TSL 3141:

CURRICULUM STUDIES
Tutorial 3:

Models of curriculum design

Group 5:
Aaron Charles
Masitah Malik
Nur Syafawani AB Yassin
Russell Timothy Welly
Sri Farhana Asmat


Group work

Read the following chapters from Orstein and Hunkins

(2014):
Chapter 6 Curriculum Design (pg 151 175)
Chapter 8 Curriculum Implementation (pg 221 240)
Chapter 9 Curriculum Evaluation (pg 243 275)

Based on your readings, discuss which curriculum

design is the most common in Malaysian schools?

Chapter 6: Curriculum
Sources of
curriculum
Design
design
Knowled
ge

Learner

Moral
doctrine

Society
Scope
Sequence

Design dimension
consideration

Continuity
Integratio
n
Articulatio
n
Balance

Science

Design
Subject centered
- Subject
Discipline

Broad-fields

Correlation
-

Process

Learner centered
- Child centered
- Experiencecentered
-

Radical

Humanistic

Problem centered
- Life-situation

Curricular
emphasis
Separate subjects
Scholarly discipline
Interdisciplinary &
scholarly discipline
Separate subjects,
discipline linked but
separate identities
maintained
Generic ways of
information
processing
Childs interest &
needs
Childs experiences
& interest
Childs experiences
& interest
Experiences,
interest, needs of
person & group
Life problem

Underlying
philosophy

Source

Essentialism,
perennalism
Essentialism,
perennalism
Essentialism,
progressivism
Progressivism,
Essentialism

Science, knowledge

Progressivism

Psychology,
knowledge

Progressivism
Progressivism

Child
Child

Reconstructionism

Child & society

Reconstructionism &
existentialism

Psychology, child &

society

Reconstructionism

Society

Knowledge, science
Knowledge, society
Knowledge

Chapter 8: Curriculum
Implementation
The purpose of curriculum development
is to make change.

Innovations designed to improve

student achievement must be
technically sound.
- Choose design that work not
popular.
Successful
Avoid the do
innovation
something,
requires change
anything
Guidelines for
in the structure
syndrome.
Successful
of a traditional
-definite
Implementation
school.
planned
-significantly
curriculum.
modified.
Implementation of
successful change efforts
must be organic rather
than bureaucratic.
-adaptable.

Innovation must be
manageable and
feasible for average
teacher.
-can be conducted.

Planned
change
-those involved
have equal
power.
-ideal.

Coercion
-one group
control and
excludes
others.

Types
of
Chang
e

Interaction
change
-fairly equal
distribution of
power among
groups.

Bennis (1960) identified three types of

change (as cited in Ornstein, A. C., &
Hunkins, P. F. (2014).

Stages of Change

Initiation
Initiation of change sets the stage for
implementation.

Implementation
Involve presenting innovation and getting
people to try it out.

Maintenance
Monitoring of the innovation after it has been
introduced.

Curriculum Implementation Models

Model

Assumption
s

Key Players

Type of
Change
Process
Engaged

Resistance
to change
is natural.
Need to
overcome
resistance
at outset of
innovation
activities.
Must
address
concerns of
staff.

Administrator
s, director,
teachers,
supervisors

Empirical
change
strategy
Planned
change
strategy

Top-down
Organizationa Richard
l development Schmuck and
approach.
(OD)
Matthew Miles Emphasis
on
organizatio
nal culture.
Implement

Administrator
s, directors,
supervisors

Empirical,
rational
change
strategy
Planned
change
strategy

Overcoming
resistance to
change (ORC)

AuthorOriginator

Neal Gross

Concernsbased
adoption
(CBA)

F. F. Fuller

Change is
personal.
Stress on
school
culture.

Teachers

Empirical
change
strategy
Planned
change
strategy

Systems
model

Rensis Likert
and Chris
Argyris

The
organizatio
n is
composed
of parts,
units and
department
s.
Linkages
between
people and
groups.
Implement
ations
consist of
corrective
actions.

Administrator
s, directors,
Teachers,
supervisors

Normative,
rational
change
strategies
Planned
change
strategy

Educational
change

Michael Fullan Successful

change
involves
need, clarity,
some
complexity
and quality
programs.

Administrator
s, teachers,
students,
school board,
community
members and
government

Rational
change
strategies

Curriculum Evaluation
Evaluation:
Process whereby people gather
data in order to make decision.

Students

Teacher

Result on
pupils
learning

Purpose of
Evaluation

Decide whether to maintain,

revise or replace the existing
curriculum

Assess individuals in terms of

instruction and learning
Decide whether the exiting
managerial organization of
the child or organization
should be maintained or
reformed

Scientific
VS
humanist
ic

Formativ
e&
Summati
ve

Approach
es to
evaluatio
n

Intrinsic
VS Payoff

Utilitaria
n VS
Intuitioni
st

Scientific models
Stakes
congruencecontingency
model
Stufflebeams:
context, input,
process &
product model

Humanistic
models
Eisners
connoisseurship
Iluminative
evaluation

Testing:
High stakes test
Norm-referenced test
Criterion-referenced test
Subjective test

Alternative
assessment

Action research
model
Scientific +
humanistic
model

active in their
learning
environment.

Educational
value

Childcenter
ed
Desig
n
lives, needs and
interests.

Not
separated
from
students'
lives

Explore, firsthand, physical,

social, emotional and logical
knowledge

Suit a childs
developmental
level.

Child
center
ed
design

Taught within
their natural
environment.

Simple
ideas
derived
from their
experience
s.

Self-realization
through social
participation

To integrate
subject
matter from
various
fields.

Childcenter
ed
design

Engaged in
interesting
things

Reference
Ornstein.A.C & Hunkins.F.P. (2014).
Curriculum
fundation, principles and issues.
England:Pearson