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CURRICULUM - Chapter 1 > Chapter 1 - 4 > Flashcards

Chapter 1 - 4 Flashcards

1
Q

This refers to what scholars,
propose as the most appropriate
curriculum for the learners.

A

IDEAL OR RECOMMENDED
CURRICULUM

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2
Q

It may also develop as an
alternative response to various
curricular problems and issues

A

IDEAL OR RECOMMENDED
CURRICULUM

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3
Q

This refers to the official
curriculum embodied in approved
state curriculum guides (Glatthorn,
Boschee, and Whitehead, 2006)

A

INTENDED, OFFICIAL OR WRITTEN
CURRICULUM

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4
Q

It is the curriculum prescribed by
the government.

A

INTENDED, OFFICIAL OR WRITTEN
CURRICULUM

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5
Q

This type of curriculum refers
to the actual implementation of
the curriculum or what teachers
in the school teach

A

IMPLEMENTED
CURRICULUM

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6
Q

This refers to the result of the
curriculum or what students actually
learned in the school (Print, 1993).

A

ACHIEVED CURRICULUM OR
LEARNED CURRICULUM

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7
Q

It reveals whether the students
learned and whether the schools are
successful in attaining their
curriculum goals and objectives.

A

ACHIEVED CURRICULUM OR
LEARNED CURRICULUM

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8
Q

This is a set of learning that is
assessed in teacher-made
classroom tests, curriculum-
referenced tests, and in
standardized tests.

A

TESTED CURRICULUM

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9
Q

It refers to what the people or
the general society believed the
learners should expect to learn
in the educational system for
them to become good members
of the society.

A

ENTITLEMENT CURRICULUM

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10
Q

This refers to the curriculum that
is reflected on and shaped by
the resources allocated to
support or deliver the official
curriculum.

A

SUPPORTED CURRICULUM

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11
Q

This refers to various
curriculum contents or topics
that must not be taught to the
students.

A

NULL OR CENSORED CURRICULUM

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12
Q

This refers to various skills, knowledge, and attitudes
that students learn in school as a result of their
interaction with other students, staff, and faculty
members.

A

HIDDEN CURRICULUM

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13
Q

Although it is not actually taught in formal
classroom learning, it is also true that this curriculum
can be a product of the students’ schooling.

A

HIDDEN CURRICULUM

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14
Q

This curriculum is very powerful in developing the school
culture.

A

HIDDEN CURRICULUM

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15
Q

It deals about understanding human behavior,
hence, it is important in curriculum development.

A

Psychology

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16
Q

Psychology can provide information in five
important areas:

A
  1. Educational Objectives
  2. Students Characteristics
  3. Learning Processs
  4. Teaching Methods
  5. Evaluation Procedures
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17
Q

Sowell (1996) pointed out that knowledge about the society and its
culture is important in selecting the content of the curriculum.

A

Sociology and Anthropology

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18
Q

It provides a clear understanding of the context in which the
curriculum is developed.

A

Sociology and Anthropology

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19
Q

Studies about the society and culture help curriculum workers in
understanding several social and educational issues that affect
curriculum processes and education in general.

A

Sociology and Anthropology

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20
Q

It helps curriculum workers in understanding the nature of knowledge and what
subjects or topics are worthwhile.

A

Philosophy

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21
Q

Very important in making decisions about the contents of the curriculum.

A

Philosophy

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22
Q

Ornstein and Hunkins (1993) mentioned that it provides curriculum
workers with a framework or base for organizing schools and classrooms.

A

Philosophy

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23
Q

Provides educators with a framework for broad issues and tasks, such as
determining the goals of education, the content and its organization, and the
teaching and learning processes.

A

Philosophy

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24
Q

They have different ideas about curriculum
matters and curriculum development processes. They have
different points of view about curriculum concerns, goals of
what a curriculum should accomplish, and how a
curriculum should be designed or constructed. These
explain the presence of various curriculum orientations or conceptions.

A

Curriculum workers

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25
Q

considered as the oldest among the
curriculum conceptions. It stresses the
importance of different bodies of
knowledge, known as disciplines or
subject areas, as the focus of the curriculum.

A

Academic Rationalist Conception

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26
Q

seeks to develop a repertoire of cognitive skills
that are applicable to a wide range of intellectual
problems. The subject matters are instruments
or tools for developing these cognitive skills that
are lasting in the lives of individuals.

