Models Objective Model Interaction Model Process Model Naturalistic Model

(Tyler,1949) (Taba,1962) (Wheeler,1967) (Walker,1971)

Key •Instructional Objective - Taba took what is He believes that curriculum  A naturalistic model is a
Emphasis, : a detailed description known as a grass- decision making can start descriptive model which
purpose that states how an roots approach to from any point and can come contrasts to the classical
instructor will use an curriculum back to any of the points like model (prescriptive model) by
instructional activity , development. a cycle. Tyler. It is also called a
innovation or program -She believed that  Aims should be discussed communicative approach.
to reach the desired the curriculum as behaviours referring to  The communicative approach
learning objective(s). should be designed the end product of learning starts with the more
• To measure students by the teachers which yields the ultimate subjective perceptions and
progress towards rather than handed goals. One can think of views of the designers, the
objectives. down by higher these ultimate goals as target group and other
Focuses on : authority. outcomes. stakeholders.
-The nature and • Aims are formulated from  term naturalistic describes
structure of knowledge the general to the specific in how curriculum was
-The needs of the curriculum planning. This actually developed rather
society results in the formulation of than how it should be
-The needs of the objectives at both an enabling developed
learner and a terminal level.
• Content is distinguished
from the learning experiences
which in turn, determine the
content.

Method and 1. Specify Instructional 1. Identify the

Steps Objectives needs of the
2. Collect performance students and the
Data expectations of
3. Compare society.
performance data with 2. Formulate the
the learning
objectives/standards objectives. 1. Platform – includes
specified 3. The learning “…ideas, preferences,
content will be points of view, beliefs
and values about the
1. Development of selected based curriculum” (Print:
performance objectives on the objectives. 1993:113).
-Identify general 4. How the content 2. Deliberations – here
objectives by gathering is organized interaction between
data from 3 sources: needs to be stakeholders begin and
i. the learners decided upon by clarification of views and
ii. contemporary life the teachers ideas in order to reach a
outside the school based on the consensus of a shared
iii. subject matter students. vision.
- After identifying 5. The learning 3. Design – here,
numerous general experiences curriculum developers
objectives, the need to be actually make decisions,
planners refine them by selected. which are based on
filtering them through 6. The organization deliberations (above).
two screens: of the actual These decisions affect
-The philosophical learning activities curriculum documents
screen needs to be and materials
-The psychological determined. production.
screen 7. Determine what
The general objectives is going to be
that successfully pass evaluated and
the two screens how to determine
become what are now the effectiveness
popularly known as of the curriculum.
instructional objectives.
2. Development of
Activities
- meaning, introducing
useful learning
experiences
•Organization of
activities
- organizing
experiences to
maximize their effect.
•Evaluation
 - evaluating the
process and revising
that were not effective.

Advantages 1. It provides an easy 1. Teacher is 1.It has a feedback • Input is given by the
to follow step-by- involved in the mechanism, so it provides curriculum developers, target
step guide to development of students with ways to group, other stakeholders in
curriculum planning the curriculum. measure their progress or the development of the
and development accuracy. curriculum.
2. It begins with a set 2.It also sets the school • Stakeholders engaging in the
of clear objectives objective as a final step in as planning and development
that teachers must well as the first. It clearly calls stages empowers and
plan tasks and work for the setting up of acknowledges them,
towards achieving objectives. especially teachers, as
the specified valuable contributors.
outcomes • Users and other parties
3. It aims at student's involved are given ample
developing behavior opportunity to contribute.
as their target of
teaching.

Disadvantages 1. It does not have a 1.Teachers not • The objective includes • Walker describes what
feedback mechanism understand the behavioral characteristics. happens in the process of
to tell people how to connection between Behavioral objectives have curriculum design but does
correct it. the content, some limitations on not describe what actually
2. It seems lack a activities, teaching execution. E.g. How can happens in the classroom.
procedure between methods and one measure a student’s • The process for deliberation
evaluation and evaluation. increased smoothness in can be time consuming and
organisation, and this 2. Keeping the writing? resource intensive, and can
procedure is execution. resources up to • It seems to lack a result in curriculum products
For example, they do date. procedure between that may not be consistent
not apply to all subjects 3. Maintaining organising and integrating and aligned internally.
or the design of a training for new learning experience content • Consensus is often hard to
subject’s content. teachers on the and evaluation. According achieve when developing
method as well as to Huang & Yang (2004), curriculum at national or
support needed for this procedure is the regional levels.
3. It sees curriculum teachers as they execution of this integrated
development as a must review the content.
fixed, linear process. plan often.
4. The division of labor
at the various
points/steps are fixed
so curriculum ‘actors’
are unaware of what
others do .
5. It cannot account for
the many/complex
outcomes of learning.
6. It limits what
students can learn.
7. It treats ends and
means separately.
8. It doesn’t indicate
who decides what is
‘worthwhile’ learning.
9. It doesn’t consider
that not all learning
outcomes can be
measured
10. It fails to consider
the changing
environment.
11. It fails to recognise
that the future cannot
be predicted accurately
with precision.