Models of Curriculum Development

 Curriculum Model
 A model is really the first step in curriculum development. A curriculum model
determines the type of curriculum used; it encompasses educational philosophy,
approach to teaching, and methodology.
 Model refers to relationship between the parts of the process of curriculum development,
i.e. objectives, content, method, and evaluation (Brady, 1990;57-8)
 Models are miniature representations that summarize data and/or phenomena and thus act
as an aid to comprehension (Zais, 1976).
 In curriculum we frequently use graphical models as they enable curriculum
developers to visualize curriculum elements, their relationships, and the processes of
development and implementation (Print, 1993).

 Design
 A plan or drawing produced to show the look and function or workings of a building,
garment, or other object before it is built or made. A curriculum developer also designs
a curriculum before its development.

 Forms of Models

 The Product Curriculum Models

The model is focused on results, like grades or reaching an objective. Most of the
weight is focused more on the finished product than what is happening in the learning
process.

 The Process Curriculum Models

The process model focuses on how things happen in the learning and is more open-
ended. Curriculum focusing on the process model emphasizes how students are learning,
what their thinking is, and how it will impact future learning.

 Different Frameworks of Curriculum Models

 Subject- or discipline-centered -In this framework, the curriculum is organized
around subjects, like math or science.

 Integrated - This framework pulls many subjects together. We see this model used
in problem-based learning and experiential learning.

 Spiral - In this framework, the content is presented several times across the span
of the school year. Seen mostly in math, using this design allows students to be
introduced and then revisit material often.
  Inquiry or problem-based – This framework focuses on a central problem or
question. In this frame, all curriculum is problem-based,
 Integrated - This framework pulls many subjects together. We see this model used
in problem-based learning and experiential learning.

 Experiential - Using this framework allows students to participate in real-life

ways with their work such as, experimenting with hypothesis, working through
problems, and finding solutions.

Ralph Tyler Model (1902-1994)

An American Educationist

 Linear model for curriculum development

 Classical model for curriculum development
 Objective model for curriculum development
 Developed in 1949
 Components of Model
 Objectives
 Learning experiences
 Organization of learning experiences
 Evaluation
 Sources of objectives
 Studies of the job
 Studies of the student
 Information from subject matter specialists
 Father of curriculum development
 Ralph Tyler gave the first model of curriculum development.
 Tyler’s work in curriculum development and evaluation was influenced by notable
educators Charles Judd and W.W Charles.
 Also known as the father of Evaluation and Assessment
 This model base on his eight years study
 In his point of view curriculum should be Dynamic and program under constant
evaluation revision

 According to Tyler

 Curriculum development needs to treat logically and systematically.

 To develop any curriculum, one must pose four fundamental questions.
o What education purposes should the school seek to attain? (objectives)
o What educational experiences are likely to attain these objectives?
(contents/instructional strategies/learning experiences)
o How can these educational experiences be organized
effectively? (Organization of learning experiences)

o How can we determine whether these purposes are to be attained?

 (Evaluation/Assessment).

 Characteristics

Focus on continuous evaluation.

Integration between national objectives and student’s needs.

Known as the best model for curriculum development.

Special attention on the planning phase
Deductive approach
General to specific
Argues from the Administration Approach
Best approach for market-oriented education

 Strengths

1. Clarity: The Tyler model is known for its clear and concise structure. It has a systematic
and logical approach to curriculum development, which makes it easy for educators to
understand and implement in their education system.
2. Objectives-based: The Tyler model is focused on achieving specific learning objectives.
This makes it easier for teachers to develop instructional plans that are targeted toward
achieving specific learning outcomes.
3. Flexibility: The model allows for flexibility in curriculum development. It can be applied
to any subject area or level of education, making it adaptable to different educational
settings and people can use it according to their convenience.
4. Assessment: The Tyler model focuses on the importance of assessment and evaluation of
the curriculum. This helps teachers and educators to determine the effectiveness of their
instructional plans and make necessary adjustments.
 Weaknesse

1. Limited focus: The Tyler model is mainly focused on cognitive learning and does not give
much attention to affective or social learning. This means that it may not fully address the
diverse needs and interests of students.
2. A narrow view of objectives: The model focuses on specific learning objectives and does
not consider broader educational goals such as social and emotional development or
critical thinking.
 3. Rigid structure: The model’s emphasis on objectives and assessment can result in a rigid
and inflexible curriculum structure. This may not allow for creativity or adaptability in the
teaching and learning process.
4. Limited student involvement: The Tyler model does not emphasize student involvement in the
curriculum development process. This means that students may not have much input in what and
how they learn.

