The document discusses curriculum development models. It defines curriculum development as the organized preparation of what will be taught in schools and the systematic planning of courses of study. It also defines models as simplified representations that provide a structure for examining curriculum planning elements and their interrelationships. The document then describes several common models: Ralph Tyler's rational model focuses on purposes, experiences, organization, and evaluation; Hilda Taba's linear model is a 7-step process; and cyclical and dynamic models depict curriculum planning as iterative rather than linear.
2. Objectives
At the end of this lecture, student
should be able to:
1. Define curriculum development
2. Define the concept of model
3. Identify types of curriculum
development models
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3. What is curriculum development?
Curriculum development is the
organized preparation of whatever is
going to be taught in schools at a given
time in a given year.
They are made into official documents,
as guides for teachers, and made
obligatory by provincial and territorial
departments
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4. What is curriculum development?
Curriculum Development can be defined
as the systematic planning of what is
taught and learned in schools as reflected
in courses of study and school programs.
These curricula are embodied in official
documents (typically curriculum "guides"
for teachers) and made mandatory by
provincial and territorial departments of
education
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5. What is curriculum development?
Curriculum development is the process
of setting up and establishing specific
guidelines of instruction for the
curriculum.
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9. Curriculum models
Model:
The literature in the area of curriculum has
accepted the use of the term ‘model’ to
explain both the nature and the process of
curriculum development.
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10. Curriculum models
Models are used to explain:
levels of curriculum
aspects of organization practice
aspects of classroom instruction
types of decision making
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11. Curriculum models
Are designed to provide a basis for decisions
regarding the selection, structuring and
sequencing of the educational experiences
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12. The curriculum process
The development of a curriculum involves
the developer in decisions about the nature
and appropriateness of the substantive
(basic) elements, e.g. the
Outcomes
Content
method
assessment strategies
These decisions are made in relation to the
context in which the curriculum will
operate.
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14. A continuum of curriculum
models
Rational/objectives models:
Ralph Tyler
Hilda Taba
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15. A continuum of curriculum
models
Cyclical models:
Wheeler
Nichols
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16. A continuum of curriculum
models
Dynamic/interaction models :
Walker
Skilbeck
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17. Ralph Tyler's Model/Rationale
Ralph Tyler considered four
considerations in curriculum
development:
1. purposes of the school
2. educational experiences related to the
purposes
3. organization of the experiences
4. evaluation of the experiences
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19. Hilda Taba's Linear Model
Hilda Taba believed that teachers who
teach or implement the curriculum should
participate in developing it.
Her advocacy was commonly called the
"grassroots approach" where teachers
could have a major input.
She presented seven major steps:
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20. Hilda Taba's Linear Model
1. Diagnosis of needs. The teacher
(curriculum designer) starts the process
by identifying the needs of the students
for whom the curriculum is to be planned
2. Formulation of learning objectives. After
the teacher has identified the needs that
require attention, he or she specifies
objectives to be accomplished.
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21. Hilda Taba's Linear Model
3. Selection of learning content. The objectives
selected or created suggest the subject matter
or content of the curriculum. Not only should
objectives and content match but also the
validity and significance of the content chosen
needs to be determined.
4. Organization of learning content. A teacher
can not just select content, but must organize
it in some type of sequence, taking into
consideration the maturity of the learners, their
academic achievement, and their interests.
.
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22. Hilda Taba's Linear Model
5. Selection of learning experiences. Content must
be presented to pupils and pupils must engage
the content. At this point, the teacher select
instructional methods that will involve students
with the content.
6. Organization of learning activities. Just as
content must be sequenced and organized, so
must the learning activities. Often the sequence
of the learning activities is determined by the
content. But the teacher needs to keep in mind
the particular students whom he or she will be
teaching.
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23. Hilda Taba's Linear Model
7. Evaluation and means of evaluation.
The curriculum planner must determine
just what objectives have been
accomplished. Evaluation procedures
need to be considered by the students
and teachers.
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24. Curriculum Development
1
• Selection of Aims
2
• Selection of Content &
Learning Experiences
3
• Organization of
content & Learning
Experiences
4
• Evaluation of Learning
outcomes
Some curriculum
experts like Tyler
say that the steps
are followed in a
sequence or a
straight line.
This model that
assumes that
curriculum decision
making follows a
straight line is called
linear model
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25. Curriculum Development
Other scholars argue that
curriculum decision
making is not a simple
linear process that
necessarily starts with
aims.
One of them is Wheeler
(1978) who believes that
curriculum decision
making can start from any
point and can come back
to any of the points e.g.
like a cycle
Aims, Goals
& Objectives
Selection of
Learning
Experiences
Selection of
Content
Organisation &
Integration of
Learning
Experiences &
Content
Evaluation
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26. Curriculum Development
Kerr (1968) also
believes that
curriculum process is a
very complex set of
activities and decisions
and they interact a lot.
Changes made in
content may
necessitate changes in
experiences, which
may again bring about
changes in evaluation
etc.
Objective
Content
Learning
Experience
Evaluation
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27. Evaluation
What was useful?
What was not so useful?
What needs to be Changed?
27
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