Damanhur University

Faculty of nursing
Nursing Education Department
Curriculum of Nursing Education
Master Autumn 2023 -2024

Curriculum development
models

Under
supervision

Pro.
Dr\
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Outline:
 Introduction.
 Definitions
 Curriculum
 Curriculum development
 Models of Curriculum development
 Ralph Tyler’s Model
 Introduction.
 Major components
 Four tyler`s model steps
 Strengths of Tyler’s mode
 Weakness points
 Taba`s model
 Introduction
 Characteristics of taba`s model
 taba`s model steps for curriculum devolpment
 Strengths of taba’s mode
 Weakness points
 Comparison between taba and tyler model

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Objectives:
 General objective:

At the end of this seminar the learner will be able to:

 Know about the tyler and taba model for curriculum development..

 Specific objectives:

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Introduction :
The curriculum is a fundamental aspect that guides formal learning
experiences. It is conceptualized to suit the educational objectives and
philosophy of the learning institution for which it is intended. Curriculum
development models serve as a guide for two important processes
involved in curriculum creation: design and development.

Definitions :
 Curriculum includes all those activities which are utilized by the
school to attend the aims of education. Curriculum is all the
experiences a learner has under the guidance of the school.

 Curriculum Development can be defined as the process of selecting,

organizing ,executing, and evaluating learning experiences on the
basis of the needs, abilities and interests of the learners and the nature
of the society or community.

 A model is a representation of reality presented with a degree of form

and order. It provides a conceptual framework for designing a
curriculum based on the specific purpose of that curriculum.. Various
models of curriculum development have been proposed by different
curriculum theorists and authors.

For example,

1. Ralph Tyler’s model (1949)

2. Hilda Taba’s model (1962
3. Wheeler’s cyclic model (1971)
4. Nicholls and Nicholls (1972)
5. Giles
6. Walker’s model (1972)

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Ralph Tyler’s Model :
Introduction

The Tyler model developed by ralph Tyler in the 1940s. He wrote down
his ideas in a book basic principle of curriculum and instruction for the
students to give them an idea about principles for making curriculum.

Major components

 The Tyler Model is referred to as the.” Objective Model” because of

its objective approach to educational evaluation.
 It emphasizes consistency among objectives, learning experiences and
outcomes
 It gives special attention to the planning phase
 Its approach is deductive
 Curriculum objectives indicate both behaviors to be developed and
area of content to be applied

Four steps of Tyler model

1. Learning Objectives

2. Learning experiences

3. Organizing learning experiences

4. Evaluation

1. Learning objectives
 What educational purposes should the institution seek to attain?
 It emphasizes the importance of studying the child to find out what
kind of interest she has, what problems he encounters, what purpose
he has in the mind Rational Models
 Studies of learners themselves as a source of educational objectives.
 The use of psychology of learning in selecting objectives

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 Stating objectives in a form to be helpful in selecting learning
experiences and in guiding teaching.

2. Learning experiences

Possible learning experiences

 Tyler believes that students learn through exploration.

 Development of thinking skills
 Acquisition of information
 Development of social attitudes
 Development of students interests
 Tyler believes teachers should encourage children to become
actively engaged in discovering what the world is like.

3. Organizing learning experience

Three major criteria are required in building organized learning

experiences

 Continuity
 Sequence
 Integration

3. Evaluation
 The process of assessment is critical to Tyler’s model and begins
with the objectives of the educational program
 the process of evaluation essentially the process of determining to
what extent the educational are actually being realized by the
program of curriculum and instruction.
 Through different methods teacher can evaluate the performance of
students.

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Strengths of Tyler’s model

 It involves the active participation of learners

 Objectives are clearly defined in the purposes
 Simple linear approach to development of behavioral objectives

Weaknesses

 Narrowly interpreted objectives

 Difficult and time consuming constructional of behavioral
objectives
 Curriculum restricted to a constricted range of student’s skills and
knowledge.

Taba`s Model :
introduction

 Hilda Taba was an architect, a curriculum theorist, a curriculum

reformer, and a teacher. Taba was born in a small village in
Southeastern Estonia. Taba was introduced to progressive
education ideas at TARTU UNIVERSITY. She wrote a book
entitled curriculum development; theory and practice

Characteristics of Taba Model

 Taba model is inductive approach

 It is a teacher approach
 Taba believed that teachers are aware of the students’ needs
 The main idea of this approach is that the needs of the students are
at the forefront to

The curriculumSteps of Taba Model

1. Diagnosis of needs

2. Formulating objectives

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3. Selecting content

4. Organizing content

5. Selecting learning experiences

6. Organizing learning experiences

A. Teaching strategies for cognitive development

B. Teaching strategies for effective development

7. Evaluation

1. Diagnosis of Needs
it is an essential part of the curriculum development. Taba believed
that what students were need so there should be the man creations of
the curriculum.