A

Cognitive Processes Conception

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27
Q

stresses the idea that curriculum or education
is an instrument for developing the full
potential of individuals. It seeks to help
individuals discover and develop their unique
identities. It stresses that curriculum should
focus on the needs and interests of individuals

A

Humanistic Conception

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28
Q

views the school or schooling as an agency for
social change. Hence, it stresses that curriculum
should respond to the different needs, issues,
problems, and demands of the society.

A

Social Reconstructionist Conception

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29
Q

is preoccupied with the development of means
to achieve curriculum or educational goals. It
views schooling as a complex system that can
be analyzed into its constituent components

A

Technological Conception

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30
Q

is where curriculum workers find themselves aligning their ideas
with two or more curriculum conceptions. Hence, this curriculum
conception reiterates the realities in curriculum development that
each of the curriculum conceptions is to be considered and is
influential to a certain extent indesigning the curriculum.

A

Eclectic Conception

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31
Q

Elements of a Curriculum

A

curriculum intent (aims, goals, objectives)
content
learning experiences
evaluation.

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32
Q

term used by Print (1993) to mean the
direction that curriculum developers wish to take as a result of
participating in the curriculum

A

Curriculum Intent

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33
Q

It includes the aims, goals, and
objectives found in any curriculum documents.

A

Curriculum Intent

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34
Q

The broad statements of social or
educational expectations. It includes what is
hoped to be achieved by the entire curriculum.

A

Aims

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35
Q

These are general statements of what
concepts, skills, and values should be learned in
the curriculum.

A

Goals

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36
Q

Are specific learning outcomes. This include
what specific concepts, skills, and values should be learned by the
students. Usually, this are used in making decisions or
planning about instruction.

A

Objectives

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37
Q

include all instructional strategies that are useful for the implementation of the
curriculum. These may appear in the form of activities,
strategies, methods, or approaches that are useful in
implementing the curriculum or in teaching the content.

A

Learning experiences

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38
Q

includes the different ways and tools used for
evaluating whether or not the curriculum intents were realized.
This are also used to evaluate the performance of the
learners after they have undergone the curriculum.

A

Evaluation

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39
Q

Who identified three major sources of curriculum?

A

Tyler (1949)

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40
Q

three major sources of curriculum

A

Society
Learners/ Students
Subject matter

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41
Q

It provides a more
comprehensive idea of the
needs, demands and
problem of the society and
available resources that
can be utilized in the
development and
implementation of the
curriculum.

A

Society

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42
Q

IMPORTANT TO MAKE THE
CURRICULUM MORE RELEVANT
AND RESPONSIVE

A

Society

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43
Q

It includes knowing their
needs, nature and interest,
learning styles and thinking styles. it also
includes knowing the
various issues and problem about them. They are the direct
subjects of the school curriculum.

A

Learners

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44
Q

IMPORTANT IN SELECTING THE
LEARNING EXPERIENCES FOR THE
CURRICULUM

A

Learners

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45
Q

provides knowledge
and skills that are
essential to the nature
of the discipline.

A

Subject matter

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46
Q

IMPORTANT IN SELECTING
AND DESIGNING CURRICULUM
CONTENTS.

A

Subject matter

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47
Q

THEY NEED TO UNDERSTAND
THE CULTURAL, SOCIO-ECONOMIC
AND POLITICAL CONDITIONS OF THE
PEOPLE.

A

Teachers

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48
Q

CHANGES IN THE SOCIETY THAT
NEEDED TO BE CONSIDERED:

A

Science and Technology
Socio-cultural

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49
Q

CURRICULUM CONTENT IS GIVEN BY

A

CHED
DEPED
TESDA

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50
Q

They identified the three major factors
that influence curriculum development.
They used the term curriculum
influences to refer to these three
factors that are very infiuential-in-
curriculum development.

A

Stark and Lattuca (1997)

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51
Q

three
factors that are very infiuential-in-
curriculum development

A

Internal influences
External influences
Organizational influences

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52
Q

They are considered as the most influential
among-the-different curriculum influences
especially in designing the implemented
curriculum. They have different interests,
needs, talents, abilities, learning styles, and
thinking preferences.

A

Students

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53
Q

This are
very influential factors in developing the curriculum.
They are the fundamental bases in developing the
four elements of curriculum goals and objectives,
content, learning experiences, and evaluation. These
three factors are included in all the lesson plans or
course syllabi to ensure that the core values of the
institution are included in the syllabi.

