Generalization) Direction: Complete The Table Below. (Asynchronous Activity)

DACANAY, XYRELLE JOY S.
II BFE
Generalization)
Direction: Complete the table below. (Asynchronous Activity)
Phases of Models Special Features
Curriculum
Development
1. Curriculum Overcoming Resistance Change Model- The actual teaching and

Implementation focuses on overcoming resistance to change learning activities that take
that is present immediately before or at the place in schools through
time the innovation is introduced. interaction between students
and teachers, as well as
Leadership Obstacle Course Model- puts amongst students themselves,
emphasis on the gathering of data to determine for example, how the desired
the extent and nature of the resistance in order curriculum is translated into
to deal with it appropriately practice and delivered.
Linkage Model- involves a cycle of diagnosis,

search and retrieval, formulation of solution,
dissemination and evaluation.
Organizational Development Model- is an

information-processing strategy that enables
the system to improve its operation and the
quality of interaction among its members to
facilitate the introduction of change.
Rand Change Agent Model- is based on the

principle that the success of the implementation
of new program depends on the characteristics
of the proposed change.
2. Curriculum The process concerned with making decisions Open-minded- is a must-have

Planning about what to learn, why, and how to organize trait for individuals in charge
the teaching and learning process taking into of curriculum development.
account existing curriculum requirements and Understanding the values of
he resources available. At the general level, it previous practice, as well as
often results in the definition of a broad the school community and
curriculum framework, as well as a syllabus for traditions, is essential. To
each subject to be used as reference by ensure that schools provide
individual schools at the school level, it the finest program and to
involves developing course and assessment prevent impeding the
plans for different subjects. At the classroom acceptance of new ideas, all
level, it involves developing more detailed components of the school
plans for learning units, individual lessons and program must be analyzed
lessons sequences and evaluated.
3. Curriculum Tyler’s Objective-Centered Model – -Well-designed curriculum

Evaluation
1. Begin with the behavioral objectives that
-Well-planned and
have been predetermined.
2. Identify situations that students can express successfully implemented
the desired behavior. will mean nothing if there is
3. Select modify or construct suitable no evaluation process to
evaluation instruments, and check the determine its worth and value
instrument for reliability, validity and
objectivity. -Curriculum evaluation
4. Use the instruments to obtain summarized or
usually leads to either
appraised results.
5. compare the results obtained before and after improving or changing the
a given time to see the amount of change that curriculum to make it more
takes place. relevant and responsive
6. Analyze the results in order to determine the
strengths and weaknesses of the program. -Formal process of
7. Use the results to make the necessary determining the quality, value
changes in the curriculum or effectiveness of a
curriculum.
Bradley Effectiveness Model- Horizontal
curriculum continuity, instructional based or -It involves value judgment
curriculum, curriculum priority, broad both its processes and
involvement, long range planning, decision products.
making clarity, positive human relations,
theory-into practice approach and planned
change
Stufflebeam’s Context, Input, Process And

Products (CIPP) Model
1. Content, evaluation, which continuously
assess needs and problems in the context to
help decisions makers determine goals and
objectives.
2. input evaluation, which assesses alternative
means for achieving those goals to help
decision makers choose optimal means;
3. Process evaluation, which monitors the
processes both to ensure that the means are
actually being implemented and to make the
necessary modifications; and
4. Product evaluation, which compares actual
ends with intended ends and leads to a series of
recycling decisions.
Scriven’s Goal-Free Model
Stake’s Responsive Model
Eisner’s Connoisseurship Model

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DACANAY, XYRELLE JOY S.

1. Curriculum Overcoming Resistance Change Model- The actual teaching and

Linkage Model- involves a cycle of diagnosis,

Organizational Development Model- is an

Rand Change Agent Model- is based on the

2. Curriculum The process concerned with making decisions Open-minded- is a must-have

3. Curriculum Tyler’s Objective-Centered Model – -Well-designed curriculum

Stufflebeam’s Context, Input, Process And

Scriven’s Goal-Free Model

Stake’s Responsive Model

Eisner’s Connoisseurship Model

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