Dynamic model and Skilbeck Model of Curriculum development

1. Curriculum Development
B.Ed. (Hons.)
2016-20
Department of Education
Shaharyar Shoukat
University of Education,
Lower Mall Campus, Lahore.

2. Content
• Objectives
• Concept of Curriculum
 Curriculum
• Models of Curriculum Design
 Design
 Curriculum model
 Components
 Product and process of curriculum model
 Basic rubrics for models
 Types
• Dynamic Model Of Curriculum Development
 Dynamic
 Stages
 Role
 Strengths
 Weakness
• Skilbeck Model Of Curriculum Development
 Skilbeck
 Stages
 Situation Analysis
 Objectives
 Design (Program building)
 Interpretation and Implementation
 Evaluation (Monitoring, feedback,
assessment, and reconstruction)
• Comparison Between Dynamic and Skilbeck
Model
• References

3. Objectives:
• After Reading this document/assignment,
you should be able to:
• Define curriculum.
• Discuss various models of curriculum
design.
• Compare curriculum design models.
• Explain steps in curriculum design in
relation to models of curriculum.

4. Curriculum
• Body of subjects or subject matter prepared by the
teachers for the children to learn.
• Curriculum is a plan or program of all experience which
the learner encounters under the director of school.
(Tannar & Tannar 1995)
• According to Gatawa (1990) “The totality of the
experience of the children for which schools are
responsible.”

5. From the above definitions, it is possible to state
the following characteristics of curriculum:
It comprises the experiences of children for
which school is responsible.
 It has content.
 It is planned.
 It is a series of courses to be taken by the
students.
 Written material actualized by learner.

6. Models of Curriculum
Model
A model is really the first step in curriculum development. A
curriculum model determines the type of curriculum used;
it encompasses educational philosophy, approach to
teaching, and methodology. The good news is, unless you've
been hired to design curriculum, you won't come across
many curriculum models. However, it's good for educators
to be familiar with the models used in their schools

7.  Model refers to relationship between the parts of the
process of curriculum development, i.e. objectives, content,
method, and evaluation (Brady, 1990;57-8)
 Generally speaking models are miniature representations
that summarize data and/or phenomena and thus act as an
aid to comprehension (Zais, 1976).
 In curriculum we frequently use graphical models as they
enable curriculum developers to visualize curriculum
elements, their relationships, and the processes of
development and implementation (Print, 1993).

8. Design
A plan or drawing produced to show the look
and function or workings of a building,
garment, or other object before it is built or
made.

9. Components of curriculum Model M
Curriculum models have five areas they define, each looking at education from
a different slant.
 The focus concept looks at a subject or a student and centers instruction on
them.
 The approach component is a traditional or modern method and looks at the
type of instruction that will be used.
 In the content component, a slant towards a topic-based or content-based is
used, asking how units or strands will be written.
 The process structure looks at assessment: formative or accumulative.
 Finally, structure components focus on the system of review, determining
how the curriculum will come up for revision.

10. Product and Process Curriculum Models
The Product Model
You may see this in portions of your curriculum. This
model is focused on results, like grades or reaching an
objective. The majority of the weight is focused more on
the finished product than what is happening in the
learning process.

11. Product and Process Curriculum Models
The Process Model
Conversely, this process model focuses on how
things happen in the learning and is more open-
ended. Curriculum focusing on the process model
emphasizes how students are learning, what their
thinking is, and how it will impact future learning.

12. Basic Rubrics for Curriculum Models
Subject- or discipline-centered -In this framework, the
curriculum is organized around subjects, like math or science.
Integrated - Just like it sounds, this framework pulls many
subjects together. We see this model used in problem-based
learning and experiential learning.
Spiral - In this framework, the content is presented several times
across the span of the school year. Seen mostly in math, using
this design allows students to be introduced and then revisit
material often.

13. Basic Rubrics for Curriculum Models
Spiral - In this framework, the content is presented several times across the
span of the school year. Seen mostly in math, using this design allows
students to be introduced and then revisit material often.
Inquiry- or problem-based - Not to be confused with integrated models, this
curriculum focuses on a central problem or question. In this frame, all
curriculum is problem-based, while in integrated it may or may not be.
Experiential - Using this framework allows students to participate in real-life
ways with their work such as, experimenting with hypothesis, working
through problems, and finding solutions.

14. Models of Curriculum:
• Dynamic/Interaction Model
• Skilbeck Model

15. Dynamic/Interaction:
 The basic tenet of the dynamic or interactional models of curriculum development is that
curriculum development is a dynamic and interactive process which can begin with any
curriculum element (Print 1989, Brady 1990).
 Walkers Model of Curriculum develop by Decker Walker 1971.
 The proponents of this approach to curriculum development argue that the curriculum
process does not follow a lineal, sequential pattern. Dynamic models have emerged from
a more descriptive approach to curriculum where researchers have observed the behavior
of teachers and developers as they devise curricula. Consequently the analytical and
prescriptive approach, the very basis of the objectives and cyclical models, is not
prominent in the dynamic models.

