edu 3101 – phylosophies and education in malaysia
DESCRIPTION
Compare and contrast between curriculum construction theories based on objective model with the process model.TRANSCRIPT
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EDU 3101 – PHYLOSOPHIES AND
EDUCATION IN MALAYSIA
T1 TESL 1
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Question
Compare and contrast between
curriculum construction theories
based on objective model with the
process model.
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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
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CURRICULUM MODELS
OBJECTIVE MODELS
PROCESS MODEL
RALPH TYLER
HILDA TABA
LAWRENCE STENHOUSE
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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
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Tyler’s Model
4 components:
Objective Content
Organisation Evaluation
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• 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
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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
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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
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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
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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
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He considered curriculum as…
• a form of content delivery by educators to a target
group in a specific educational institution.
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• 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
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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
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Comparis
on Objective Model
Process Model
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SIMILARITIES
TEACHER’S GUIDELINE
BOTH MODELS HAVE
OBJECTIVES AND PROCESS
TEACHER AS IMPLIMENTO
R
PLANNING THE LEARNING AND
TEACHING PROCESS
CONTENT OF T-L
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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
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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
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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
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