week 3 - models of curriculum

7/30/2019 Week 3 - Models of Curriculum

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CURRICULUM AND

INSTRUCTION

WEEK 3


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Curriculum Development

In developing a curriculum (or course) we are

faced with three major decisions or questions:

1)WHAT TO TEACH?? (PLANNING)

2)HOW TO TEACH IT?? (IMPLEMENTATION)

3)HOW TO EVALUATE IT?? (EVALUATION)


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CURRICULUM

PLANNING

IMPLEMENTATION

EVALUATION

Identify philosophy,

vision and mission

Setting goals

and objectives

Designing curriculum

Implementingcurriculum

Managing resources

Making evaluation

Redesigning

curriculum


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Models of CurriculumDevelopment

1) The Tylers / Objectives Model

2) The Interaction / Dynamic Model

3) Tabas Model

4) Contemporary Model


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Tylers / Objectives Model

Ralph Tyler (1950)

The most common model in the field of

curriculum development

4 stages:

1) Objectives

2) Content3) Method

4) Evaluation


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OBJECTIVES

CONTENT

METHOD

EVALUATION

State the aims and objectives of the program

Select the content/subject matter to help students

achieve the objectives

Decide on the method to organize and present

the content

Determine the method to measure the extent

objectives are being achieved


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1) Objectives

Should be based on an analysis from:

- the student as a learner- the contemporary life outside the school

(society)

- specialists in the various subjects


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1) Objectives

Identified need to be screened and

reduces to a small number of:

- consistent, highly important objectives

- be in line with the educational philosophy

and aims- psychology of learning


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1) Objectives

Should

- specify precisely what is supposed to belearned accurate assessment

- specify the changes to be brought about

in the students attainment of objective


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2) Content

Determine learning experiences that might

lead to the attainment of the stated

objectives

It should be:

- relevant, adequate- balanced in term of breadth and depth


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3) Method

Organize the subject matter or experience

Principles of organization:a) Principles of Continuity

- important objectives need to be repeated

time and again in different ways so thatthey are learned thouroughly


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b) Principles of Sequence

- Successive learning experience should

build on one another, taking students more

deeply into the subject each time

c) Principles of Integration

- Learning experiences ought to becoherently and constructively related to

one another


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4) Evaluation

To determine whether the curriculum is

achieving the desired results

Involves an appraisal of the students

actual behaviour

Should be carried out at several differenttimes to secure evidence of the

permanence of the learning achied


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4) Evaluation

Variety methods tests, work samples,

questionnaires, records..

Formative vs. summative

Results should be used to:

- indicate strengths and weaknesses of theprogram

- plan for revision


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Critiques / weaknesses:

1) Too rigid

2) Govern by objectives3) Linear step by step tedious process


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Interaction / Dynamic Model

Modification of Tylers Model

Proposed by Taba (1962) and Cohen (1974). It shows a relationshipamong the curriculum elements

Curriculum development is seen as a dynamic process and it maybegin with any curriculum element and these elements can befollowed in any sequence

E.g. method-objective-content-evaluation-

if the teacher decided that it would be valuable to have students

perform a role play, such an addition to the method section of thecurriculum would be necessitate change to the objectives, contentand evaluation sections


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OBJECTIVES

METHOD

EVALUATION CONTENT

INTERACTION MODEL


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Interaction / Dynamic Model

Advantages:

1) As this is not a linear process this model may be atruer reflection of reality of curriculum development asit takes place in the school

2) Do not to have to start with objectives. The modelallow the developer to change the order of planning- tomove to and fro among the curriculum elements.

3) The developer is not constraint by fixed procedure. Itallows creativity or whatever is of interest at one pointin time, whichever and however the teacher like.

4) The four elements - interact


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Weakness of interaction model

1) the model does not necessarily specifyobjectives as the starting point in curriculumdevelopment. Supporters of the objectivesmodel have already argued the importance ofinitial objectives. The possible danger of not

stating an objective first is that they may simplybe accommodated to the content specification,and thereby be decorative or contrived as anafter thought.

2) the model is not systematic in the way that theobjectives model is. It has no one fixed directionor sequence


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7 Steps of Tabas Model

DIAGNOSIS OF NEEDS

SELECTION OF OBJECTIVES

SELECTION OF CONTENT

ORGANIZATION OF CONTENT

SELECTION OF LEARNING EXPERIENCES

ORGANIZATION OF LEARNING EXPERIENCES

DETERMINING OF WHAT TO EVALUATE AND

HOW TO EVALUATE IT


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Tabas model

1) diagosis of needs- the teacher (curriculum designer)starts the process by identifying the needs of thestudents for whom the curriculum is to be planned

2) formulation of the objectives- after the teacher has

identified needs that require attention he specifiesobjectives to accomplish

3)selection of content- the objectives selected or created

suggest the subject matter or content of the curriculumunit. Taba pointed out that not only should objectivesand content be matched, but the validity and significanceof the content chosen needed to be determined


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Tabas model

4) organization of content- a teacher cannot justselect content but must organize it in some type

of sequence, taking into consideration the

maturity of the learners, their academic

achievement and their interest.

5) selection of learning experiences- content

must be presented to pupils must be engage in

an interaction with the content


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Tabas model

6)organization of learning activities- just ascontent must be sequenced and organized, somust the learning activities is determined by thecontent that is sequences

7) evaluation and means of evaluation- thecurriculum planner must determine just what

objectives have been accomplished. Evaluationprocedures need to be considered by thestudents and teachers

)


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Needs Analysis (need assessment)

The process of determining the needs

for which an individual or groups of

individuals require training, andarranging the needs according to

priorities


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Needs Analysis (need assessment

Needs Analysis makes use of both:a) Subjective information

b) Objective information questionnaire,

test, interviews, observation


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Needs Analysis (need assessment

1) Needs Analysis seeks to obtaininformation on:

a) The situations in which the training will

be usedb) The objectives and purposes for which

the training will be used

c) The level of competence that will be

required at the end of the training


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Contemporary Model

NeedsAnalysis

Objec-tives

Implementation

ContentEvalua

tion

Feedback


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Based on 3 models, curriculumdevelopment or syllabus design involves 5

steps:

1) Needs analysis2) Formulating Objectives

3) Selecting and organizing content

4) Implementing the curriculum

5) Evaluating the curriculum


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1) Needs analysisIt may include:

Students

Graduates Employers

Industry

Society, SME, Professional bodies

National

Global


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2) Formulation of objectives

The following may be considered:

Students

Lecturers Employees

Industry

Social National

Global


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3) Selection ofContent

Sources:

Lecturers SME

External examiners

Employers

Accreditation bodies

Politicians

IHL

Students

Academic advisors

Professional bodies

Alumni, graduates Government policies

Academicians

Comparison andbenchmarkin


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3) Selection of ContentConsider:

Breadth and depth

Knowledge, Skills and Attitude Principles of Continuity, Sequence and

Integration


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4) Implementation Teaching and learning

Teaching styles and strategies

Learning styles and strategies


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week 3 - models of curriculum

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