16. Dynamic/Interaction:
According to Print (1989) the major proponents of the dynamic
or interaction model are Walker (1971) and Malcolm (1976).
Decker Walker 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. Walker's
model of curriculum development is shown bellow

17. OBJECTIVES
METHODS
EVALUATION CONTENTS
Interaction Model
curriculum elements :

18. Dynamic/interaction model:

19. Tyler model and wheeler
model structure

20. STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT
The Three Phases are:
1. Platform Statements
(Beliefs theories conceptions points of
view, aims, objectives)
2. Deliberations
3. Curriculum Design

21. Platform
The three phases of Walker's model are the platform phase, the deliberation
phase and the design phase. In the platform phase, platform statements made
up of ideas, preferences, points of view, beliefs and values that are held by
curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized
platform statements, this is the second stage of deliberation, which is a complex,
randomized set of interactions that eventually achieves an enormous amount of
background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components
(the curriculum elements). Decisions have been reached after extended
discussion and compromise by individuals. The decisions are then recorded and
these become the basis for a curriculum document or specific curriculum
materials.

22. Platform,
delibration,design:
Platform:
belief, theories, conception, point of view, aims, objectives.
Deliberation:
Applying them to practical situation, arguing about, accepting, refusing, changing,
adapting.
Curriculum:
Making decision about the various process components.

23. THE ROLE OF WALKER'S (INTERACTIVE) MODEL OF CURRICULUM DEVELOPMENT
The strengths of the dynamic or interactional models include
the following:
1. It is claimed by the proponents of these models that they are
the realistic way of Handling curriculum development.
2. By avoiding the obsession with writing objectives, and indeed
behavioral objectives at that, developers are free to be more
creative (Print 1989). The model allows the developer to change
the order of planning, to move to and fro among the curriculum
elements (Brady 1990).

24. THE ROLE OF WALKER'S (INTERACTIVE) MODEL OF CURRICULUM DEVELOPMENT
3. Another strength of the model is its flexibility when
the development task is approached. The flexibility
arises from the suggestion that developers may begin at
any point in the curriculum process that is appropriate
to their needs (Print 1989).

25. Strengths
 Curriculum developer can begin with any of the elements
The model allows curriculum
 Developer to change the order of planning (to move to and
fro amongst the curr elements) The model offers flexibility
 More realistic, feasible ways of handling curriculum
development.
 Developers are free to be more creative.

26. Strengths
 Offer considerable flexibility: developers may
commence at any point in the curriculum process
that is appropriate to their needs.
 Developers may retrace their steps and proceed in
whatever way they prefer.
 Reflects the teaching situation: this model could be a
more suitable, less dysfunctional approach.

27. Weakness
 Appears confusing and seems to lack direction. (Developer
are left perplexed as to what to do)
 Confusion rather than clarity.
 Lack of emphasis on the construction and use of objectives.
(Objectives must be stated in order to be effective)
 Developers waste significant amounts of time by not
following a logical sequence.

28. Skilbeck Model of Curriculum Development
 Skilbeck’s curriculum model develop in 1976.
 Skill beck suggested an approach for devising curriculum at
the school level by which teacher could realistically develop
appropriate curriculum. The model claims that for SBCD
(School Based Curriculum Development) to work effectively
five steps are required in the curriculum process.

29. Skilbeck Model of Curriculum Development
 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.
 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.


30. Skilbeck Model of Curriculum Development
 It does not presuppose a linear progression through its
components. Teachers can begin at any stage and activities
can develop concurrently. .
 The model outlined does not presuppose a means-end
analysis at all; it simple encourages teams or groups of
curriculum developers to take into account different
elements and aspects of the curriculum- development
process, to see the process as an organic whole, and to work
in a moderately systematic way.

31. The five steps of Skilbeck Model
1. Situation Analysis
2. Objectives
3. Design (Program building)
4. Interpretation and Implementation
5. Evaluation (Monitoring, feedback, assessment, and
reconstruction)

32. 1.Situation Analysis:
Skilbeck describes the situational analysis phase both external
and internal to the school.
1. External Situational Analysis
2. Internal Situation Analysis:

33. External Situational Analysis
Culture and social changes and expectation including parents’
expectations, employer requirements, community assumptions and
values, changing relationships (adults and children), ideology.
Educational system requirements and challenges e.g. policy statements,
examinations, local authority demands and expectation or pressure,
curriculum project, educational research.
The changing nature of subject matter to be taught.
The potential contribution of teacher support system e.g. teacher training
institutions and research institutes.
Flow of resources in school.

