Prepared by :

Mrs. Nor Ain bt Abd. Manaf (Newlywed)

Ms. Munirah bt Hashim (Bridesmaid)Ms. Al Samihah Amni bt Dollah @ Abd. Aziz

(Bridesmaid)

Models, Principles and Development

of Curriculum Design

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Models of curriculum design

Objectives Modelby Tyler

Process Modelby Wheeler

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A Classic Model: The Tyler Model

• Often referred to as “objective model”• Emphasis on consistency among objectives, learning

experiences, and outcomes• Curriculum objectives indicate both behavior to be

developed and area of content to be applied

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Key Emphasis:

• Instructional Objective (Instructional objectives: a detailed description that states how an instructor will use an instructional activity , innovation or program to reach the desired learning objective(s).

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Purpose:

• To measure students’ progress towards objectives

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Method

1. Specify Instructional Objectives2. Collect performance Data3. Compare performance data with the objectives/standards specified• *Tyler: Fondly called ‘Father of Behavioral

Objectives’ – developed an objective-based evaluation model

• Also sometimes called the sequential or end model (product).

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Tyler’s Four Principles of Teaching

• Development of performance objectives• Development of activities• Organization of activities• Evaluation

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Tyler’s Four Principles of Teaching

• Principle 1: Development of performance objectives

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Principle 1: Development of performance objectives

What educational purposes should the school seek to attain? - meaning, defining appropriate learning objectives.

• By "purposes", Tyler was referring to "objectives" and when developing curriculum objectives data should be gathered from three sources; namely, the subject area, the learners and society.

• The learning outcomes are measurable.

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Tyler’s Teaching PrinciplesPrinciple 2: Development of activities

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Principle 2: Development of activities

• What educational experiences will attain the purposes?

• (How can learning experiences be selected which are likely to be useful in these objectives?) - meaning, introducing useful learning experiences.

• Enable the attainment of the stipulated objectives. • The learning experiences related to the daily life.

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Tyler’s Teaching Principles

• Principle 3: Organization of activities

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Principle 3: Organization of activities

• How can these experiences be effectively organized?• (How can learning experiences be organized for

effective instruction?) - meaning, organizing experiences to maximize their effect.

• The experiences should be properly organised enhance learning linking content within a particular subject (e.g. History,

Economics, Science)determine the method of instruction or delivery of

content.

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Tyler’s Teaching Principles

Principle 4:Evaluation

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Principle 4:Evaluation• (How can the effectiveness of learning experiences be

evaluated?) - meaning, evaluating the process and revising that were not effective.

• It was necessary for educators to know whether the selected learning experiences produced the intended results.

For example, if the objective was to develop critical thinking among students, did the learning experiences selected achieve this objective?

Evaluation will determine whether the curriculum was effective or ineffective.

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Wheeler’s model

• an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal.

• Findings from the evaluation are fed back into the objectives and the goals, which influence other stages.

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• The Wheeler ModelWhile Tyler’s model suggested that evaluation serves purely to ascertain the extent to which the objectives stated had been achieved, critics argued that evaluation need not be a terminal stage, but should take place at every stage. For this Wheeler has converted Tyler’s original ideas into cyclic form.

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2.Selection of

learning experiences

3. Selection of

content

4.Organization

and integration of leaning

experiences

5. Evaluation

1.Aims, Goals

and Objectives

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Steps in curriculum design in relation to models of curriculum design

In the 1960s, curriculum designers such as Hilda Taba reduced Tyler's curriculum rationale into a simple procedure:

1. Diagnosis of needs.2. Formulation of objectives.3. Selection of content.4. Organization of content.5. Selection of learning experiences.6. Organization of learning experiences.7. Determination of what to evaluate and the ways and means of doing it.

This procedure has defined curriculum design since that time. Curriculum design became little more than a determination of goals, activities, content, delivery systems and assessment techniques. Curriculum design became basically little more than an exercise in solving a series of problems.

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MODELS TABA TYLER WHEELER

SIMILARITIES

Provide structure for examining the model Designed to provide a basic for decisions regarding the:- -Selection -Structuring -Sequencing of the education experiences

All involves curriculum development process

DIFFERENCES

Rational/ objective model

An inductive approach

Eg: teacher should begin the process by creating specific T&L units for the SS rather than by engaging initially in creating a general curriculum design.

Rational/ objective model/Linear model

Best known model for curriculum development.

Deductive for it proceeds from general to specific

Cyclical model The ideas are in a

cyclic form (Tyler’s original Ideas)

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MODELS TABA TYLER WHEELER

DIFFERENCES

consists of 5 elements:

-Objective-Content-Learning experiences-Teaching strategies-Evaluation measures

The curriculum should be designed by the teachers rather than handed down by higher authority.

Straight line/linear model

-Objective-Choice-Organization-Evaluation

The goals and objectives -are essential

Spherical/cyclical model

-Experiences-Choosing learning-Choosing content-Organizing & learning experience & context