Pawilen's Model for Developing Curriculum

Pawilen's Model for Developing Curriculum

• This model was developed by Greg Tabios Pawilen in 2011 as part of his doctoral dissertation at the University of the Philippines, Diliman.
• The model aims to help curriculum workers develop a curriculum that is relevant and appropriate to the Philippine context.
• Curriculum sources (students, society, and subject matter/disciplines) are vital in conducting situational analysis, providing necessary data for determining curriculum goals and objectives.

Processes for Developing a Curriculum

• 1. Situational Analysis: The first phase, involving a study of curriculum sources and influences, including internal, external, and organizational factors.
• 2. Selection of Goals and Objectives: Results from situational analysis, providing strong bases for making curricular decisions for all succeeding phases.

Dynamic Models of Curriculum Development

Skillbeck's Curriculum Development Model (1976)

• No specific details provided.

Eisner's Artistic Approach to Curriculum Development (1979)

• Developed by Elliot W. Eisner, a famous curriculum scholar.
• Believes that teaching is an art that requires a new theory to recognize the artistry of teaching.
• The model is useful in helping teachers develop their arts.
• The approach can be applied in designing school-based curriculum development or national curriculum projects.

Eisner's Artistic Approach to Curriculum Development

• 1. Goals and priorities: Consider less well-defined objectives, prioritize, and deliberate.
• 2. Content of curriculum: Select options, consider caveats about the null curriculum.
• 3. Types of learning opportunities: Emphasize transforming goals and content into significant learning events.
• 4. Organization of learning opportunities: Emphasize non-linear approaches to encourage diverse student outcomes.
• 5. Organization of content areas: Emphasize cross-curricular organization.
• 6. Mode of presentation and response: Use multiple modes of communication to widen educational opportunities.
• 7. Types of evaluation procedure: Use a comprehensive range of procedures at different stages.

Characteristics of Eisner's Model

• An open-ended, dynamic process that recognizes the influence of various curriculum workers.
• Allows for modification and improvement to address problems and needs.
• Calls for more relevant and responsive ways of selecting and organizing content and learning experiences.

Curriculum Sources and Influences

• Sources: Learners, Society, Discipline
• Influences: External, Internal, Organizational