LINEAR MODEL
OF CURRICULUM DEVELOPMENT

LINEAR
– term used for models whose
steps proceed in a more or
less sequential, straight line
from beginning to end.

How is LINEAR MODEL
different from other
models?

THE INTERACTION MODEL OF
CURRICULUM DEVELOPMENT
- is seen to be a dynamic process
which can begin with any curriculum
element, and these elements can be
followed in any sequence.

THE OUTCOMES-BASED
MODEL
- structured series of intended
learner outcomes that implies a
planning process and a focus on
what students actually learn

EXAMPLES OF LINEAR
MODELS OF
CURRICULUM DESIGN

RALPH TYLER’S
MODEL

Sources
Sources
Sources
Student
Society
Subject
Tentative general objectives
Screen
Screen
Philosophy of
Psychology of
Education
Learning
Precise
Instructional
Objective

There are 4 Basic steps
1) What is the purpose of the education?
2) What educational experiences will
attain the purposes?
3) How can these experiences be
effectively organized?
4) How can we determine when the
purposes are met?

Tyler recommends that curriculum
planners identify general objectives by
gathering data from three sources:
1. the learners
2. contemporary life outside the school
3. subject matter

Filter through two screens:
1. the philosophical screen
2. the psychological screen.

HILDA TABA’S
MODEL

HILDA TABA

Curriculum theorist, curriculum
reformer, and teacher educator.
Hilda Taba 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.

- Very simple but complete.

Description of Approach
-Grassroots approach model that advocates for teacher
participation in the development of the curriculum.
-The Taba approach believes in allowing the curriculum
to be authored by the users (teachers) versus the district
supervisors of the implementation of the curriculum.
-Taba approach involved teachers beginning by creating
specific teaching-learning units and building to a
general design.
-Inductive approach rather than traditional deductive

It offers five steps to developing
curriculum:
a. creating the units of work to be studied
b. testing these units with students
c. adapting units as necessary after the testing
d. creating a framework to test to ensure that
all material is covered in a clear and complete
manner.
e. putting the unit of study into practice, while
always creating new units to use in the
classroom.

Step One: Diagnosing Needs,
Step Two: Formulating Specific Objectives
Step Three: Selecting Content
Step Four: Organizing Content
Step Five: Selecting Learning Experiences
Step Six: Organizing Learning Experiences
Step Seven: Evaluating
Step Eight: Checking for Balance

OLIVA MODEL

- A 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.

Faculty can fashion a plan:
- For the curriculum of an area and design ways in
which it will be carried out through instruction.
- To develop school-wide interdisciplinary programs
that cut across areas of specialization such as career
education, guidance, and class activities.
- For a faculty to focus on the curricular components
of the model to make programmatic decisions .
- To allow a faculty to concentrate on the
instructional components.

1. Specify the needs of the students
in general.
2. Specify the needs of society.
3. Write a statement of philosophy
and aims of education.
4. Specify the needs of students in
your school.
5. Specify the needs of the particular
community.

6. Specify the needs of the subject
matter.
7. Specify the curriculum goals of
your school.
8. Specify the curriculum objectives
of your school.
9. Organize and implement the
curriculum.
10. Specify instructional goals.

11. Specify instructional objectives.
12. Specify instructional strategies.
13. Begin selection of evaluation
techniques.
14. Implement instructional strategies.
15. Make final selection of evaluation
techniques.
16. Evaluate instruction and modify
instructional components.
17. Evaluate the curriculum and modify
curricular components.