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    An Introduction To The Study of Education: (EDES113)

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    Afika Ntanda
    The document provides an overview of three approaches to curriculum development: Ralph Tyler's technical approach, Lawrence Stenhouse's process approach, and Paulo Freire's political approach. Tyler's approach views curriculum as a product to achieve objectives through a linear process. Stenhouse's approach focuses on the process of learning through learner-centered activities. Freire's approach aims to empower learners and promote social change through dialogical and negotiated curriculum development.

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    An Introduction To The Study of Education: (EDES113)

    Uploaded by

    Afika Ntanda
    193 views21 pages
    The document provides an overview of three approaches to curriculum development: Ralph Tyler's technical approach, Lawrence Stenhouse's process approach, and Paulo Freire's political approach. Tyler's approach views curriculum as a product to achieve objectives through a linear process. Stenhouse's approach focuses on the process of learning through learner-centered activities. Freire's approach aims to empower learners and promote social change through dialogical and negotiated curriculum development.

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    The document provides an overview of three approaches to curriculum development: Ralph Tyler's technical approach, Lawrence Stenhouse's process approach, and Paulo Freire's political approach. Tyler's approach views curriculum as a product to achieve objectives through a linear process. Stenhouse's approach focuses on the process of learning through learner-centered activities. Freire's approach aims to empower learners and promote social change through dialogical and negotiated curriculum development.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    193 views21 pages

    An Introduction To The Study of Education: (EDES113)

    Uploaded by

    Afika Ntanda
    The document provides an overview of three approaches to curriculum development: Ralph Tyler's technical approach, Lawrence Stenhouse's process approach, and Paulo Freire's political approach. Tyler's approach views curriculum as a product to achieve objectives through a linear process. Stenhouse's approach focuses on the process of learning through learner-centered activities. Freire's approach aims to empower learners and promote social change through dialogical and negotiated curriculum development.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    of 21

    An introduction to the study of Education

    (EDES113)
    (curriculum development approaches)

    UKZN INSPIRING
    Curriculum development

    Curriculum development can be defined as the process of planning,


    implementing, and evaluating curriculum for teaching and learning
    process to occur.

    Three main theorist in curriculum development:


    Ralph Tyler

    Lawrence Stenhouse

    Paulo Freire
    Ralph Tyler

     Tyler posits the problem with education is that educational


    programs lack unmistakably defined purposes/objective
    Tyler developed the best and first approach to curriculum
    development called product/technical/objective approach
    Tyler sees curriculum as a product (end product)
     Tyler assert that curriculum should guided by Objectives.
    View curriculum as a linear process through which given instructions are followed
    Curriculum is seen as technical (follow the prescribed), static and having set program
    Teacher is a transmitter of knowledge and Skills (instructor)
    Ralph Tyler

    Tyler’s Four Fundamental Questions:

     What educational objectives should be attained

     What will I teach in order to achieve objectives

     How will I organise my teaching

     How will I determine whether these objectives are attained.


    Ralph Tyler

    What educational objectives should be attained


    Objectives are teaching intentions i.e. it indicates one of the specific content areas that the
    teachers intends to cover in a block of learning”.
    Curriculum objectives indicate both behavior/skill to be developed and area of content to be
    applied.
    Example: ‘to develop students’ ability to solve problems on second law of motion’ and to state
    the second laws of motion’.
    Ralph Tyler

    What will I teach in order to achieve objectives (Content)


    Content is about having knowledge of the subject/module matter to be learned or taught,
    Content must be prescribed with stipulated time frames
    Content must organized to achieve stipulated objectives
    Example: content to be covered in Physical sciences:
     second law of motion:
    The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net
    force, in the same direction as the net force, and inversely proportional to the mass of the object.
    Ralph Tyler
    How will I organise my teaching in order to achieve objectives

     Organization provides means of offering/preparing the content to be taught effectively via:


    Teaching methods: use different teaching methods
    Activities: compile different activities
    Resources: relevant resources must be in place
    Role: instructor or facilitator
    Example:

     Teaching methods: learner centred ( organize learners ingroups)

    Activities: Calculations, presentations

    Resources : work books, text books, chats

    Role: instructor
    Ralph Tyler
    How will I determine whether these objective are attained.

