Curriculum Development Models
1.Tyler's Model
developed by Tyler in 1942
“The Objective Model”--it is a deductive approach for it proceeds from general
(e.g.examining the needs of society) to the specific (specifying instructional
objectives).
The model consists of four questions that Tyler identifies must be asked for
effective classroom instruction.
1. What educational purposes should the school seek to attain?
2. How can learning experiences be selected which are likely to be useful in
attaining these objectives?
3. How can learning experiences be organized for effective instruction?
4. How can the effectiveness of learning experiences be evaluated?
Tyler’s Four Principles of Teaching:
Principle 1: Defining Appropriate Learning Objectives
Principle 2: Establishing Useful Learning Experiences
Principle 3: Organizing Learning Experiences to Have a Maximum Cumulative Effect
Principle 4: Evaluating the Curriculum and Revising Those Aspects That Did Not Prove to be
Effective
1.Cyclical Model- D.K. Wheeler
The key elements:
• analyzing the initial situation
• identifying aims and objectives
• selecting and organizing content
• selecting and organizing learning activities
• selecting an evaluation or assessment process.
Cyclical models are flexible.
Cyclical models view curriculum elements as interrelated and
interdependent
Cyclical models present the curriculum process as a continuing activity
Cyclical models emphasize the importance of Situational Analysis.
3. Taba's Model
developed by Hilda Taba. It was called a grassroots effort as she advocated
that the teachers themselves needed to be heavily involved in the
development of the curriculum
Inductive approach-- curriculum workers start with the specifics and build up
to general design.
The Grassroots Approach
Selection Selection
Diagnosis Formula- and and
of tion of organization organiza-
learner’s learning of learning tion of
needs objectives content learning
activities
Teacher’s Evaluation
participation
There are three groupings of objectives:
1. knowledge – what children need to understand
2. skills – children need to learn how to
3. concepts – children need to be
4. The Process Models
a. Hawes Model (1979)
it is a student-centered model in which the teacher acts as facilitator rather than
content authority.
this model on-going process which is influenced by emerging theories &
philosophies including theories of child behaviour, theories of teaching learning, and
theories of the structure of knowledge. It also includes the practices, beliefs, and
experiences of those who plan the learning environment.
this model give importance to aspects like physical situation, teacher behaviour,
and pupil behavior.
b. Walker (1971)
reffered to as “naturalistic”, and also known as “process model”
Three (3) important elements:
1.platform- it provides the beliefs or principles to guide the curriculum
developers.
2.deliberation- it is the process of making decisions from available alternatives
3.design- it is the organization and structure of the curriculum
c. Lawrence Stenhouse (1975)
another advocator of process model defines: ‘A curriculum is an attempt
to communicate the essential principles and features of an educational
proposal in such a form that it is open to critical scrutiny and capable of
effective translation into practice’.
He suggests that a curriculum is rather like a recipe in cookery, “A
curriculum, like the recipe for a dish, is first imagined as a possibility,
then the subject of experiment. The recipe offered publicly is in a sense
a report on the experiment. Similarly, a curriculum should be grounded
in practice. It is an attempt to describe the work observed in classrooms
that it is adequately communicated to teachers and others. Finally,
within limits, a recipe can be varied according to taste. So can a
curriculum.”
5. Oliva Model
a deductive model that offers a faculty a process for the complete
development of a school's curriculum.
the needs of students in particular communities are not always the same as
the general needs of students throughout our society.
6. Humanistic Model
proposed by Weinstein and Fantini (1970)
it links socio-psychological factors with cognition and concerned with the
group, as opposed to individuals as most students are taught in groups.
It stresses to identify the learners demographic details and their concerns.
They emphasized that the content should be organized according to the
learners: life experiences, their attitudes and feelings, and the social
context in which they live.
Prepared
by: Group 8
