curriculum model and its types

1. Curriculum Model
Sumbul Fatima

2. Content
Definition of Curriculum Models
Components Curriculum Models
Product and Process of Curriculum Models
Basic Rubrics for Curriculum Models
Types of Curriculum

3. Curriculum Model
• To understand curriculum models we need to take a step back and
talk about curriculum itself. Curriculum can be defined as a plan used
in education that directs teacher instruction. Many districts and
schools use a tool designed to help teachers pace their lessons, called
a curriculum guide. But a curriculum and a curriculum guide don't
just come out of thin air. Time and energy goes into the creation of
these documents. This process is known as curriculum development.

4. • All of these things are based on a 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.

5. • OBE
(Stands for outcomes
Based education)

6. Common Component of Curriculum Models
• 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
strands 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.

7. Product and Process Curriculum Models
• 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.

8. Basic Rubrics for Curriculum Models
• Subject- or discipline-centered - In this framework, the curriculum is organized
around subjects, like math or science.
• Integrated - Just like it sounds, this framework pulls many subjects together. We
see this model used in problem-based learning and experiential learning.
• Spiral - In this framework, the content is presented several times across the span
of the school year. Seen mostly in math, using this design allows students to be
introduced and then revisit material often.
• Inquiry- or problem-based - Not to be confused with integrated models, this
curriculum focuses on a central problem or question. In this frame, all curriculum
is problem-based, while in integrated it may or may not be.
• Experiential - Using this framework allows students to participate in real-life ways
with their work such as, experimenting with hypothesis, working through
problems, and finding solutions.

9. Different Curriculum Models
• Wheeler Model
• Tyler Model
• Dynamic Model
• Skilbeck Model
• Hilda Taba Model

10. Wheeler model of Curriculum
• The Wheeler model of curriculum development (1967), or cyclic
model, asserts that curriculum should be a continuous cycle which is
responsive to changes in the education sector and makes appropriate
adjustments to account for these changes. It focuses on situational
analysis: the context in which the curriculum decisions are taken is
considered important, as this is believed to help make the most
effective decisions. This model is comprised of five interconnected
stages.

11. Steps of Wheeler Model for Curriculum

12. Ralph W. Tyler Model of Curriculum
• The Tyler Model, developed by Ralph Tyler in the 1940’s, is the
quintessential prototype of curriculum development in the scientific
approach. One could almost dare to say that every certified teacher in
America and maybe beyond has developed curriculum either directly
or indirectly using this model or one of the many variations.
• Tyler did not intend for his contribution to curriculum to be a lockstep
model for development. Originally, he wrote down his ideas in a book
Basic Principles of Curriculum and Instruction for his students to give
them an idea about principles for to making curriculum. The brilliance
of Tyler’s model is that it was one of the first models and it was and
still is a highly simple model consisting of four steps.

13. Steps of Tyler Curriculum Model
•Determine the school’s purposes (aka objectives)
•Identify educational experiences related to
purpose
•Organize the experiences
•Evaluate the purposes

14. Dynamic Model of Curriculum
• Advocated by Walker (1972), Skilbeck 1976, Stenhouse 1975), it sees the
process of curriculum development as dynamic in nature. Changes can be
initiated from any point in the process unlike the objectives model where
the beginning is always the setting of objectives.
• In the dynamic models, curriculum is not considered as linear or
sequenced; it can start with any element and proceed in any order. The
curriculum elements are seen as flexible, interactive and modifiable in this
model. Changes can be initiated from any point in the process unlike the
objectives model where the beginning is always the setting of objectives.
• Walker (1972) felt that the objectives or rational models were unsuccessful
and devised a model, which has three phases.

15. Steps for Dynamic Curriculum Model

16. Malcolm Skilbeck Model of Curriculum
• Skilbeck model locates curriculum design and development firmly within a
cultural framework. It views such design as a means whereby teachers
modify and transform pupil experience through providing insights into
cultural values, interpretative frameworks and symbolic systems.
• It is a more comprehensive framework, which can encompass either the
process model or the objective model depending on which aspects of the
curriculum are being designed. It is flexible, adaptable and open to
interpretation in the light of changing circumstances.
• It does not presuppose a linear progression through its components.
Teachers can begin at any stage and activities can develop concurrently.
.

17. • The model outlined does not presuppose a means-end analysis at all;
it simple encourages teams or groups of curriculum developers to
take into account different elements and aspects of the curriculum-
development process, to see the process as an organic whole, and to
work in a moderately systematic way.
• Very importantly, it forces those involved in curriculum development
to consider systematically their particular context, and it links their
decisions to wider cultural and social considerations

18. Steps for Dynamic Curriculum Model

19. Hilda Taba Model of Curriculum
• The Taba Model was developed by Hilda Taba (1902 - 1967), an
architect, a curriculum theorist, a curriculum reformer, and a teacher
educator. She was born in the small village of Koraste, Estonia. Taba
believed that there has to be a definite order in creating a curriculum.
• She advocated that teachers take an inductive approach to curriculum
development which meant starting with the specifics and building
toward a general design, rather than the traditional deductive
approach (starts with the general design and work towards the
specifics) which was rooted in Tyler's model.

20. • Hilda Taba followed the grass-roots approach in developing
curriculum. For her, it should be the teachers who should design the
curriculum rather than the higher authorities (Oliva, 1992). More
specifically stated, the Taba approach believes in allowing the
curriculum to be developed and/or authored by the users (teachers).
Under the Taba Model teachers are expected to begin each
curriculum by creating specific teaching-learning units and building to
a general design

22. Thanks