MURRAY PRINT MODEL FOR

CURRICULUM DEVELOPMENT
MURRAY PRINT
* Published his model in his book Curriculum
development and design in 1988.
* His model, prescribes a useful and easy-to-
understand process in developing curriculum.
 Aims, Goals, Content
Objectives
Implementation
and Modification
Situational Learning
Curriculum Analysis Activities
Presage

Instructional
Evaluation Monitoring and
Feedback, Curriculum
Evaluation

PHASE I: ORGANIZATION PHASE II: DEVELOPMENT PHASE III: APPLICATION

FIRST PHASE OF PRINT’S MODEL
Recognizes the nature of the curriculum workers involved in the
development of the curriculum. Accordingly, in this phase, it is
important to pose the following questions that may influence
curriculum development:
1. Who are involved in this curriculum development, and what, if
anything,do they represent?
2. What conceptions of curriculum do they bring with them?
3. What underlying forces or foundations have influenced the
developers’ thinking?
SECOND PHASE OF PRINT’S MODEL
In this model is the task of DEVELOPING the
curriculum. The procedure is Cyclical, which begins
with a situational analysis, and continues with the
aims, goals and objectives, content, learning
activities and instructional evaluation, and then
continuing to situational analysis again.
THIRD PHASE OF PRINT’S MODEL
Includes the actual application that incorporates three
major activities:
1.) Implementation of the curriculum,
2.) Monitoring of and feedback from the curriculum,and
3.) The provision of feedback data to the presage group.
PRINT’S MODEL
- is also prescriptive and rational.
-the model starts with identifying the aims,goals and objectives of the
curriculum.
-It also embraces the principles of cyclical and dynamic models in its
procedures.
-it also recognizes myriad of curriculum conceptions and ideas that various
curriculum workers bring to the curriculum development process which may
influence them in making important curricular decisions.
-this model can be used in any level of curriculum development-
local,college-wide, or national. Hence, it is very practical to apply this
model in the Philippines.
PRINT’S MODEL
-describes the process of curriculum development on a macro level; however, it is
not clear where the philosophy of the institution and philosophy of the curriculum
will come into play.
*Furthermore, Print’s model should establish a stronger link between the Curriculum
Presage and the Situational Analysis. the model gives impression that curriculum
presage has NO direct effect or relationship with situational analysis.

CURRICULUM PRESAGE
-is part of situational analysis since the various curriculum workers are also part of
the context or environment of the curriculum.