Different Models,
Designs and
Types of Curriculum
Florisa Bonfacio Simeon, PhD
CTD-FBeSS
Importance of curriculum Models
Curriculum models provide a
structure for teachers to
“systematically and transparently
map out the rationale for the use
of particular teaching, learning
and assessment approaches” in
the classroom, and are regarded
as an effective and essential
framework for successful
teachers (O'Neill 2015).
Five areas of Curriculum models
1.Focus - subject or student
2.Approach - traditional or modern
3.Content - topic based or content based
4.Process - formative or summative
5.Structure - system, linear or cyclical
Curriculum Theories in education
Pedagogy is closely related to curriculum theory
• How an educational
institution decides?
• What is at worth to learn
and teach?
• How learning will be
measured?
Design and organize the curriculum according
to certain principles and criteria
Curriculum Model Design
Seven Types of Curriculum
1. Recommended Curriculum.
2. Written Curriculum.
3. Taught Curriculum.
4. Supported Curriculum.
5. Learned Curriculum.
6. Assessed Curriculum.
7. Hidden Curriculum.
Three Models of Curriculum Design
Subject-centered
Learner-centered
Problem-centered design
Four Basic Parts of Ralph Tyler's
Curriculum Model
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have a
maximum cumulative effect.
4. Evaluating the curriculum and revising those
aspects that did not prove to be effective.
Hilda Taba Curriculum Model
Contributed to the theoretical and
pedagogical foundations of concept
development and critical thinking in
social studies curriculum and helped to
lay the foundations of education for
diverse student populations
Difference between Tyler and Taba Model
Tyler's and Taba's models are both linear in
design.
Tyler's model is deductive and Taba's is
inductive.
While Taba's model is more student friendly
and is less time consuming, integrates
standards and structure.
The Oliva Model
• Deductive model that offers a faculty a
process for the complete development of
a school's curriculum.
• Recognized the needs of students in
particular communities are not always
the same as the general needs of
students throughout our society.
CIPP Model of Curriculum Evaluation
Can be effectively used for evaluating the quality of
education at school
An evaluation model for curriculum evaluation given
by Stufflebeam in 1983 which includes four elements:
C- Context
I- Input
P- Process
P- Product.
Educational Philosophies, Learning Theories and
Techniques / Approaches
The Product and Process Models of Curriculum Development
The Constructive Alignment of the Curriculum
(Biggs & Tang, 2007)
The Program/Discipline, Institutional, National, International Context
Writing Curriculum
Aims, Goals, and Objectives of
Curriculum
What are the differences?
What is our goal?
Functional
Literacy for
All Filipinos
A.G.O.
It is not only an easy acronym;
it is an easy way to remember the
correct progression from larger
ideas to smaller instructional
components.
Aims
• General statements that provide direction or intent to
educational action.
• Usually written in amorphous terms using words like:
learn, know, understand, appreciate, and these are not
directly measurable.
• May serve as organizing principles of educational
direction for more than one grade.
Example: Understand and appreciate spatial relationships and
geographical information for lifelong learning
Goals
• Statements of educational intention which are more
specific than aims.
• Goals too may encompass an entire program, subject
area, or multiple grade levels.
• They may be in either amorphous language or in more
specific behavioral terms.
Example: Acquire knowledge and skills necessary for
utilizing different types of maps in geography.
Objectives
Specific statements of educational
intention which delineate either general
or specific outcomes.
Example: Identify and use map symbol,
scale, and cardinal directions (NEWS) to
locate specific places.
Curriculum Approaches
Technical-scientific
and
Non-technical or
non-scientific
Technical-scientific
Approaches
•Behavioral-rational approach
•System-managerial approach
•Intellectual-academic approach
Behavioral-Rational Approach
•Taba and Tyler Model – the oldest, more
preferred by many educators.
•It is a means-end approach which is
logical and prescriptive.
•Defines the objectives, content, method
sequence and scope.
System-managerial Approach
• Considers the major interconnected elements
of inputs, throughputs (process) and outputs
that comprise the educational system.
• A dominant curriculum in the US in the 50’s
and 60’s.
• Emphasis the leadership and supervisory
aspect of curriculum in the implementation
and organizational process.
Intellectual-academic Approach
• Influenced by the work of Dewey, Morrison
and Bode.
• Emphasizes the importance of theories and
principles in curriculum planning.
• Analyze and synthesize the historical
development, cultural demands and
philosophical ideas.
Non-technical Approach
•Humanistic-aesthetic approach
•Reconceptualist approach
•Recontructionism
•Eclectic
Humanistic-aesthetic Approach
• Rooted in progressive philosophy which promotes
liberation of learners from authoritarian teachers.
• Focuses on the learners rather than the subject
matter. “how to learn not on what to learn”
• Encourages group-learning activities which
promotes cooperation.
• Example is a “Montessori school”
Reconceptualist Approach
• Criticize the technocratic-scientific models
as not sensitive to the inner feelings and
experiences of individuals.
• Reflects an existentialist orientation.
• Well-known proponents are Michael Apple,
Paulo Freire (pedagogy of the oppressed).
• Develop self-expression like personal bio,
poetry, dance, music, drama.
Recontructionism
• Direct their criticisms against the progressivists.
• Putting too much emphasis on the individual
learner and neglect the needs of society. (Socialcentered curriculum)
• Proponents are Mario Fantini, Harold Shane and
Alvin Toffler.
• Emphasizes cultural pluralism, internationalism
and nationalism.
Eclectic (Halo-halo)
• A combination of several approaches,
rather than commit to one particular
approach only.
• Not mere patchwork (pagtatagpi) but a
synthesis (pagbubuo o paghahabi)
• Many established curricula in the
Philippines show this model.
Vertical Organization
The longitudinal
arrangement of content
as reflected in the
presence of sequence,
continuity, and vertical
articulation in the
curriculum.
Horizontal Organization
The arrangement
of content, skills,
and processes from
the viewpoints of
scope and
horizontal
integration.
INTERLOCKING RELATIONSHIP AMONG
CURRICULUM, PEDAGOGY AND ASSESSMENT
Geography
Activity
How many of your students could identify:
Asia in World map?
Philippines in Asian / ASEAN map?
NCR in Philippine Map?
Manila in NCR?
Strategies
• Cooperative Learning Activities
• Study guides, reviews, and review games to help
prepare for exams and tests
• Using Graphic Organizers and Foldables
• Technology (Internet, Film, Video, etc…)
• Hands-on/Active Learning
• Field Trips
• Student Presentations
• Class Discussions
Curriculum Localization
Use of local traditions,
knowledge, beliefs,
practices and indigenous
learning systems
Fiesta / Festivals / Holidays
ASEAN Activity
Name the member states
of the Association of
Southeast Asian Nations
Member states of the Association of
Southeast Asian Nations
Brunei
Cambodia
East Timor
Indonesia
Laos
Malaysia
Myanmar
Philippines
Singapore
Thailand
Vietnam
Are
we
ready?