Curriculum Development Models

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

Diagnosis of learner’s needs

Formulation of learning objectives

Selection and organization of learning content

Teacher’s participation

Selection and organization of learning activities

Evaluation 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