A

School’s Vision, Mission, and Core Values

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54
Q

These policies set the
standard of what kind of students are admitted
and what are the things they need to do as
students of the institution until they graduate.

A

Admission and Retention Policies

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55
Q

They bring
with them their educational background,experiences, expertise, and personal,
- professional, and political views on the
institution.

A

Faculty members

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56
Q

They provide curriculum leadership, planning,
implementation, and evaluation. Their skills and academic
preparation influence curriculum development. They are
considered part of the entire team of curriculum workers in
institutions, and their academic preparation and experiences also
influence curriculum development.

A

SCHOOL ADMINISTRATORS AND BOARDOF TRUSTEES

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57
Q

They set standards for
curriculum, instruction, faculty, and facilities in both basic and
higher education. They determine course quality and influence
curricular programs. Accrediting bodies like ACSCU-AAI,
PAASCU, and AACCUP evaluate education quality for member
institutions in the Philippines, aiming to improve governance and
implementation

A

Accrediting agencies

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58
Q

The Department of Education issues Department Orders and
memoranda for basic education, while the CHED prescribes
minimum courses, credits, and faculty qualifications for tertiary
education.

A

GOVERNMENT POLICIES AND AGENCIES

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59
Q

It significantly influence curriculum
planning, requiring students to develop knowledge, values,
and skills to meet societal needs.

A

MARKET NEEDS

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60
Q

should
possess 21st-century skills, technological literacy, and
functional literacy, preparing them to be valuable assets
and good citizens.

A

Graduates
Market Demands

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61
Q

Theycsignificantly influence curriculum development by
donating funds, providing feedback, and offering valuable
insights. They serve as living testimonials of a school’s
quality of education, providing valuable feedback and
enhancing the implemented curriculum

A

Alumni

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62
Q

It enables students and teachers to access almost
all the information they need for teaching and learning.

This allows students and faculty members to access online journals, papers,
and other information from the Internet to be used for teaching and learning.
It connects the school to the global community.

A

MICT
MEDIA AND INFORMATION AND COMMUNICATION TECHNOLOGY

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63
Q

The different religious orders and the church play an important role in
school.
Many religious institutions serve as extension programs or mission programs
of the churches and religious orders that established them. The schools also offer
institutional requirements such as Bible subjects, theology and Christian Living
subjects.

A

THE CHURCH AND CHURCH-RELATED AGENCIES

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64
Q

classrooms, libraries, laboratories, ICT
equipment, dormitories, school clinics, counseling office, canteen,
chapel for sectarian schools, and laboratories are very useful in
providing quality education, especially in implementing the
curriculum.

A

SCHOOL FACILITIES ANDOTHER RESOURCES

65
Q

existing student support system institutionalized
by the schools.

A

Student Services

66
Q

helps in the spiritual nourishment of the students in sectarian
school

A

Campus Ministry

67
Q

provides professional help to students with
various personal and psychological concerns.

A

Guidance and Counseling Services

68
Q

responds to various health-related concerns of the students
through a clinic with full-time health workers.

A

Health Services

69
Q

provides financial assistance to deserving
students

A

Financial Assistance and Scholarships

70
Q

guides the students in organizing activities and provides all
forms of support for academic and personal development of the students in the
school.

A

Student Affairs Office

71
Q

refers to the arrangement of the
elements of a curriculum.

A

Curriculum Design

72
Q

Curriculum design is used interchangeably with ___

A

Curriculum Organization

73
Q

According to him there is macro and a micro level of
organizing curriculum contents.

A

Posner (1997)

74
Q

Deals with arranging or
organizing the total curriculum
from the philosophy down to the
contents of different subjects.

Function of curriculum design.

A

Macro level

75
Q

Deals with organizing the
content of a specific subject
or discipline.

Function of curriculum
organization.

A

Micro level

76
Q

Majority of the curricula used in schools are arranged or
organized in terms of subjects.

A

Subject-centered designs

77
Q

The curriculum is organized
in terms of subjects.

A

Subject design

78
Q

Most of these subject are
offered in the elementary
level.

A

Subject design

79
Q

Connections between and
among these subjects are not
emphasized.

A

Subject design

80
Q

It provide students with
general knowledge of each
subject.

A

Subject design

81
Q

The curriculum is organized
in terms of disciplines.

This type of design is mostly
used in high school or in
college.

The contents are highly
specialized particularly in the
college level.

