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 instr ctional ob!ectives). The model consists of four questions that Tyler identifies m st be as"ed for effective classroom instr ction. 1. #hat ed cational p rposes sho ld the school see" to attain$ 2. %o& can learning experiences be selected &hich are li"ely to be sef l in attaining these ob!ectives$ '. %o& can learning experiences be organi(ed for effective instr ction$ 4. %o& can the effectiveness of learning experiences be eval ated$

Tyler s !our "rinciples of Teaching# "rinciple 1) Defining Appropriate Learning Objectives "rinciple $) Establishing Useful Learning Experiences "rinciple %) Organizing Learning Experiences to Have a Maximum Cumulative Effect "rinciple &# Evaluating the Curriculum an !evising "hose Aspects "hat Di #ot $rove to be Effective 1.Cyclical Model' D.(. )heeler The *ey elements# analy(ing the initial sit ation identifying aims and ob!ectives selecting and organi(ing content selecting and organi(ing learning activities selecting an eval ation or assessment process.

 *yclical models are flexible. *yclical models vie& c rric l m elements as interrelated and interdependent *yclical models present the c rric l m process as a contin ing activity *yclical models emphasi(e the importance of +it ational ,nalysis. 3.

Taba's Model
developed by +ilda Taba. -t &as called a grassroots effort as she advocated that the teachers themselves needed to be heavily involved in the development of the c rric l m ,nductive approach-- c rric l m &or"ers start &ith the specifics and build up to general design. The -rassroots .pproach

.iagnosis of learner/s needs

0orm lation of learning ob!ectives

+election and organi(ation of learning content

+election and organi(ation of learning activities

Teachers participation There are three gro pings of ob!ectives)

Evaluation

1. *no/ledge 1 &hat children need to nderstand 2. s*ills 1 children need to learn ho& to '. concepts 1 children need to be 4. The "rocess Models

a. +a/es Model 011213

it is a st dent-centered model in &hich the teacher acts as facilitator rather than content a thority. this model on-going process &hich is infl enced by emerging theories 2 philosophies incl ding theories of child behavio r3 theories of teaching learning3 and theories of the str ct re of "no&ledge. -t also incl des the practices3 beliefs3 and experiences of those &ho plan the learning environment. this model give importance to aspects li"e physical sit ation3 teacher behavio r3 and p pil behavior.

b. )al*er 011213 reffered to as 4naturalistic3 and also "no&n as 4process model Three 0%3 important elements) 1.platform- it provides the beliefs or principles to g ide the c rric l m developers. 2.deliberation- it is the process of ma"ing decisions from available alternatives '.design- it is the organi(ation and str ct re of the c rric l m c. 4a/rence 5tenhouse 011263 another advocator of process model defines) 5A curriculum is an attempt to communicate the essential principles an features of an e ucational proposal in such a form that it is open to critical scrutin% an capable of effective translation into practice&' %e s ggests that a c rric l m is rather li"e a recipe in coo*ery3 4, c rric l m3 li"e the recipe for a dish3 is first imagined as a possibility3

then the s b!ect of experiment. The recipe offered p blicly is in a sense a report on the experiment. +imilarly3 a c rric l m sho ld be gro nded in practice. -t is an attempt to describe the &or" observed in classrooms that it is ade6 ately comm nicated to teachers and others. 0inally3 &ithin limits3 a recipe can be varied according to taste. +o can a c rric l m. 7. Oliva Model a deductive model that offers a fac lty a process for the complete development of a school8s c rric l m. the needs of st dents in partic lar comm nities are not al&ays the same as the general needs of st dents thro gho t o r society. 9. +umanistic Model proposed by )einstein and !antini 011273 it lin"s socio-psychological factors &ith cognition and concerned &ith the gro p3 as opposed to individ als as most st dents are ta ght in gro ps. -t stresses to identify the learners demographic details and their concerns. They emphasi(ed that the content sho ld be organi(ed according to the learners) life experiences3 their attit des and feelings3 and the social context in &hich they live. "repared by# Group 8