Wheeler Model of Curriculum Development

 Wheeler developed spherical/cyclic/objective model in 1967.

 He modified Tyler Model of curriculum development Tyler Model was called
straight line and linear model. It has no feedback system. That’s why wheeler
modified Tyler model.
 It seems much more progressive than Tyler model.
 It provides students with ways/methods to measure their progress or accuracy.
 It also sets the school objectives as the final step as well as the first.
 It is responsive to changes in the education sector and makes appropriate
adjustments to account for these changes.

 Elements of Model

There are five elements of model.

Aims, Goals and Objectives

Aims covers all the experiences provided in the curriculum. Goals are tied to specific
subjects or group of content within the curriculum; while Objectives describe more specific
outcomes because of lessons or instructions delivered at a classroom.

Selection of learning experiences

Learning experiences are an activity which the learners engage to bring changes in the
learner’s behavior, in which the results in his behavior.

Selection of Content

Content is what we teach. It must be related to validity, significance, utility, interest, and
learnability.

Organizing, integrating learning experience and content

There should be integration between learning experiences and contents.
Evaluation
Evaluation enables us to compare the actual outcomes with the expected outcomes
 Strengths

 The Wheeler or Cyclic model present the curriculum design process as continuing
activity.
 Incorporates new information into the curriculum.
 Views curriculum elements as interrelated and interdependent.
 It has feedback mechanism.
 Emphasize on the situational analysis.
 Evaluate at a stage where its findings are feedback into the objectives.

Weakness

 The Wheeler model has received criticism.

 It is time consuming.
 It is difficult to locate.
 It is not different from objective model.
 It seems to lack of procedure between organizing and integrating learning
experiences, content, and evaluation.

Dynamic/Interaction Model of Curriculum Development

Introduction

The basic principle of the dynamic or interactional models of curriculum development is that
curriculum development is a dynamic and interactive process which can begin with any
curriculum element (Print 1989, Brady 1990).

Walkers Model of Curriculum develop by Decker Walker 1971.

The proponents of this approach to curriculum development argue that the curriculum process
does not follow a lineal, sequential pattern.

Dynamic models have emerged from a more descriptive approach to curriculum where
researchers have observed the behavior of teachers and developers as they devise curricula.

Consequently, the analytical and prescriptive approach, the very basis of the objectives and
cyclical models, is not prominent in the dynamic models.

According to Print (1989) the major proponents of the dynamic or interaction model are Walker
(1971) and Malcolm (1976). Decker Walker argued that the objectives or rational models of
curriculum development were neither popular nor successful.

Walker contended that curriculum developers do not follow the prescriptive approach of the
rational sequence of curriculum elements when they devise curriculum but proceed through three
phrases in their natural preparation of curricula. Walker's model of curriculum development is
shown below.
  Phases/Stages of Dynamic Model

 Platform Statements (Beliefs theories conceptions points of view, aims, objectives)

 Deliberations

 Curriculum Design

Platform
In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs
and values that are held by curriculum developers are recognized.

Deliberation
When the curriculum developers start discussing on the basis of the recognized platform
statements, this is the second stage of deliberation, which is a complex, randomized set of
interactions that eventually achieves an enormous amount of background work before the actual
curriculum is designed (Print 1989)

Design
In this phase developers make decisions about the various process components (the curriculum
elements). Decisions have been reached after extended discussion and compromise by
individuals. The decisions are then recorded, and these become the basis for a curriculum
document or specific curriculum materials.
Strengths

 It is claimed by the proponents of these models that they are the realistic way of
handling curriculum development.

 By avoiding the obsession with writing objectives, and indeed behavioral objectives
at that, developers are free to be more creative (Print 1989).

 The model allows the developer to change the order of planning, to move to and
from among the curriculum elements (Brady 1990).
Weakness

 Appears confusing and seems to lack direction. (Developer are left perplexed as to
what to do)

 Confusion rather than clarity

 Lack of emphasis on the construction and use of objectives. (Objectives must be stated
to be effective)

 Developers waste significant amounts of time by not following a logical sequence