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    Nichols S

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    Nadila Cahyani
    The Nicholls and Nicholls model of curriculum from 1976 takes a cyclical approach to curriculum development. It involves five steps: 1) conducting a situational analysis of the school environment, 2) selecting objectives, 3) selecting and organizing content, 4) selecting and organizing methods, and 5) evaluation. This model emphasizes situational analysis and is more flexible than previous linear models. It allows educators to continually revise the curriculum in response to changes rather than restarting the entire process.

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    Nichols S

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    Nadila Cahyani
    467 views2 pages
    The Nicholls and Nicholls model of curriculum from 1976 takes a cyclical approach to curriculum development. It involves five steps: 1) conducting a situational analysis of the school environment, 2) selecting objectives, 3) selecting and organizing content, 4) selecting and organizing methods, and 5) evaluation. This model emphasizes situational analysis and is more flexible than previous linear models. It allows educators to continually revise the curriculum in response to changes rather than restarting the entire process.

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    The Nicholls and Nicholls model of curriculum from 1976 takes a cyclical approach to curriculum development. It involves five steps: 1) conducting a situational analysis of the school environment, 2) selecting objectives, 3) selecting and organizing content, 4) selecting and organizing methods, and 5) evaluation. This model emphasizes situational analysis and is more flexible than previous linear models. It allows educators to continually revise the curriculum in response to changes rather than restarting the entire process.

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    © All Rights Reserved
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    467 views2 pages

    Nichols S

    Uploaded by

    Nadila Cahyani
    The Nicholls and Nicholls model of curriculum from 1976 takes a cyclical approach to curriculum development. It involves five steps: 1) conducting a situational analysis of the school environment, 2) selecting objectives, 3) selecting and organizing content, 4) selecting and organizing methods, and 5) evaluation. This model emphasizes situational analysis and is more flexible than previous linear models. It allows educators to continually revise the curriculum in response to changes rather than restarting the entire process.

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    THE TABA MODEL

    Hilda Taba believed that the curriculum should be designed by the teachers rather than handed
    down by higher authority.

    Further, she felt that teachers should begin theprocess by creating specific teaching-learning units
    for their students in their schools rather than by engaging initially in creating a general curriculum
    design.

    Taba advocated an inductive approach tocurriculum development.

    In the inductive approach, curriculum workers start with the specifics and build up to a general
    design as opposed to the more traditional deductive approach of starting with the general design
    and working down to the specifics.

    V. Audrey Nicholls and Howard Nicholls’ Model

    Nicholls and Nicholls model of curriculum, developed in 1976, has been taken to be more
    representative of the cyclical approach. The real notion of the cyclical nature of this model
    is present in this version of the model rather than the Wheeler version 1974. As oppose to the
    linearity of the first four models discussed, Nicholls and Nicholls’Model is a cyclical model
    that makes it flexible and more relevant to curriculum development by the teachers (Print,
    1993). It starts with situational analysis. It is somewhat similar to the firststep of the Oliva
    Model but not as broad as to specifying the need of the society. It is limitedonly to the
    school. The second step is the selection of the objectives. The same as Tyler and Eisner, this
    model considers different sources when selecting the objectives but the subjectmatter is not
    taken into consideration and again the“society”is limited to the school and theimmediate or
    local environment. The third step is the selection and organization of content . The same as
    Taba and Eisner, this model advocates the proper selection and organization of the content
    with the use of the four established criteria: validity,significance,interest and
    learnability. Thefourthstep is the selection and organization of methods ,The laststep is
    evaluation . The same as the previous models it also concludes in evaluation (Nichollsand
    Nicholls, 1978)

    The Cyclical model is responsive to needs, which are on-going, necessitating constant
    updating of the curriculum process. They are flexible. These models view elements of the
    curriculum as interrelated and interdependent.
    The Cyclical models involve Situational Analysis, which involves the analysis of those
    factors, which exist in the environment where the curriculum is going to be introduced.

    Nicholls and Nicholls model of curriculum, developed in 1976, has been taken to be more
    representative of the cyclical approach. The real notion of the cyclical nature of this model is
    present in this version of the model rather than the Wheeler version 1974.

    The Nicholls and Nicholls model of curriculum has a five point plan of developmental
    progression:

    -Situation Analysis

    -Selection of Objectives

    -Selection and Organization of Content

    - Selection and Organization of Methods

    -Evaluation

    Advantages of nicholls and nicholls model. In this situation as it means that educators can
    continually come back to their work and make changes, rather than go back to the beginning
    and start again every time there  is even the smallest of changes needed to the curriculum

    Emphasize on the situational analysis. - model is flexible

    - less rigid,

    -more relevant

    -Continuing activity.

    -Incorporates new information into the curriculum.

    - Views curriculum elements as interrelated and interdependent.

    Disadvantage of nicholls model .

    -Time Consuming,as situational analysis is a long time process

    -difficult to maintain logical sequential analysis.

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