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General Characteristics of Curriculum Development Models

This document summarizes two models of curriculum development: instrumental and pragmatic. The instrumental model emphasizes goal-directed design with clear objectives and a systematic development process. It consists of identifying objectives, selecting content, organizing learning activities, and evaluating objectives. The process is logical and rational. In contrast, the pragmatic model focuses on practical usability. It involves preliminary study, prototyping through design/evaluation/revision with end-users, and deployment evaluation. The process is cyclical with frequent evaluation by end-users. A good curriculum meets users' requirements according to the pragmatic model.

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2K views2 pages

General Characteristics of Curriculum Development Models

This document summarizes two models of curriculum development: instrumental and pragmatic. The instrumental model emphasizes goal-directed design with clear objectives and a systematic development process. It consists of identifying objectives, selecting content, organizing learning activities, and evaluating objectives. The process is logical and rational. In contrast, the pragmatic model focuses on practical usability. It involves preliminary study, prototyping through design/evaluation/revision with end-users, and deployment evaluation. The process is cyclical with frequent evaluation by end-users. A good curriculum meets users' requirements according to the pragmatic model.

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setiawan
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General Characteristics of Curriculum Development Models

Elements Instrumental Pragmatic


Description  Emphasizes a goal directed design  Focuses on practical use of curriculum products
 Systematic development process based on a  Curriculum development requires close interactions with local
thorough analysis. Clear measurable objectives for practice and those who actually use the product.
the development process are formulated (i.e. the
step-by-step planning process allows for the
formulation of clear, measurable objectives for the
development process".
Development Phases This orientation is comprised of four key elements. At the core of this orientation is a formative evaluation where the
and Process  Identification of purpose or diagnosis of needs: development and evaluation processes occur in an interactive manner.
Which objectives should be the aim of education?  Preliminary study: Experts in literature are consulted in a rough draft
 Identification of the teaching-learning experiences of the possible product is developed fairly quickly.
or selection of content: Which learning experiences  Prototyping: Specifications of the prototype are generated and a
are most suitable to achieve the stated objectives? prototype is developed to undergo rounds of design, evaluation and
 Organization of learning and teaching experiences revision. During this phase, there is close interaction with the schools
or content and learning activities: How can these and school community to give the products and possibilities to the end
objectives the organized effectively to make it users.
identified learning experiences?  Deployment evaluation: Moves from prototyping to development of
 Evaluation of the objectives: How do we know the curriculum products. The evaluation process means that a curriculum
objectives have been achieved? product is never really finished, as it will be periodically revisited
assessed and revised
Process Activities Logical Cyclical
Sequence
Main Characteristics of Rational process Frequent evaluation by and with end-users.
Process
Definition of a "Good" Meets predetermined objectives or requirements Meets the users requirements
Curriculum
Strengths  Complex development process is reduced to a few Increased ownership and practical usability of the curriculum products.
questions.
 Rational, fact-based and goal directed approach.
Challenges  Emphasis on attainment of predetermined  The close interaction with end-users can be challenging, at times; for
objectives these little flexibility for adjustments to example, if the users wishes vary greatly (e.g. beliefs on the use of
be made worksheets in mathematics) or are difficult to combine with the
 Limited to factual/empirical data. Does not reflect insights of experts and what has been identified in the research
personal views, opinions and socio-political aspects literature; (e.g., strengths of problem-based learning.)
that are important to curriculum.
 Relegates the art and informed practice of teaching
to a technical process based on built-in procedures.
Current Alberta Curriculum Development Model Synchronous Alberta Curriculum Development Model
(1972-2012) (2012-)

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