edu 3101 – phylosophies and education in malaysia

EDU 3101 – PHYLOSOPHIES AND

EDUCATION IN MALAYSIA

T1 TESL 1

Question

Compare and contrast between

curriculum construction theories

based on objective model with the

process model.

Model is an entity that contains several components

(eg. Target groups, learning outcomes,

educational experiences, etc which are inter-

related.

Functions as a guide to help us take appropriate

actions and ensure that the educational goals

are achieved.

TERMS DEFINITION

CURRICULUM MODELS

OBJECTIVE MODELS

PROCESS MODEL

RALPH TYLER

HILDA TABA

LAWRENCE STENHOUSE

RALPH TYLER• Founder of Tyler’s Model• Born in Chicago, in 1902• Was a teacher. After obtaining

his Doctorate, he became the director of the Educational Research Department, Ohio State University.

• Famous research : Eight-Year Study (1949)

• Produced a book : Basic Principles of Curriculum

• Died in 1994 from cancer

Tyler’s Model

4 components:

Objective Content

Organisation Evaluation

• The teaching product (achievement) is the aim of education.

• Learning outcomes have to be predetermined before the teaching method

• Other components like content, organisation, and evaluation are regarded as secondary in the T-L process

HILDA TABA • Founder of Taba’s Model• Born on 1902 • An educator or teacher• Her contribution is more focused

on science social curriculum especially to he development of cognitive concept

• Involve in the project of Eight-Year Study with Ralph Tyler

• Had succeed in creating model of guideline to create curriculum

• Died on 1967

Taba’s model

Diagnosis of needs

Development of Objectives

Selection of Content

Organisation of Content

Selection of educational experiences

Organisation of educational experiences

Evaluation

7 Components

LAWRENCE STENHOUSE• Founder of Stenhouse’s Model• Born on 1926• He is well-known as a member

of education philosopher especially in education research on curriculum development

• His contribution encourage research among teachers (teachers as researchers)

• Hold the position of British Education Researchers Society.

• Died in 1982

Stenhouse’s Model

• Teaching process has the following characteristics :

• Active• Dynamic• Not something physical• Involves the interactions between teachers,

pupils and the knowledge to be disseminated

He considered curriculum as…

• a form of content delivery by educators to a target

group in a specific educational institution.

• When teachers enter the classroom to teach, they bring along with them :

Lesson plan• Their personality• Belief system• Values

• Expectations about pupil achievement

Influence interaction with

pupils

Conclusion for Stenhouse’s Model

• Learning outcomes is not a main characteristics of Stenhouse’s model

• The teaching objectives and teaching methods are not predetermined.

• Interaction is so important.• Learning process should be the top priority of

teachers in the classroom

Comparis

on Objective Model

Process Model

SIMILARITIES

TEACHER’S GUIDELINE

BOTH MODELS HAVE

OBJECTIVES AND PROCESS

TEACHER AS IMPLIMENTO

R

PLANNING THE LEARNING AND

TEACHING PROCESS

CONTENT OF T-L

DIFFERENCES

OBJECTIVES MODELS

DIFFERENCES PROCESS MODEL

• Ralph Tyler• Hilda Taba

Founder Lawrence Stenhouse

Based on the objective of T-L

Fundamental Principle

Based on the process and criteria taken

The product of learning is based on the objective aimed

Focus Focus more on implementation

process that is gone through by students

OBJECTIVES MODELS

DIFFERENCES PROCESS MODEL

•Curriculum is too rigid with subjects and exams -need to reach objective aimed•More systematic

Characteristics

•The curriculum is not too rigid to subjects -focus more on the way teachers teach•Less systematic

•Teachers can plan the T-L based on objective

Advantages to Teachers

•Teachers can plan the T-L based on the activities guideline

• Choose and construct the content

Content • Neglecting the suitable content

OBJECTIVES MODELS

DIFFERENCES PROCESS MODEL

• Objective• Content• Method• Evaluation

Components of

Curriculum

• Curriculum planning

• Empirical planning

• Learning Process

•Not given the chance to suggest the content that is going to be learnt and how to learn it

Teachers and students opportunities

•Given the chance to suggest the content that is going to be learnt and how to learn it