A

Academic Disciplines Designs

82
Q

This curriculum design is
based on the principle that
learners learn in integrated
manner.

It tries to merge two or more
related manner.

There are 3 types of
Integration; Interdisciplinary,
Multidisciplinary or broad
fields, and Core

A

Integrated Designs

83
Q

Requires that all subjects or disciplines in the
school curriculum be put together using a single
theme.

A

Core

84
Q

This focus on the needs, nature, and interest of the learners in the
curriculum.

A

Learner-Centered Design

85
Q

This concentrates on activities that
are meaningful and interesting to the
learners.

A

Activity/Experience Design

86
Q

The curriculum is composed of topics
and learning experiences that focus
on the holistic development of an
individual.

A

Humanistic Design

87
Q

These curriculum designs focus on understanding and finding to individual and social
issues and problems.

A

Problem-Centered Designs

88
Q

Almost
all models advocate this approach.

A

Thematic Design

89
Q

The learners are exposed to
different lesson in problem
solving involving real life
problems

A

Problem Design

90
Q

These curriculum designs focus on learning a set of common subjects, disciplines, courses, skills, or
knowledge that is necessary for students to master. It aims to provide a uniform type of education
based on a certain philosophy or educational theory. It also aims to provide an education that is
transformative and relevant to all types of learners. Furthermore it aims to develop a habit of mind or
cultivate the critical and creative thinking of students that they can employ in everyday life.

A

Core Learning Designs

91
Q

This is a set of common subjects,
disciplines, or courses that are required for students to study
before they graduate or move to a
different level.

A

Core Design

92
Q

This is a set of subjects or courses that are required
to be taught to all students across the country.

It is prescribed by the state through the
Department of Education or the Commission on
Higher Education

A

National Core Curriculum Design

93
Q

Examples of national core curriculum designs are

A

General Education Curriculum for
undergraduate courses

K-12 Curriculum
for basic education

94
Q

It is concerned with the arrangement of
curriculum components at any
point in time.

A

Horizonal Organization

95
Q

It focuses on the spiral progression of curriculum
contents.

A

Vertical Organization

96
Q

It is defined as the order in which contents are
presented to the learner

A

Sequence

97
Q

The topics are arranged
in a progressive-spiral
sequence

A

Simple to Complex Design

98
Q

Students should learn the
basic pre-requisite
knowledge and concepts.

A

Pre-requisite learning

99
Q

This design principle
suggests sequencing of
content according to
chronology of events.

A

Chronology

100
Q

This is a deductive
approach to designing
contents.

A

Whole - to - part Learning

101
Q

Content can be sequenced according
to the idea or principle that a
student can learn most effectively if
the concept or skill is related to own
personal experience.

A

Increasing Abstraction

102
Q

The process of selecting, organizing, executing,
and evaluating learning experiences on the
basis of the needs, abilities and interests of the
learners and the nature of the society or
community.

A

Curriculum Development

103
Q

It prescribe a rational step-
by-step procedure for curriculum
development starting with objectives.

A

Linear Models of Curriculum Development

104
Q

He developed the
first model of curriculum development.

A

Ralph Tyler

105
Q

Tyler argued that curriculum development should be ___ and ___

A

Logical and Systematic

106
Q

A curriculum scholar which is a follower of Tyler.

A

Hilda Taba

107
Q

Modified version of Tyler’s model

A

Taba’s model
Taba’s Grassroots Rational Model

108
Q

He outlines seven steps that should be followed when developing curriculum.

A

Taba
Taba’s Grassroots Rational Model

109
Q

Who developed the Standard-Based Curriculum Development Model?

A

Allan Glatthorn

110
Q

This model was intended for developing curriculum
standards for any discipline from basic education to higher education.

A

Standard-Based Curriculum Development Model

111
Q

It is an example of a linear and rationale curriculum development model.

A

Glatthorn’s model
Standard-Based Curriculum Development Model

112
Q

This model is rational and descriptive, stressing the development of standards as the first activity in curriculum development.

A

Standard-Based Curriculum Development Model

113
Q

He stressed that in curriculum studies, as in many other domains of human activity, one of the few constants is change.

A

Roberts (2003)

114
Q

Who developed the Understanding By Design Model (UBD)?

A

Wiggins and McTighe (2002)

115
Q

It has become a byword in the Philippine educational
system because it was used to design the basic education curriculum in
school year 2010-2011 before the K-12 Education Curriculum was
implemented.