34. Internal Situation Analysis:
 Pupils: aptitudes, abilities and define educational
needs
 Teacher: Values, attitudes, skills, knowledge,
experience, special strength and weakness.
 Perceive and felt problems and shortcoming in existing
curriculum
 Material resources including plant, equipment’s and
potential for enhancing these.

35. 2.Objectives:
• Skilbeck assigns a decision making role to
teachers, senior staff and principals in the
development of objectives for the school-based
curriculum.
• Skilbeck does not categorically state the degree
of participation of the school staff at the various
levels in the school organization.

36. 2.Objectives:
According to Skilbeck:
The curriculum is, for the learner and the teacher,
made up of experiences; these should be
experiences of value, developed by the teacher and
learner together from a close and sympathetic
appraisal of the learner's needs and his
characteristics as a learner."

37. 2.Objectives:
Action research:
• Action research is based on the assumption that
the involvement of teachers in a scientific study
of an on-the-job problem is a promising
approach.
• Our experience as consultants in action research
shows that this involvement is also a source of
great difficulties.

38. 2.Objectives:
According to skilbeck interest of parents:
 Skilbeck conceives of parents being invited by
teachers to discuss matters relating to the
development of curriculum objectives.
 Research by Kohn' and Bridge2, however, show
that not all parents are interested in participating
in school decisions, and that not all parents are
well enough informed to participate in school
decision.

39. 3.Design:
“One of the most important reasons for teacher
responsibility in program development relates to the
concept of cognitive innovation and meaningful learning”.
Programmed-building
Which comprises the selection of subject-
matter for learning, the sequencing of teaching-learning
episodes, the deployment of staff and the choice
of appropriate supplementary materials and media.

40. 3.Design:
 Schwab point of view:
 Problems posed to teachers who seek to use externally
developed curriculum materials.
 The problems concern the learning and developmental
theories upon which the materials are based.
 Schwab maintains that learning and developmental
theories are only one of - several starting points for the
design of a curriculum

41. Three-Phase Model
The problem needs to be linked with the curriculum's design.
Connelly has developed a three-phase model to assist teachers:
A choice point: refers to a philosophical, psycho- logical,
sociological, or methodological issue that underlines particular
curriculum developments. Each choice point contains a set of
alternatives, each of which has different possible curricula
consequences.
Deliberation: refers to the process by which teachers consider the
relative curriculum merits of the available choices...
Choice: refers to the particular choices made by teachers in the
light of the deliberation.

42. 4.Implementation
• A closer examination of theories of cognitive motivation will
throw greater light on Skilbeck's insistance on involving teachers
in a problem-solving situation.
• Theories of cognitive motivation are useful in explaining why
circumstantial differences are appropriate to the level or degree
of innovativeness by teachers.
• Two features of cognitive motivation often identified
(McReynolds1) are the minimization of unassimilated perceptual
material and the optimization of innovation rate.

43. 4.Implementation
• McReynold's study shows that during the implementation
phase of Skilbeck's model it is the interaction between the
information concerning the curriculum design and the teacher's
present cognitive structures that determines whether that
teacher will be motivated to exert the effort necessary to make
the information meaningful.
• All information can be described in terms of the relative
proportion that is perceived by the potential implementer (the
teacher) as being familiar and readily assailable into existing
cognitive structures as compared with the proportion that is
perceived as being unfamiliar and requiring cognitive
accommodation.

44. 5.Evaluation
Evaluation (Monitoring, feedback, assessment, and
reconstruction):
 Skilbeck lists the "problems of continuous assessment" as being
of central concern during the evaluation.
 Skilbeck perceives the role of the teacher to be central during
the evaluation phase to ensure continual reconstruction of the
curriculum. Leithwood and Russell l agree and add:
 “Mechanisms are necessary to ensure that a change will be in a
continual process of revision in the light of formative evaluation
data”

45. Comparison between dynamic and skilbeck model:
Dynamic Model
 Walkers Model of Curriculum develop by Decker
Walker 1971.
 Begin with any curriculum element (Print 1989,
Brady 1990).
 Does not follow a lineal, sequential pattern
 Three phases in their “natural” preparation of
curricula.
 More realistic, feasible ways of handling curriculum
development.
 The analytical and prescriptive approach, the very
basis of the objectives and cyclical models, is not
prominent in the dynamic models.
 Developer to change the order of planning (to move
to and fro amongst the elements) the model offers
flexibility.
Skilbeck Model
 Skilbeck’s curriculum model develop in 1976. Skill
beck
 Teachers can begin at any stage and activities can
develop. It does not presuppose a linear progression
through its components
 Five steps are required in the curriculum process.
 It is more comprehensive framework, which can
encompass the objective model.
 The models claims SBCD
 Locates curriculum design and development firmly
within a cultural framework.
 The changing nature of subject matter to be taught.
The potential contribution of teacher support
system.