Wheeler's cyclic model of curriculum design consists of five key elements: 1) analyzing the initial situation, 2) identifying aims and objectives, 3) selecting and organizing content, 4) selecting and organizing learning activities, and 5) selecting an evaluation process. Wheeler contends aims should be formulated from general to specific and result in enabling and terminal objectives. Content is distinguished from learning experiences, which determine that content. The document also discusses Taba's situational model and whether it provides a useful framework for curriculum work, noting context is important but the model may not deal with complexity. It argues defining essential elements like situational analysis, statements of intent, content, implementation strategies, and assessment provides a better approach than rigid models.
Wheeler's cyclic model of curriculum design consists of five key elements: 1) analyzing the initial situation, 2) identifying aims and objectives, 3) selecting and organizing content, 4) selecting and organizing learning activities, and 5) selecting an evaluation process. Wheeler contends aims should be formulated from general to specific and result in enabling and terminal objectives. Content is distinguished from learning experiences, which determine that content. The document also discusses Taba's situational model and whether it provides a useful framework for curriculum work, noting context is important but the model may not deal with complexity. It argues defining essential elements like situational analysis, statements of intent, content, implementation strategies, and assessment provides a better approach than rigid models.
Wheeler's cyclic model of curriculum design consists of five key elements: 1) analyzing the initial situation, 2) identifying aims and objectives, 3) selecting and organizing content, 4) selecting and organizing learning activities, and 5) selecting an evaluation process. Wheeler contends aims should be formulated from general to specific and result in enabling and terminal objectives. Content is distinguished from learning experiences, which determine that content. The document also discusses Taba's situational model and whether it provides a useful framework for curriculum work, noting context is important but the model may not deal with complexity. It argues defining essential elements like situational analysis, statements of intent, content, implementation strategies, and assessment provides a better approach than rigid models.
Wheeler's cyclic model of curriculum design consists of five key elements: 1) analyzing the initial situation, 2) identifying aims and objectives, 3) selecting and organizing content, 4) selecting and organizing learning activities, and 5) selecting an evaluation process. Wheeler contends aims should be formulated from general to specific and result in enabling and terminal objectives. Content is distinguished from learning experiences, which determine that content. The document also discusses Taba's situational model and whether it provides a useful framework for curriculum work, noting context is important but the model may not deal with complexity. It argues defining essential elements like situational analysis, statements of intent, content, implementation strategies, and assessment provides a better approach than rigid models.
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WHEELER’S CYCLIC MODEL
Wheeler’s model is a cyclical model. The key elements are analyzing the initial situation, identifying aims and objectives, selecting and organizing content, selecting and organizing learning activities, and selecting an evaluation or assessment process. This model which Wheeler called the circular model has five procedures which are: Selecting an objective, choosing learning experience, choosing content, organizing and integrating learning experience and content, and evaluating.
Wheeler (1967) contends that, aims should be discussed as behaviors referring
to the end product of learning which yields the ultimate goals and these ultimate goals can as well be thought of as outcomes, additionally wheeler says that aims are formulated from the general to the specific in curriculum planning. This results in the formulation of objectives at both an enabling and a terminal level. Content is distinguished from the learning experiences which determine that content.
TABA MODEL AND THE SITUATIONAL MODEL.
Does the Situational Model bring us any closer to a workable and useful model to guide our curriculum work? Certainly it asks us to consider the context of curriculum and this is important. If we go back to our original view of curriculum as the translation of educational ideas into practice then we simply cannot discount the importance of context and the external and internal factors that impinge on the contexts in which we work. But does the Situational Model lock us into another series of five steps which cannot deal with all the complexity that Holt portrays? I would argue that we should abandon the search for models. What we could do is to use the work of Skilbeck and others to define the essential Elements of curriculum. These would be
Situational analysis Statements of intent (aims, objectives, outcomes)
Content Implementation and organisational strategies
Assessment Monitoring and evaluation. THE DIFFERENCES BETWEEN ALL
Firstly the cyclical model has a feedback mechanism as compared to the
objective model, in the sense that it provides students with ways to measure their progress or accuracy.
Whenever there is new information which needs to be incorporated in the
curriculum, the cyclic model readily incorporates it in the curriculum which is never the case in the objective model which seems to be impossible to receive or incorporate more information. This makes the spherical model to be more flexible as compared to the objective model which is more on a rigid side. The other difference is that cyclical models present the curriculum design process as a continuing activity, which is constantly in a state of change as new information, and practices become available, while in the objective model it is hard to determine continuity is possible or not.
In addition Cyclical models emphasize the importance of Situational Analysis,
so that the subsequent curriculum will accurately reflect the needs of the learners for whom it is intended and at the right time and the right place, which is a difficult thing to do in the objective model because of the its rigidity to adjust and suite the intended learners.
