Models of Curriculum

Development
Dr. Najmunnisa
Today’s Session
Content
Models of Curriculum Development

Student Learning Outcome

By the end of the session, participants will be able to understand, describe,
and differentiate different models of curriculum development.
Explain steps in curriculum design in relation to models of curriculum.
What is curriculum development?
 Curriculum development can be defined as the process of planning,
implementing, and evaluating curriculum that ultimately results in a
curriculum plan.
Model
A model is a format/framework for curriculum design developed to meet
unique needs, contexts, and/or purposes. In order to address these goals,
curriculum developers design, reconfigure, or rearrange one or more key
curriculum components
Design

Curriculum design is a term used to describe the purposeful, deliberate,

and systematic organization of curriculum (instructional blocks) within a
class or course. In other words, it is a way for teachers to plan instruction.
When teachers design curriculum, they identify what will be done, who
will do it, and what schedule to follow
Difference between Model and Design
As nouns the difference between design and model
 is that design is a plan (with more or less detail) for the structure and
functions of an artifact, building or system while model A simplified
representation of reality which is often depicted in diagrammatic form.
Types of Model
Models

Objective Process

Tyler Taba Wheeler

 Objective Model
This model comprises four main steps:
• agreeing on broad aims which are analysed
into objectives,
• constructing a curriculum to achieve these
objectives,
• refining the curriculum in practice by
testing its capacity to achieve its objectives,
and
•communicating the curriculum to the
teachers through the conceptual framework
of the objectives. (Gatawa, 1990: 30)
You will note that in this model:
• Evaluation is done at each stage of the
curriculum design.
• Content, materials and methodology are
derived from the objectives.
 Process Model
Unlike the objectives model, this model
does not consider objectives to be
important. Using this model presupposes
that:
• Content has its own value. Therefore, it
should not be selected on the basis of the
achievement of objectives.

• Content involves procedures, concepts and

criteria that can be used to appraise the
curriculum.

• Translating content into objectives may

result in knowledge being distorted.
(Gatawa, 1990: 31)
Types of Curriculum Development Models
There are 3 types of Curriculum development Models
1. Rational/Objective Models
1. Ralph Tyler
2. Hilda Taba

2. Cyclical Models
1. Wheeler
2. Nicholas
Task 1: Selection of Curriculum Development Model
On what bases would you choose a model for curriculum development?
Who should decide which model for curriculum development to follow?
In your opinion which is better, an inductive or a deductive model for
curriculum development?
What are the strengths and limitations of a linear model for curriculum
development?
What are the strengths and limitations of a cyclical model for curriculum
development?
Tyler`s Model of Curriculum Development
Tyler’s model for curriculum designing is based on the following
questions:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that will likely attain
these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether the purposes are being attained?
The model is linear in nature, starting from objectives and ending with
evaluation. In this model, evaluation is terminal. It is important to note
that:
• Objectives form the basis for the selection and organisation of learning
experiences.
• Objectives form the basis for assessing the curriculum.
• Objectives are derived from the learner, contemporary life and subject
specialist.
To Tyler, evaluation is a process by which one matches the initial
expectation with the outcomes.
The Taba Model- Grass-roots rational
Hilda Taba followed the grass-roots approach in developing curriculum.

She believed in an inductive approach to curriculum development. For

her, it should be the teachers who should design the curriculum rather
than the higher authorities.

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 Sven major steps- teachers
would have major input
Step 1: Diagnose of needs:

The teacher (curriculum designer) starts the process

by identifying the needs of the students for whom
the curriculum is to be designed.

Step 2: Formulation of objectives:

After the teacher has identified needs that require

attention, he specifies objectives to be
accomplished.

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 Step 3: Selection of content:

The objectives selected or created suggest the subject matter

or content of the curriculum. Objectives and content should
be match.

Step 4: Organization of content:

A teacher cannot just select the content, but must organize

in some type of sequence, taking learner maturity into
consideration, learners academic achievements and their
interests.

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 Step 5: Selection of learning
experience:
Content must be presented to students and
they must engage the content. Here, the
teacher selects instructional methods that
will involve the students with the content.

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 Step 6: Organization of learning
experience:
As content must be sequenced and organized;
the learning activities, too.

Step 7: Evaluation and means of evaluation:

The curriculum planner must determine just
what objectives have been accomplished.
Evaluation procedures need to be considered by
the teacher and students.

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Differences between Taba and Tyler models
Taba Tyler
Inductive Deductive
Taba’s reflects the teacher’s approach; Argues from the administrator
believes that the teachers are aware of approach;
the students needs; hence teachers believes that administration should
should be the ones to develop the design the curriculum and the
curriculum and implement in teachers implement it.
practice.

Pays attention to the selection of the Lays the main stress on aims,
content and its organization with an evaluation and control.
aim to provide students with an
opportunity to learn with (Läänemets and Ruubel, 3-4)
comprehension.
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 Process model
wheeler’s model

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Introduction
Wheeler’s model is an improvement upon Tyler’s model.
Instead of a linear model, Wheeler developed a cyclical model.
Curriculum should be a continuous cycle which is responsive to
changes in the education sector and makes appropriate adjustments
to account for these changes.

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Introduction
Evaluation in Wheeler’s model is not terminal.
Finding from the evaluation are fed back into the objectives and the goals
which influence other stages.
This model illustrates the dynamic nature of the process of curriculum
development.
It goes on as the needs and interests of society change and the objectives
also change.

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 1. 2.
Selection of Selection of
aims, goals learning
and experience
objectives s

The Wheeler’s
Model 3.
5.
Selection of
Evaluation
content

4.
Organisatio
n and
integration
of learning
experiences
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Step 1: Selecting aims, goals and
Selection must be relevant to the specific content area.
objectives

Why?
 Tells the planner about the direction of educational development.

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Step 2: Selecting
Occur in the classroom.
learning experiences
Concern about the learner with their learning environment.
Think about the best strategies to deliver the aims and objectives.

• results in the changes of pupils’

behaviours.

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Step 3: Selecting content
Refer to the subject matter of teaching / learning.
Refer to several aspects such as significance, interest and learnability

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Step 4: Organising and integrating experiences
This step is important as they are connected to the teaching / learning
process.
Organising learning activities based on pupils’ experiences.

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Step 5: Evaluating
Evaluation on different phases and an examination of whether the goals
have been attained.
Through formative and summative assessment.

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Task 2: Comparison between Tyler and Wheeler Models of
Curriculum Development
In groups, discuss:
1. What are the steps of Tyler and
Wheeler models of Curriculum
Development?
2. What is the purpose of education?
3. What educational experiences will
attain the purposes?
4. How can these experiences be
effectively organized?
5. How can we determine when the
purposes are met?
Comparative Analysis
In groups, compare the six models
of curriculum development (Tyler,
Taba, Wheeler, Silkbeck, Nicholas,
Oliva)
Using the given Venn diagram,
identify the similarities and
differences between the given
models.
Whole Class Discussion