model of curriculum development

Curriculum Development & Models

Curriculum Development & Models

DED 0122: Curriculum & Teaching

Course Instructor

Said A.S.Yunus

04/18/23 1DED 0122: CURRICULUM & TEACHING

Objectives 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


What is curriculum development?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



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



Curriculum development is the process of setting up and establishing specific guidelines of instruction for the curriculum.


The Curriculum: models

The Curriculum: models


Curriculum modelsCurriculum models

Model:

Definition:

A simplified representation of reality which is often depicted in diagrammatic form



Model:

Purpose:

To provide a structure for examining the elements that go to make up curriculum planning, and how these elements interrelate.



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.



Models are used to explain:

levels of curriculum

aspects of organization practice

aspects of classroom instruction

types of decision making



Are designed to provide a basis for decisions regarding the selection, structuring and sequencing of the educational experiences


The curriculum processThe curriculum processThe development of a curriculum

involves the developer in decisions about the nature and appropriateness of the substantive (basic) elements, e.g. the

OutcomesContentmethod assessment strategiesThese decisions are made in relation

to the context in which the curriculum will operate.


Types of curriculum modelsTypes of curriculum models

Rational/objectives models

Cyclical modelsDynamic/interaction models


A continuum of curriculum models


Rational/objectives models:

Ralph Tyler

Hilda Taba




Cyclical models:

Wheeler

Nichols




Dynamic/interaction models :

Walker

Skilbeck


Ralph Tyler's Model/RationaleRalph 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


Hilda Taba's Linear ModelHilda 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:


Hilda Taba's Linear ModelHilda Taba's Linear Model1. 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.


Hilda Taba's Linear ModelHilda Taba's Linear Model3. 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.

.


Hilda Taba's Linear ModelHilda Taba's Linear Model5. 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.


Hilda Taba's Linear ModelHilda 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.


Curriculum DevelopmentCurriculum Development 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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Curriculum Development 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


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Curriculum DevelopmentCurriculum 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.


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Evaluation Evaluation

What was useful?

What was not so useful?

What needs to be Changed?

DED 0122: CURRICULUM & TEACHING

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THANK YOU FOR LISTENING THANK YOU FOR LISTENING

DED 0122: CURRICULUM & TEACHING

2804/18/23

model of curriculum development

Documents

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curriculum teachingwhat

curriculum guides

curriculum planning

curriculum developmentdefine

curriculum teachingobjectives

area of curriculum

official documents