A

Understanding By Design Model (UBD)

116
Q

This model is also called as the Backward Design for putting emphasis on starting with the goals and objectives in designing curriculum.

A

Understanding By Design Model (UBD)

117
Q

This model puts emphasis on designing curriculum to engage students in exploring and deepening their understanding of important ideas and the design of assessments.

A

Understanding By Design Model (UBD)

118
Q

This model is PRESCRIPTIVE and RATIONAL, focusing on the development of goals as the starting point of curriculum development process.

A

Understanding By Design Model (UBD)

119
Q

Analyzing what the learners should know and understand is an important feature of this model.

A

Understanding By Design Model (UBD)

120
Q

He developed the Systematic Design Model in the early 1960s.

A

Robert Diamond

121
Q

This model, has two basic
phases:
(1) project selection and design and
(2) production, implementation, and evaluation.

A

Systematic Design Model

122
Q

Diamond (1998) explained
that ideally, some actions must precede others, and certain decisions should not be made until all
relevant facts are known. It is imperative that all data must be complete before proceeding to the next
step.

A

Systematic Design Model

123
Q

This model is PRESCRIPTIVE and RATIONAL. It presents a systematic and linear view of curriculum development.

A

Systematic Design Model

124
Q

As shown in its first phase, some curriculum influences and sources
are also acknowledged in the process of curriculum development.
These curriculum sources and influences are used to determine the
objectives of the curriculum.

A

Systematic Design Model

125
Q

This model relies heavily on data; therefore, it is important to
gather necessary information before proceeding to each of the
processes.

A

Systematic Design Model

126
Q

Phase Two of this model contains seven steps to produce, implement, and
evaluate the project: (1) determine goals and outcomes of learning; (2) develop
instruments and procedures of evaluation; (3) choose formats of instruction;
(4) assess and choose existing materials; (5) create and test new material; (6)
direct implementation logistics; and (7) implement, assess, and revise the
project (Diamond, 2008).

A

Systematic Design Model

127
Q

The second phase of this model allows curriculum workers to design for the
production and implementation of the curriculum and on the importance of
the evaluation of instructional materials to ensure the smooth
implementation of the curriculum.

A

Systematic Design Model

128
Q

One of its weakness is lack of evaluation and reviewing of action in a first
phase.

A

Systematic Design Model

129
Q

This model, if applied in the Philippines, will probabiy be difficult because of
the lack of research culture in our education institutions. Having a research
culture among faculty members can improve the way higher education
curricula are planned.

A

Systematic Design Model

130
Q

They considered curriculum development as a
decision-making process, emphasizing for faculty members to conduct
researches as a basis for making curricular decisions.

A

Print (1993) and Doll (1992)
Systematic Design Model

131
Q

His model prescribes a sequential and logical approach to curriculum development to provide a useful and easy-to-understand process in developing curriculum.

A

Murray Print
Murray Print Model for Curriculum Development

132
Q

The first phase of this model recognizes the nature of the curriculum workers
involved in the development of the curriculum.

Accordingly, in this phase, it is
important to pose the following questions that may influence curriculum
development:
1. Who are involved in this curriculum development, and what, if anything, do
they represent?

  1. What conceptions of curriculum do they bring with them?
  2. What underlying forces or foundations have influenced the developers’
    thinking?
A

Murray Print Model for Curriculum Development

133
Q

The second phase in this model is the task of developing the curriculum.
The procedure is cyclical, which begins with a situational analysis, and
continues with the aims, goals, and objectives, content, learning
activities and instructional evaluation, and then continuing to situational
analysis again.

A

Murray Print Model for Curriculum Development

134
Q

The third phase of this model includes the actual application that incorporates three
major activities:
(1) implementation of the curriculum,
(2) monitoring of,
and feedback from the curriculum, and
(3) the provision of feedback
data to the presage group.

A

Murray Print Model for Curriculum Development

135
Q

The inclusion of instructional evaluation in the development process makes
this model unique. Evaluation provides necessary data regarding the
implementation of the curriculum.

The result of the evaluation is valuable in examining whether the curriculum is
applicable to the students or whether the goals of the curriculum have been
achieved.

The inclusion of a monitoring and feedback system in the curriculum
development is also useful when there is a need to do some revisions.

A

Murray Print Model for Curriculum Development

136
Q

This model can be used in any level of curriculum development -local, college-wide, or national. Hence, it is very practical to apply this model in the
Philippines.