     Evaluation/Assessment can be thought of as the bridge between teaching and learning in


    order to provide feedback to stakeholders
     Evaluation/Assessment is done in order to:
     monitor the student's progress (diagnosis of student's problems and provide feedback)
     grading (on the basis of marks allocated)
     selection (selection for courses, subjects, jobs and others)
     and certification (giving certificates or degrees).
    Example: test, assignments, projects , examination (formative or summative)
    Ralph Tyler: Product approach

    Limitations of the Tyler Model:


     Narrowly interpreted objectives (uses acceptable verbs)- introduce, explain, differentiate
    Difficult and time consuming construction of objectives
    Curriculum restricted to a constricted range of student skills and knowledge-differs per
    grade/phase

    Strengths of Tyler’s Model:


     Clearly stated objectives to give direction to the teacher and learners.
    It provides well organized /disciplined class
    Simple linear approach to the achievement of objectives
    Ralph Tyler

    Class discussion on the lesson development:


     Objectives: to introduce learners to draw a table
     Content: Table Rows and columns
     Organization:
     use MS word application
     activities on drawing rows
     activities on drawing columns
     Role of a teacher as an instructor
     Evaluation/assessment: give class assessment task to draw a table of 5 rows and six
    columns.
    The main idea behind this activity is that Tyler seek teachers to follow instruction
    from the prescribed curriculum in order to achieve objectives. Learners as well,
    must follow teachers’ instructions.
    Lawrence Stenhouse:
    Process approach
     A curriculum is an attempt to communicate the essential principles and features of education
    in such a form that it is capable of effective translation into practice. (Stenhouse, 1975)……
    (His emphasis/main idea)

    Lawrence Stenhouse proposed the model


    known as “PROCESS MODEL/APPROACH”.
    Lawrence Stenhouse:
    Process approach
     Process approach focuses on :
     Teacher/learner activities
     Learner should have part in deciding nature of learning activities
     Assumption that learner makes unique response to learning experiences
     Teacher’s role as Mediator/facilitator
     Conditions in which learning takes place
     Emphasis on means/process rather than ends/end product
    Lawrence Stenhouse:
    Process approach
     Strengths:
     Promotes active roles of teachers and learners
     Emphasis on learning skills
     Emphasis on certain activities to unpack the content
     Limitation:
     Might loose focus on the appropriate content
     Difficulty in applying approach in some areas
    Lawrence Stenhouse

    Class discussion on the lesson development:

    The main idea behind this activity is that stenhouse seek teachers to give
    freedom to learners. Teachers ask learners to draw a table using any
    application software (MS Word, MS Excel, MS access). Teachers will
    not give instructions/specifications. Thus, learners will draw a table
    having number of rows and columns that they like. This will determine
    the content to be covered in a lesson.
    Paulo Freire: Political approach

    • Brazilian educator and


    philosopher who was a
    leading advocate of critical
    pedagogy

    • His book Pedagogy of the


    Oppressed is considered one
    of the foundational texts of the
    critical pedagogy movement
    Paulo Freire: Political approach

     Is guided by values and the question of power:

    Content: must draw for learners experience (not from the document)

    Development process: development of the curriculum/lesson must dialogical/negotieted with learners

    Teaching process: interactive

    Aims : political/critical empowerment


    Paolo Freire…..

     Selecting certain knowledge/content while excluding other is political.


     The purpose of curriculum it to liberate the oppressed
     Intellectual, social and political liberation
     Education should; Empower, change society and there should be interaction (political
    ideology)
     Negotiates understanding with the learners (learners should know the rationale why a
    particular knowledge is disseminated )
     He criticized the banking notion of education (treating children as tabula rasa/objects).
     Education and curriculum should be based on praxis (reflection and action).
    Paolo Freire: Political
    approach
     Strengths:
     Liberates students/learners and teachers
     Emphasis the use of leaners experiences during teaching and learning process
     Guided by interaction, empowerment and social change (do I teach what is useful to
    students)
     Limitation
     Curriculum may not be standardized both locally and internationally.
     Brings politics in teaching and learning process.
    Paolo Freire: Political approach

    Class discussion on the lesson development:

    The main idea behind this activity is that Paolo Freire would seek
    teachers to liberate learners. Thus, Teachers ask learners to draw a
    table using any application software (MS Word, MS Excel, MS access).
    But they must know the rationale behind choosing a particular program
    and how it will empower them in their feature life. Teachers will not
    give instructions/specifications. Learners will draw a table having any
    number of rows and columns that they like.
    Comparing the three approaches

    Ideas and views Example One (NCS) Example two (CAPS Example two (new document)
    regarding (Stenhouse’s approach) document)
    - Outcome based design (Tyler’s approach) (Freire’s approach)
    - Content based design
    The role of the The teacher is clearly cast in The role of the teacher is The role of the teacher is that of
    teacher the role of facilitator that of Researchers being aware of
    transmitter/instructor. politics

    Starting points The starting point is learners’ The starting point is the The starting point is in the
    own experiences and formal knowledge to be rationale/reasons behind the
    knowledge. learnt. knowledge to be learnt
    How learners learn The assumption is that learners The assumption is that The assumption is that learners
    literacy relate literacy to their own learners learn how to learn to address their lack of
    experiences and surroundings. read and write through power
    recognising letters and
    repeating them

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