1.1 Diagnosis of the learners

The curriculum should be developed to enhance the

desirable uniqueness of individuals and Needs of society The
content of the curriculum should deal with the nature and needs of the
society. For example;

 Literacy needs
 Vocational needs
 Interpersonal needs
 Creativity and innovation
 Transmission of values and culture

1.2 Diagnosis of achievement

Is determining how well the students have achieved important

educational objectives

1.3 Diagnosis of values

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 Must select the subject matter most valuable for the
particular learners they are considering

1.4 Diagnosis of school facilities and resources of the community

 Materials and equipment greatly facilitate learning
 Resources of community should be utilized to enrich the
program of the school and its curriculum
1.5 Diagnosis of curriculum development

Curriculum developers must also find out

 The causes of achievement

 The difficulties encountered in teaching
 The evident failure of the curriculum

2. Formulating Objectives According to our need we set our

objectives

 Objectives should useful and clear

 Objective should describe both kind of behavior i.e. expected
and content
 Scope of objective should be broad
 Objective should be realistic
 Enable students to perform skills
 Development of healthy personality
 To add the knowledge, they possess
 To develop understanding

3. Selection of the content

Based on the diagnosis of needs and tentative projection of objectives,

it is much easy to go for the content selection.

Content should be

 Easy to difficult
 Age equivalent

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  According to mental level of students
 Selecting the topic
 Selecting the basic ideas
 Selecting the specific content
 Need of interest
 Society needs
 It should valid and reliable
 According to teacher competency
 Feasible
 In sequence
 Should be rational base

4. Organizing the Content

Once the content is finalized, the content has to be organized

 systematically
 Sequential order
 Concrete to abstract
 Simple to complex
 Known to unknown
 Immediate to remote
 Easy to difficult

5. Selecting Learning Experiences

When content has selected it is easy to plan for learning experiences

or activities. Now we see how the student will gain by the content.
Criteria.

 What student need to experience

 In order to acquire certain behavioral competencies and sequence
of experiences

Must be taken to include a variety of learning such as :

Reading Analyzing
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Painting Tabulating

Discussing Writing

Observing Research

6. Selecting learning experiences

 Introduction, opener, orientation
 Development, analysis, study
 Generalization
 Applications, summary, accumulation
 Rhythm of learning activities

7. Evaluation

Plans need to be made for evaluation There are varied approaches and
methods of evaluation to know the progress of students such as,

 Test
 Mid term
 Final term
 Presentations
 Quiz etc.

Strength of the model

1. Gives teachers a greater role by not just making them implements

of the curriculum but also developers
2. Uses the inductive method
3. Sees curriculum as a plan for learning
4. This model taps into higher-order thinking skills.
5. Builds comprehension skills such as inference, synthesizing and
summarizing..
6. When grouped together students work collaboratively with others
to build speaking and listening skills.

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 Limitation of taba model

1. Can be difficult for non-gifted students to grasp

2. Difficult for heterogeneous classrooms
3. The Taba model is not an easy instructional method to grasp,
making it more of a challenge to students of all backgrounds.
4. This method of teaching is harder to use across the curriculum.
Although easier to use in Language
5. Can be difficult for some students to handle the open-ended
aspect of the model.
6. Without clear direction it may be difficult for teachers to plan
and prepare questions for the path of the students take.
7. Difficult to adapt for all subjects, or at least for some types of
texts.
8. Texts must be chosen in advance.
9. Other planners may prefer to follow a deductive approach,
starting with the general-specification of philosophy, aims, and
goals-and moving to the specific objectives and instructional
technique
10.Teachers not understanding the connection between the
content, activities, teaching methods and evaluation.
11.Keeping the resources up to date.
12.Maintaining training for new teachers on the method as well as
support needed for teachers as they must review the plan often

Comparison between tyler and taba model

Tyler`s model Taba`s model

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Deductive inductive
Argue from the administrator Reflects the teacher approach
approach
Lays the main stress on aims, Her rational does not start with objectives, as
evaluation and control she believes that the demand for education in
a particular society should be studied first

This approach may be perfect Pays attention to the selection of the content
perhaps for market-oriented and its organization with an aim to provide
education but inadequate for the students with an opportunity to learn with
development of responsible and comprehension
creative individuals able to meet
the challenges of the constantly
changing circumstances

References :
 Affarella, R. S. (2020). Planning programs for adult learners: A
practical guide for educators, trainers, and staff developers (2 ed.). San
Francisco: Jossey-Bass, Inc.
 Kern, D., Thomas, P., Howard, D., & Bass, E. (2022). Curriculum
development for medical education: a six-step approach. Baltimore
and London: The Johns Hopkins University Press. PDF available
through
www.medicine.osu.edu/education/document/curriculum_design
 Moore DE, Green J and Gallis A (2019). Achieving Desired Results
and Improved Outcomes: Integrating Planning and Assessment
Throughout Learning Activates.
 Baker, J., Lynch, K., Cantillon, S and Walsh, J., 2021. Equality: from
theory to action. Basingstoke: Palgrave Macmillan.
 Borders, T., 2023. Curriculum Theories Connexions, March 13th 2006
http//cnx.org/content/m13293/1.9

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 Coleman, U., 2022. Curriculum Matters. Dublin: City of Dublin VEC
Coleman, U., 2006. Reflection on Draft Curriculum Report
(unpublished paper) for National Adult Literacy Agency

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