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This article seeks to investigate the areas of comparison and contrast of two curriculum development approaches - Backward design model and the Deliberative (Naturalistic) approach, in the context of Caribbean curriculum development

Biographies of Curriculum Developers

Grant Wiggins Headshot

Grant Wiggins
Born	August 16, 1950
Died	May 26, 2015
Cause of death	Heart Attack
Education	Ed. D, Harvard University
Occupation(s)	Education Consultant and Educator
Spouse	Denise Wiggins
Website	https://authenticeducation.org/grant-wiggins/

Grant Wiggins

Born August 16, 1950, Grant Wiggins travelled often during his formative years due to his step-father's job. Before his death in 2015, due to a heart attack, Grant Wiggins left a solid mark on the educational industry with his creation of the Backword Design approach to curriculum, which he created with Jay McTighe. Together they co-wrote Understanding by Design (UbD) which spoke of this concept. The thought process for this concept started for Wiggins during his time at St. John College where he received his degree in 1972. Years later he completed his Phd. at Harvard University.

Wiggins is also the founder of Authentic Education - a professional development and consultancy organization that focusses on curriculum design, curriculum approach, teacher training, and development of school structure.

A teacher of English and philosophy, Wiggins has published many articles regarding education, he is co-author for many text books that uses the UbD design, and is known for his work in educational reform - all of which were informed by his teaching career.

Headshot of Jay McTighe

Jay McTighe

Jay McTighe
Born	1949
Nationality	American
Alma mater	The Johns Hopkins University
Occupation(s)	American Educator and Consultant
Website	https://jaymctighe.com/biography/

Jay McTighe is an American educator with an extensive background in professional development. He received his tertiary education from the College of William and Mary, the University of Maryland and his Phd. from The John Hopkins University. He has co-authored 17 books and published more than 50 articles in various established journals. He is widely known as co-author of Understanding by Design.  McTighe operates on the principle that education is a “learning” profession and as such, educators (should be) continually focused on their professional development and expanding their knowledge and skill base for the benefit of their students. He has used this principle, in addition to the concept of backward planning, to develop many performance-based assessments. Jay McTighe has worked throughout the educational field in various capacities including, classroom teacher, curriculum developer, resource specialist and programme co-ordinator.

Headshot of Decker Walker

Decker Walker

Decker Walker
Born	January 14, 1942 Catlettsburg, Kentucky, United States
Alma mater	Stanford University
Occupation(s)	American Educator and Consultant
Spouse(s)	Mary Ellen Bock (married 1981-present), Joanne EdithBakunas (married 1962-75)
Children	3

Decker Fannin Walker was born on January 14, 1942 in Catlettsburg, Kentucky, United States to parents Robert Walker and Ruby Stotts. He is an American Educator who made valuable contributions in curriculum development and policy making.  Walker gained his tertiary credentials at the Carnegie-Mellon University in Physics and Natural Science and a Doctor of Philosophy at the Stanford University.  His professional journey in education started as a Science Teacher, later progressed to Assistant Professor at the Stanford University and subsequently associate professor at the University of Illinois. He eventually ended his career at the National Science Foundation as a program office in 1989.

Primarily known for ‘Walker’s Model of Curriculum Development’ Walker emphasized that curriculum development process is a descriptive approach that focuses on the subjective views of the curriculum designers, learners and other stakeholders.  He educated teachers and educational leaders through his book ‘Fundamentals of Curriculum: Passion and Professionalism’, and ‘Curriculum and Aims’ which he co-authored. Throughout his career, Walker joined the American Educational Research Association and the Association for Supervision and Curriculum Development, Computer using Educators and was awarded the Young Scholar Award Spencer Foundation for his contributions to educational curriculum.

Understanding by Design (UbD or Backward) Model

Visual Representation of Backword Design Model

This three part model takes a bottom up approach to curriculum. Its focus is on the teacher as guide - they have to understand what they wish to accomplish at the end of the process, how they will note that their goals have been met and the way in which they will go about accomplishing these goals. The aim of this process is to assist students in developing critical thinking skills and transfer of knowledge. Students are not to just regurgitate the information presented but learn to connect that information to the world at large.

Teachers and students are both seen as continuous learners.

PROS	CONS
Clear roadmap to desired outcome is created.	Not all teachers have the skill/craft to create this roadmap.
Students are explorers of their world and not just storage spaces.	This model is very time consuming as each step must be thoroughly defined, created and examined.
Concepts / The Big Picture is easier to recognize.
Curriculum is continuously evolving based on student needs.
Curriculum Approach is student centered.

Deliberative (Naturalistic) Design Model

Visual Representation of Walker's Deliberative Model

Communication in the Deliberative design model is of highest importance! All stakeholders are invited to contribute in the designing of the curriculum from beginning to end. The foundation is built from the ideas of all it will impact in the hope that all involved appreciates the finished product more. Consensus must be achieved at each stage.

PROS	CONS
Takes into consideration the notions, perceptions, values, principles and performances of students, teachers and parents in the curriculum development process.	Curriculum development process can be confusing and non-sequential.
The design process allows for the engagement of stakeholders and view teacher input as substantially valuable.	The lack of objectives has been criticized as objectives expected to provide guidance and direction.
Curriculum components are collaborative, flexible and amendable	Curriculum design can be impacted if phase 2 supplies curriculum designers with the incorrect data.
Curriculum improvement is a constant task.	Curriculum can be affected if unsuitable notions, perceptions, values, principles and performances are acknowledged.
Curriculum is dynamic.

