9.2.2 Different approaches in curriculum design

10.2.2 Different approaches in curriculum design

Although in general the five core activities of curriculum design (analysis, design, development, implementation and evaluation) provide a useful framework for curriculum design the way these activities will be shaped will depend on the curriculum approach. 

One approach is the rational linear approach introduced by Ralph W. Tyler in 1949. He stressed the importance of a systematic design process starting with the formulation of objectives. Based on these objectives suitable learning experiences need to be designed or selected, followed by the organisation of the selected learning experiences. The last step is the evaluation, drawing on answers to the question ‘how can we measure the effectiveness of the learning experiences?’ 

Another approach is Decker Walker’s Deliberative approach. In comparison to Tyler, who describes what should happen, Walker describes what actually happens during the design process in which people with different understandings of the problem and the desired solution will have to come up with one common design. The first phase he describes is the platform phase, where the different contributors share their beliefs and views on the issue.  At one point the discussion will move to the next phase, known as deliberation, in which the different participants in the process start identifying the relevant facts and generate alternative solutions before finally choosing one of these alternatives. Once a solution has been chosen the last phase, the actual design, will begin. This approach also emphasises the importance of building relationships with the different stakeholders involved. 

A third approach is the ‘artistic’ approach, introduced by Elliot W. Eisner in 1979. He sees curriculum design as a product representing the view of the curriculum developers. He also emphasises the interaction between the curriculum developers and the specific context for which the curriculum will be developed. This way, curriculum development takes place all the time, as teachers make design decisions during their daily teaching as they anticipate and respond to the situation in their classrooms. 

Further reading: 

•    Marsh, C.J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. Upper Saddle River, New Jersey: Pearson Education.

•    SLO (2009). Curriculum in Development. Enschede, the Netherlands.