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The document discusses the three main models of curriculum development: the Tyler model, Taba model, and Wheeler model. It highlights their similarities in emphasizing objectives and evaluation, but differences in their approaches. The document also discusses influential curricularists like Bobbitt, Charters, Kilpatrick, Rugg, Caswell, Tyler, Dewey, Bruner, Taba, and Stenhouse. It identifies the planning phase and consideration of philosophical, historical, psychological, and sociological foundations as important for curriculum development. Finally, it agrees with Alvin Toffler's perspective on lifelong learning and technology integration.

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Faye Lanna
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43 views4 pages

Activity

The document discusses the three main models of curriculum development: the Tyler model, Taba model, and Wheeler model. It highlights their similarities in emphasizing objectives and evaluation, but differences in their approaches. The document also discusses influential curricularists like Bobbitt, Charters, Kilpatrick, Rugg, Caswell, Tyler, Dewey, Bruner, Taba, and Stenhouse. It identifies the planning phase and consideration of philosophical, historical, psychological, and sociological foundations as important for curriculum development. Finally, it agrees with Alvin Toffler's perspective on lifelong learning and technology integration.

Uploaded by

Faye Lanna
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GROUP 3

Please do the ff. activities by group.


1. Determine the similarities and differences of the three models of Curriculum Development
Process.
2. Which phase of the curriculum process do you find very important as a teacher?Why?
3.What philosophical, historical, psychological and sociological influences inform the current
school curriculum?
4. How do these foundations reflect the development of curriculum in our 21st century
classrooms and learning environment?
5. Who are the identified curricularists with these foundations?
6. Do you agree with Alvin Toffler? Why?
Answers:
The three models of curriculum development process typically referred to are the Tyler model,
the Taba model, and the Wheeler model. Here's a breakdown of their similarities and differences:
Tyler Model:
Similarities: Emphasizes objectives as the starting point, focuses on defining clear objectives,
selecting appropriate learning experiences, organizing the content, and evaluating the outcomes.
Differences: Primarily linear in nature, follows a step-by-step approach of defining objectives,
selecting content, organizing learning experiences, and evaluating outcomes.
Taba Model:
Similarities: Also emphasizes the importance of starting with objectives, but places greater
emphasis on the process of curriculum development as collaborative and cyclical.
Differences: Involves a more iterative process where teachers, students, and other stakeholders
contribute to the development of curriculum objectives, content, and learning experiences.

Wheeler Model:
Similarities: Like the other models, it emphasizes the importance of clear objectives and
evaluation.
Differences: Emphasizes the interaction between different components of the curriculum, such as
objectives, content, teaching strategies, and assessment methods. It also highlights the need for
ongoing reflection and adjustment based on feedback and changing contexts. In summary, while
all three models share the common goal of designing effective curriculum, they differ in their
approach to the process, with variations in emphasis on objectives, collaboration, cyclical
processes, and the interaction of different curriculum components
2. I find the "planning" phase of the curriculum process to be very important. This phase
involves setting clear learning objectives, selecting appropriate instructional methods and
materials, and designing assessments to measure student learning. Effective planning ensures that
lessons are organized, engaging, and aligned with educational standards, ultimately leading to
more successful student outcomes

3. The current school curriculum is often influenced by a blend of philosophical and sociological
perspectives. Philosophically, it may draw from educational theories such as progressivism,
which emphasizes hands-on learning and student-centered approaches, or traditionalism, which
values a structured, content-focused curriculum. Sociologically, it may reflect societal values,
economic demands, cultural diversity, and political agendas. Additionally, concepts like critical
pedagogy, multiculturalism, and social justice may influence curriculum development, aiming to
address inequities and promote inclusivity in education.

4. Foundations of curriculum, including philosophical, historical, psychological, and sociological


factors, shape the development of curriculum in 21st-century classrooms and learning
environments by informing decisions on content, pedagogy, assessment, and organizational
structure. For instance: Philosophical foundations guide educators in defining educational goals
and values, such as promoting critical thinking or fostering creativity. Historical foundations
provide insights into past educational practices and their implications for present and future
curriculum design. Psychological foundations inform understanding of how students learn and
develop, leading to instructional strategies tailored to diverse learners. Sociological foundations
address societal needs and challenges, influencing curriculum content to include global
perspectives, cultural diversity, and 21st-century skills like collaboration and digital literacy.

