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Models Of Curriculum,
Concept Of Models
Dynamic Model
HADEEQA WALEED
EDUCATIONIST
Models of Curriculum
MODEL
A model is really the first step in curriculum
development. A curriculum model determines the type
of curriculum used; it encompasses educational
philosophy, approach to teaching, and methodology.
The good news is, unless you've been hired to design
curriculum, you won't come across many curriculum
models. However, it's good for educators to be familiar
with the models used in their schools
Definition Of Model
 Model refers to relationship between the parts of the
process of curriculum development, i.e. objectives,
content, method, and evaluation (Brady, 1990;57-8)
 Generally speaking models are miniature representations
that summarize data and/or phenomena and thus act as an
aid to comprehension (Zais, 1976).
Components of curriculum Model
Curriculum models have five areas they define, each looking at education from a
different slant.
 The focus concept looks at a subject or a student and centers instruction on
them.
 The approach component is a traditional or modern method and looks at the
type of instruction that will be used.
 In the content component, a slant towards a topic-based or content-based is
used, asking how units or standards will be written.
 The process structure looks at assessment: formative or accumulative.
 Finally, structure components focus on the system of review, determining how
the curriculum will come up for revision.
PROCESS AND PRODUCT
MODEL
The Product Model
You may see this in portions of your curriculum.
This model is focused on results, like grades or
reaching an objective. The majority of the
weight is focused more on the finished product
than what is happening in the learning process.
The Process Model
Conversely, this process model focuses on
how things happen in the learning and is
more open-ended. Curriculum focusing on
the process model emphasizes how students
are learning, what their thinking is, and how
it will impact future learning.
Basic Rubrics for Curriculum Models
• SUBJECT- OR DISCIPLINE-CENTERED
• INTEGRATED
• SPIRAL
• INQUIRY
• EXPERIENTIAL
Model of Curriculum:
• Dynamic/Interaction
Model
Dynamic/Interaction:
The basic tenet of the dynamic or interactional
models of curriculum development is that
curriculum development is a dynamic and
interactive process which can begin with any
curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker
Walker 1971.
The proponents of this approach to curriculum
development argue that the curriculum process does
not follow a lineal, sequential pattern. Dynamic
models have emerged from a more descriptive
approach to curriculum where researchers have
observed the behavior of teachers and developers as
they devise curricula. Consequently the analytical and
prescriptive approach, the very basis of the objectives
and cyclical models, is not prominent in the dynamic
models.
Dynamic/Interaction:
According to Print (1989) the major proponents
of the dynamic or interaction model are Walker
(1971) and Malcolm (1976). Decker Walker
argued that the objectives or rational models of
curriculum development were neither popular
nor successful.
Walker contended that curriculum
developers do not follow the prescriptive
approach of the rational sequence of
curriculum elements when they devise
curriculum but proceed through three
phrases in their natural preparation of
curricula. Walker's model of curriculum
development is shown bellow:
STAGES OF WALKER'S MODEL OF CURRICULUM
DEVELOPMENT
The Three Phases are: Platform
Statements Beliefs theories conceptions
points of view, aims, objectives)
Deliberations
Curriculum Design
Platform
The three phases of Walker's model are the platform phase, the deliberation
phase and the design phase. In the platform phase, platform statements made up
of ideas, preferences, points of view, beliefs and values that are held by
curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized
platform statements, this is the second stage of deliberation, which is a complex,
randomized set of interactions that eventually achieves an enormous amount of
background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components
(the curriculum elements). Decisions have been reached after extended
discussion and compromise by individuals. The decisions are then recorded and
these become the basis for a curriculum document or specific curriculum
materials.
Strengths
Curriculum developer can begin with any of the
elements The model allows curriculum
Developers may retrace their steps and proceed
in whatever way they prefer.
Reflects the teaching situation: this model could
be a more suitable, less dysfunctional approach.
Developer to change the order of planning (to
move to and fro amongst the elements) The
model offers flexibility
More realistic, feasible ways of handling
curriculum development.
Developers are free to be more creative.
Offer considerable flexibility: developers may
commence at any point in the curriculum
process that is appropriate to their needs.
weakness
 Appears confusing and seems to lack direction.
(Developer are left perplexed as to what to do)
• Confusion rather than clarity.
• Lack of emphasis on the construction and use of
objectives. (Objectives must be stated in order to be
effective)
• Developers waste significant amounts of time by not
following a logical sequence.

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Dynamic model of curriculum development

  • 1. Models Of Curriculum, Concept Of Models Dynamic Model HADEEQA WALEED EDUCATIONIST
  • 2. Models of Curriculum MODEL A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
  • 3. Definition Of Model  Model refers to relationship between the parts of the process of curriculum development, i.e. objectives, content, method, and evaluation (Brady, 1990;57-8)  Generally speaking models are miniature representations that summarize data and/or phenomena and thus act as an aid to comprehension (Zais, 1976).
  • 4. Components of curriculum Model Curriculum models have five areas they define, each looking at education from a different slant.  The focus concept looks at a subject or a student and centers instruction on them.  The approach component is a traditional or modern method and looks at the type of instruction that will be used.  In the content component, a slant towards a topic-based or content-based is used, asking how units or standards will be written.  The process structure looks at assessment: formative or accumulative.  Finally, structure components focus on the system of review, determining how the curriculum will come up for revision.
  • 5. PROCESS AND PRODUCT MODEL The Product Model You may see this in portions of your curriculum. This model is focused on results, like grades or reaching an objective. The majority of the weight is focused more on the finished product than what is happening in the learning process.
  • 6. The Process Model Conversely, this process model focuses on how things happen in the learning and is more open-ended. Curriculum focusing on the process model emphasizes how students are learning, what their thinking is, and how it will impact future learning.
  • 7. Basic Rubrics for Curriculum Models • SUBJECT- OR DISCIPLINE-CENTERED • INTEGRATED • SPIRAL • INQUIRY • EXPERIENTIAL
  • 8. Model of Curriculum: • Dynamic/Interaction Model
  • 9. Dynamic/Interaction: The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990). Walkers Model of Curriculum develop by Decker Walker 1971.
  • 10. The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
  • 11. Dynamic/Interaction: According to Print (1989) the major proponents of the dynamic or interaction model are Walker (1971) and Malcolm (1976). Decker Walker argued that the objectives or rational models of curriculum development were neither popular nor successful.
  • 12. Walker contended that curriculum developers do not follow the prescriptive approach of the rational sequence of curriculum elements when they devise curriculum but proceed through three phrases in their natural preparation of curricula. Walker's model of curriculum development is shown bellow:
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  • 15. STAGES OF WALKER'S MODEL OF CURRICULUM DEVELOPMENT The Three Phases are: Platform Statements Beliefs theories conceptions points of view, aims, objectives) Deliberations Curriculum Design
  • 16. Platform The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized. Deliberation When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ). Design In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
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  • 18. Strengths Curriculum developer can begin with any of the elements The model allows curriculum Developers may retrace their steps and proceed in whatever way they prefer. Reflects the teaching situation: this model could be a more suitable, less dysfunctional approach.
  • 19. Developer to change the order of planning (to move to and fro amongst the elements) The model offers flexibility More realistic, feasible ways of handling curriculum development. Developers are free to be more creative. Offer considerable flexibility: developers may commence at any point in the curriculum process that is appropriate to their needs.
  • 20. weakness  Appears confusing and seems to lack direction. (Developer are left perplexed as to what to do) • Confusion rather than clarity. • Lack of emphasis on the construction and use of objectives. (Objectives must be stated in order to be effective) • Developers waste significant amounts of time by not following a logical sequence.