A

Murray Print Model for Curriculum Development

137
Q

It prescribe a
cyclical or continuous process of
curriculum development. This type of model usually start with
situational analysis that serves as
the basis for all the succeeding
process.

A

Cyclical Models for Curriculum Development

138
Q

This model is highly PRESCRIPTIVE and DYNAMIC. The inclusion of situational analysis as part of the model is a valuable principle in curriculum development.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

139
Q

It enables the curriculum workers to understand better the context in which the curriculum is developed.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

140
Q

This model will make it possible for the curriculum to be more relevant and responsive to the needs of the students and the school.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

141
Q

This model also recognizes the influence and importance of contributing disciplines.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

142
Q

This model has the potential to be used in any educational setting, either school-based or on a national level.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

143
Q

In his influential book, Curriculum Process, he presented a cyclical
process in which each element of the curriculum is related and interdependent

A

Wheeler’s Curriculum Development Model

144
Q

Although this model is also rational in nature, each phase is a
logical development of the preceding one. One cannot proceed to the next
phase unless the preceding phase is done. He also emphasized the
importance of starting from the development of aims, goals, and objectives.

A

Wheeler’s Curriculum Development Model

145
Q

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 Research to Improve Postsecondary Teaching and Learning.

A

The Contextual Filters Model of Course Planning

146
Q

Content influences encompass faculty members’
background and associated disciplinary and educational
beliefs.

A

The Contextual Filters Model of Course Planning

147
Q

It refer to the influences. outside of the
instructor’s immediate control that cause adjustments in
the course plans such as student characteristics or
instructional resources. Form includes the processes that
are followed when designing courses (Stark & Latucca, 1997).

A

Contextual influences

148
Q

This model is very teacher-centered. Given the influence of
academic freedom, faculty members may plan the
curriculum based on their own convenience. The model can
be improved by putting students as part of the content
influences. In many curriculum models, students are viewed as a significant source of
curriculum.

A

The Contextual Filters Model of Course Planning

149
Q

Considering the fact that most college faculty
members do not have pedagogical training, the model
failed to elaborate how contents and process are
arranged. This could have been very useful for faculty
members, especially for neophyta instructors, who do
not have background knowledge on education.

A

The Contextual Filters Model of Course Planning

150
Q

It describe how
curriculum workers, develop curricula in
various educational contexts. This
curriculum development models are usually
used in school-based settings.

A

Dynamic Models of Curriculum Development

151
Q

Difference with other model:
Data that being used are more rely on the
developers perspective.

A

Walker’s Model of Curriculum Development

152
Q

PLATFORM PHASE
Curriculum workers bring with them their
individual beliefs, knowledge, and values. -
Similar to the idea of Print of a curriculum
presage.
DESIGN PHASE
Involves planning,decision- making, and the
actual development of the curriculum.

A

Walker’s Model of Curriculum Development

153
Q

This model is a DYNAMIC and DESCRIPTIVE model of curriculum development.

A

Walker’s Model of Curriculum Development

154
Q

It recognizes the role and influence of curriculum workers in any curriculum development tasks.

A

Walker’s Model of Curriculum Development

155
Q

In 1976, he came up with a model for developing a
school-based curriculum in Australia. His model
presents a dynamic view of curriculum development. When using this model, curriculum workers may start
from any phase. However, each
phase is interrelated and follows a systematic
sequence. His model includes a situational
analysis that involves gathering data from the school,
society, and the learners. The results of the situational
analysis provides a strong bases for making curricular
decisions for all the succeeding phases of curriculum
development.

A

Skilbeck’s Curriculum Development Model

156
Q

He was a famous curriculum scholar.

He believed that there is a need to develop a new
theory that recognizes the artistry of teaching that is
useful in helping teachers develop those arts.

A

Elliot Eisner
Eisner’s Artistic Approach to Curriculum Development

157
Q

He developed this model as one of the major outputs of
his doctoral dissertation in the UP, Diliman.

It is intended to help curriculum workers to develop curriculum
that is relevant and appropriate to the Philippines context.

A

Pawilen’s Model for Developing Curriculum

158
Q

This models present an interrelated procedure for developing curriculum.

A

Audrey Nicholls and Howard Nicholls Model for Curriculum Development

The Contextual Filters Model of Course Planning

159
Q

This models are less rigid and application and they can be used in school-based curriculum development.

A

Eisner
Walker
Pawilen

CURRICULUM - Chapter 1 (2 decks)

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