5. Curricularists are scholars who focus on the theory and practice of curriculum development.
Some identified curricularists and their foundational approaches include:
FRANKLIN BOBBIT (1876-1956)
Bobbit posits that the organization and sequencing of learning objectives and activities should be
undertaken only after a thorough clarification of instructional tasks and activities. He perceives
the curriculum as a scientific discipline that prioritizes the needs of the students.

This perspective elucidates the rationale behind the meticulous planning and organization of
lessons based on the students’ needs. It underscores the imperative for teachers to address these
needs effectively, thereby equipping students with the necessary skills and knowledge for their
adult lives.
WERRET CHARTERS (1875-1952)
In addition to prioritizing the needs of students, Charters advocates for the alignment of
objectives and corresponding activities with the subject matter or content of the curriculum.
Consequently, department heads or course coordinators meticulously examine the congruence
between objectives and subject matter as prepared by faculty members. This ensures that the
educational goals are directly relevant to the course content.

WILLIAM KILPATRICK (1871-1965)


For Kilpatrick, the purpose of curriculum is child development, growth, and social relationship.
He also introduced the use of small group interaction, and the project method in which the
teacher and students plan together. Thus, it is called as the child-centered curriculum.

HAROLD RUGG (1886-1960)


Harold Rugg, an American educator, significantly contributed to the development of the
curriculum. He earned a bachelor’s degree in civil engineering and a doctorate in education,
which he applied to reassess how curriculum was created. His work in the National Society for
the Study of Education’s yearbooks provided groundbreaking syntheses of the fields of social
studies and general curriculum. He introduced the concept of the development of the whole
child, the inclusion of social studies, and the importance of curriculum planning in advance.

HOLLIS CASWELL (1901-1988)


Hollis Leland Caswell was an American educator and a significant figure in curriculum planning.

Caswell’s work emphasized the importance of the learner’s experience in curriculum


development. He believed that curriculum should be designed around the needs, interests, and
abilities of students, rather than being subject-centered. His approach was influential in shifting
the focus of curriculum development towards a more student-centered model.
His contributions to the field of education have had a lasting impact, shaping the way curriculum
is designed and implemented in schools today.

RALPH TYLER (1902-1994)


And as to the hallmark of curriculum development as a science, Ralph Tyler believes that
curriculum should revolve around the students’ needs and interests. The purpose of curriculum is
to educate the generalists and not the specialists, and the process must involve problem solving.
Likewise, subject matter is planned in terms of imparting knowledge, skills and values among
students.

Ralph W. Tyler: Known for his work on the "Tyler Rationale," which emphasizes four
fundamental questions in curriculum development: What are the educational purposes? What
educational experiences will attain these purposes? How can these educational experiences be
organized effectively? How can we determine whether these purposes are being achieved?
John Dewey: A prominent figure in progressive education, Dewey advocated for a child-
centered approach to curriculum development. He emphasized experiential learning, problem-
solving, and the integration of curriculum with real-life experiences.
Jerome Bruner: Bruner's work focused on the importance of structure and organization in
curriculum design. He proposed a spiral curriculum, where topics are revisited and deepened
over time, allowing for a more comprehensive understanding.
Hilda Taba: Taba is known for her work on curriculum development through the process of
curriculum mapping and instructional planning. Her approach involves starting with broad goals
and then systematically organizing content and learning experiences to achieve those goals.
Lawrence Stenhouse: Stenhouse emphasized the importance of teachers being actively
involved in curriculum development. He advocated for a curriculum that is dynamic, responsive
to student needs, and continuously evolving based on reflective practice. These curricularists
have made significant contributions to the field of education and have influenced how educators
think about and approach curriculum development.

6. YES, Because Teddy Toffler contribution to curriculum development focused on the need for
lifelong learning and the integration of technology into the classroom.

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