Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Curriculum Models

Curriculum Models



|Views: 31,168|Likes:
Published by freelancer_jc4

More info:

Categories:Types, Research, History
Published by: freelancer_jc4 on Aug 01, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





Curriculum development has been looked at in two ways. These are basically‘process’ and ‘product’. As the terms imply ‘process’ is concerned with the methodsand means ‘how’ whereas the ‘product’ looks at the outcomes, the end product‘what’. There are two approaches that have been developed: normative anddescriptive. The first approaches are called
– Objectives (Tyler 1949) and the rational(Taba 1962 and Wheeler 1967) because they provide a sequence of steps. Thesehave technical interests of control. The procedural approach (Stenhouse 1975,Walker 1972, Skilbeck 1976, Olivia 1976) which is discussed later in the lecture fallsinto the second category of descriptive approaches because it an interactive model.
Differentiation between Process and Model:Process:
Some synonyms include. Procedure, development, method, progression, practice,course of action. A process is very simply the steps from the beginning of somethingto its end. We have said that Curriculum Development is a process because it has abeginning and it is continuously changing or being developed.
Some synonyms: representation or reproduction.In education when we talk about models we are talking about a diagrammaticrepresentation of something. (See Figure 5.2 A simple Model of CurriculumDevelopment – course book).In the curriculum development process, the term model is used to represent
the different elements or stages and
how they relate to one another.Models are usually abstract pr conceptual. This means that they exist in people’sminds. They are very useful in the task of theory building. (Sharma: 2003: 5.6) 
A continuum of Curriculum Development Models:
Objectives/ Rational Models Cyclical/ Rational Models Dynamic/Interaction Models
 TylerWheelerWalker Taba Nicholls Skilbeck(Print: 1993, In Sharma: 2003: 5.8)
QUESTION:Can you distinguish between aims, goals and objectives? (Refer to pages 5.8 – 5.11of course book)
TABLE 1 MODELS of Curriculum Development:Go through READING 13, 14 & 15 to help you complete the table!FEATURES Objectives/Rational ModelCyclical/ RationalModelsDynamic/InteractionModels
Theoristsassociated withtheory
 Tyler TabaWheelerNichollsWalkerSkilbeck
Models of C. Dev
(Sketch models here– from reading)
Strengths of Model
Weaknesses of ModelStages inCurriculumDevelopment
Technical Approaches:1)The Objectives Model approach.
 The ‘Objectives approach’ is so named because the very first step in this approach isthe defining of objectives of the course/program/lesson. (Tyler 1949) In this approachthe school is viewed as a ‘factory’. Tyler states three important sources that must belooked at in order to contextualise and make curriculum development more relevant. These are:1)The learners and their backgrounds2)Present and future society, and

Activity (123)

You've already reviewed this. Edit your review.
Genneveive Agote liked this
Khan Fawad liked this
1 hundred reads
1 thousand reads
Rinie Jaafar liked this
Kenneth Dalisay liked this
Bích Duyên liked this
Bích Duyên liked this

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->