of a curriculum.
How are they similar? How are they different?
 I had chosen The Learner-Centered Design and Problem-Centered Design. The learner
centered design it refers to the learner, experience and humanistic. Experience believes
that the interest and needs of learners cannot be planned. For the humanistic it
ultimate’s objectives of learning. Problem-Centered Design draws on social problems,
needs, interest, and abilities of the learners. It also includes life situation and core
design, common needs, problems, and concern for the leaners.

Activity 2. Strengths and weaknesses of Curriculum models

1. Identify the possible strengths and weaknesses of each model when applied to the Philippines
context.
a. Tyler's Rational model
Strengths -
1. The school's goals and objectives sets the foundation of the curriculum. Some programs like clear
and defined purposes so Tyler wan't to define the purpose first, and make it the center of the
curriculum.
2. The steps into making the curriculum in this model is simple, first identifying the objectives,
setting activities to meet objectives, organizing activities, and evaluating objectives. This may be
best applied in kindergarten or elementary education in the Philippines, because objectives are
already set, mainly teaching students the basics of education like counting, writing, reading, and
the like.
3. The last part is evaluation, which means that the activities can continually be revised if proved
ineffective. In the Philippines, there is a rapid change in the culture, especially in the students,
due to technology. It is an archipelagic country there are slight differences in culture and
upbringing in every region. so what is effective to one school is not effective to other schools.
Weaknesses
Objectives and purpose sometimes limits the activities and learning. This model might so focused on
its objectives and purpose alone. Also objectives are usually narrowly defined. In the Philippines, life
skills are also important, not just solving numbers and making essays.

b. Taba's grassroots model


Strengths - Since Philippines is an archipelago, there are differences in the culture and language.
There are also varying levels of education, a wide gap between the "intellectual elites" and the
average student. This would perfectly work in the Philippines because the curriculum is "custom-
made" for a certain group of student and teachers.
Weaknesses - There are no assurance that curriculum made by teachers are competitive enough,
not spoon feeding students, not compromising their learning. Also, we have a global standard in
accepting student in universities and colleges, or hiring people, because of the varying levels of
education, some may not meet these certain standards
c. Standards-based Curriculum Development Model 
Strengths - uniformity of learning because curriculum is based on a certain standards. The most
important topics and skills are emphasized so that there are no learning gaps among schools and
universities. Learning is consistent. This is the model used in the Philippines, especially in with the
pandemic, wherein the national government made the curriculum and even all study materials
(modules) for public schools.
Weaknesses - Since learning levels is not the same for every student, there are students who
cannot keep up. Especially now that they have to self-study, they find it hard to learn, especially the
language used in the modules is English, and most students cannot understand English.
d. Understanding by design Model 
Strengths - This model aims to teach to achieve understanding. It has to asses and evaluate
outcomes first before designing the curriculum. It gives teachers the freedom for their own approach
by basing it on students' needs. It focuses on the students, and what approach is needed to make
them learn and understand.
Weaknesses - It is hard to foresee and determine approach without proper evaluation and
observation. It requires great effort and time to design a suitable design for students.
e. Systematic Design Model  -
Strengths - focuses on learning, on what learner should know and on what they should do after
learning. This also requires assessment or learners, but deeper, systematic assessment. This follows
a certain steps of analyzing, designing, developing, implementing, and evaluating. It will make
curriculum organized, clear and direct. These steps are proven and tested methods in management
and research.
Weaknesses - It will require effort in developing curriculum. Steps can be tedious, and strict.
f. Murray Print Model for Curriculum Development -
Strengths - Assessing the environment--all factors to create a curriculum. It aims to understand
student's personal situations. This would make a flexible curriculum in the Philippines since there are
many situations that affects the students learning, especially in the rural areas where students would
have to walk for kilometres to go to school. It is important to know their different situations in order
to deliver suitable approaches especially with student who have troubles with learning.
Weaknesses - Identifying all these factors can be exhausting and there would still be another
situational problems coming. Monitoring and feedbacking requires a lot of work and educators might
find it hard to focus on field teaching.
g. Nicholls and Nicholl's Model 
Strengths - This is also a cyclical curriculum development that assesses the environment and the
situations. There is no beginning and ending in this model. It also emphasizes the situational analysis
where the curriculum will be introduced.
Weaknesses - also time consuming to create
h. Wheeler's Curriculum development Model  -
Strength - same as other cyclic models. It continues to change due to the change of education and
new information. It also focuses on situation analysis. There is always new information added to our
education, new discoveries and learning that is applicable to these students' everyday lives. These
are also important, not just the basic things we teach in schools.
Weakness - requires effort, time, and lots of research to develop.
i.Contextual Filters Model -
Strengths - based on the context of the area, the period, and the situations you are in. In the
Philippines, it based on what region you are in, what kind of people you are dealing with, and what
year.