Comparison of noted approaches

The two approaches to curriculum development being compared and contrasted with respect to selected Caribbean models are; Mctighe and Wiggins - Understanding by Design framework(UbD) and Decker Walker’s Deliberative (Naturalistic) approach.The two approaches are based on a three (3) step process to curriculum development and it is by an examination of these steps that the approaches can be analysed.

Area of focus	Content
Target Group	Decker Walker’s Deliberative (Naturalistic) to curriculum development is better suited for the creation of a national curriculum as it is not geared towards describing what should or should not happen in the classroom. McTighe and Wiggins Understanding by Design curriculum model takes into consideration the micro level such as classroom instruction, student centred learning, lesson plans and assessments. This framework starts from the end and works its way backwards. The focus is on teaching and assessing for understanding and learning transfer
Stage 1	Walker’s criticism with the Technical prescriptive models of curriculum development, based on a linear logical sequential rational model of planning, was that a better curriculum couldn't be developed unless those engaged in it understood the complexity of the process. His three stages to curriculum design were platform, deliberation and design. The platform represents the beginning of curriculum development where a consensus was gathered through communication with all stakeholders such as, teachers, education professionals and policy makers. Each group in the process would bring to the table their views, beliefs, conceptions, aims, images and theories which could result in some conflict among designers. Walker believed once this stage was resolved through consensus. subsequent phases would proceed expeditiously. The first stage of the UbD by McTighe and Wiggins is based on Identifying the desired results through an examination of goals, content standards and curricula expectations. In this stage like Decker’s Naturalistic model there is a need for a sound level of clarity about priorities, however, the emphasis is at the micro level, such as the classroom, student characteristics, instructional strategies and materials, and the expected learning outcomes. These decisions are made at a teacher level based on the characteristics of the classroom compared to Decker’s model where the consensus must be made amongst all stakeholders which could be time consuming and resource intensive.
Stage 2	In stage 2 of the UbD the teacher must determine the acceptable evidence which must be collected. The teacher must take on the mindset of an assessor making sure his assessment practices, activities and evidence collected are all in alignment with stage 1 and 3. Thus the assessments and evidence will determine if students targeted learning has been achieved. This phase sharpens and focuses teaching. In the deliberative stage 2 of Decker’s model there is also the identification of facts which are needed for means and ends but there are many broad areas for consideration which lie outside the scope of the classroom. The process of deliberation may not be consistent and have the level of alignment internally as seen in the McTighe and Wiggins model.
Stage 3	Stage 3 of UbD requires teachers to plan the learning activities to provide students with the learning experiences to achieve the objectives/goals in stage 1 which are transfer of knowledge, meaning making and acquisition of knowledge.  In comparison, stage 3 of the Decker Walker model consists of both implicit and explicit considerations that culminates in the creation of a curriculum which may include whatever specific subjects, instructions, teaching materials or activities the curriculum designers believes is advisable.  Decker’s model aids in the developmental structure of the school’s ethos, organisational arrangements and professional relationships.  For the Deliberative model of curriculum development to thrive and be sustainable in the local school setting it is imperative to have a  good coherence amongst these.

Visibility of Models in the Caribbean Context

The Caribbean Vocational Qualification(CVQ) which is awarded by CXC and TVET in many vocational disciplines is supported by the Caribbean Association of National Training (CANTA) which was established in November 2003 by the Caribbean Community (CARICOM). This body brought together all TVET agencies through CARICOM to establish regional standards for CARICOM tradesmen and Vocational discipline. Its mandate is:

• to promote the development of a competitive regional workforce
• facilitate free movement of certified skilled workers within the Caribbean Single Market Economy.
• To promote the uniformed provision of standards driven competency based training, assessment and certification within the caribbean community.

The formation of these bodies and development of the standards at the regional level was most likely facilitated by the Walker’s  Deliberative model. CANTA and the regional standards it devised could be achieved by employing the 3 steps of the platform. Deliberation and design seen in Walker’s model.

An examination of the CVQ Crop Production Level 1 Operational Standards shows evidence of a backward design model such as  UbD. The units  first outline the elements of competence and performance criteria. The various performance criteria can be combined to construct a performance task to assess competency of students. Units also contain range statements and  evidence guides which tells the assessor what evidence must be collected to certify a candidate as competent.There is also the underpinning knowledge and skills the students must possess. The standards outline the method and context of assessments for standardisation. As stated in the UbD model, in designing the curriculum you must begin with the “end in mind” to achieve the 3 goals of UbD; transfer, means making and acquisition of knowledge. This is the framework of which the CVQs are built upon.

Chisholm, from the University of the West Indies Mona Campus in his investigation and research into continuous curriculum development in the Caribbean utilised curriculum models which had three stages. These stages were intent, delivery and outcome. Of the four models chosen which were in harmony with this theoretical framework was the McTighe and Wiggins (1998, 2005) "backward design” model of curriculum development as described in the UbD curriculum process. This model has a great impact on education in the Caribbean as educators pursue student centred curriculum, supported by content standards to achieve 21st century tenets such as deep learning, authentic problem solving skills , transferable learning and the 4Cs; creativity, collaboration, communication and critical thinking.