Reflect

Reflect on the common statements listed below. Make your own personal stand on each.
Statement 1. Schools that adhere to the subject-centered approach make robots out of the children.
If I were to choose the type of approach that I want, subject-centered approach is the least of my choice
but, it doesn’t mean that it is because I am perceiving this approach as something as worst as it was
stated above. As I’ve understand this approach, they are not actually making robots out of the children
instead, they are just believing that it will be in greater help for the children if they make the process of
learning that way and, that is focusing on the acquisition of different thoughts in all subject areas. I
believe that every school has their own acceptable reasons of adhering a particular approach for their
learners and that doesn’t necessarily mean that they are making robots out of the learners. As I have to
understand also about this approach, their method of making the children learn will also help the children
in acquiring good attitudes and values about learning such as the importance of obedience.

Statement 2. In schools which embrace the child-centered approach, discipline is weak


The level of discipline in very class will always and will still be dependent on the classroom manager
which are the teachers. Giving the learners freedom to explore and do things on their own to learn
doesn’t mean that you as a teacher will stop guiding them; definitely not. Even though in this school the
learners themselves are considered to be active constructor of their own learning, the teachers are still
watching them and teaching them the dos and don’ts and the rights and wrongs. This is the reason why
we have the different types of objectives in every lesson that we are to undertake. Any of the three
domains should not and cannot be left behind, this way the institutions embracing this approach can
assure themselves that the discipline among the children are still observable.

Statement 3. Why should lessons revolve around problems? There are too many to be solved.
Yes, I do agree that there are too many problems to be solved but, are we teaching the learners to solve
all those problems specifically and one by one? I’ll answer it and, the answer is definitely not! We,
teachers are teaching the learners how to solve the different types of problems in and outside the school
corners and that is the reason why our lessons revolve around problems. Since we are teaching them to
solve problems, we have to make the lesson in parallel with it and that is by using problems dependent
on the level of experience of the learners.
Why do we have to teach them how to solve problems? This is because, in this era we are not
just making the learners learn the thoughts written in their books instead, we are teaching them to think
beyond the letters they read or in more familiar term we are developing the learners’ higher order
thinking skills. Another reason is that, it’s because we are preparing the learners for the future and for
the changes and problems brought about by time.
Assess your Knowledge

Identify what kind of approach is utilized in the following descriptions:

1. Activities are chosen based on the developmental growth of the learners. Child or Learner-
centered Approach

2. The teacher’s focus is that all children gets perfect in the test. Child or Learner- centered
Approach

3. Teacher excuses the learner from the test because a typhoon hit their area. Child or Learner-
centered Approach

4. The teacher extends class up to 1:00 o’clock in the afternoon because they have not understood
the lesson yet. Subject- centered Approach

5. Children are allowed to do activities that they like most during their vacant period. Child or
Learner- centered Approach

6. Lesson ends up with concept application to solve a problem. Problem- centered Approach

7. No child is left behind in reading, writing and arithmetic. Child or Learner- centered Approach

8. School means “survival of the fittest”. Problem- centered Approach

9. Learning is measured in terms of learner’ ability to solve dilemma. Problem- centered Approach

10. Only the best can succeed. Subject- centered Approach

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