LABAO, ARNELYN S.

CURRICULUM INSTRUCTION
MASED BIOLOGY

Paper 2: Crafting the Curriculum

Answer the following questions:

1. Discuss the following models of curriculum development:

a. The Tyler Model- This model was created by Ralph Tyler in 1949. He guided his
model with four questions:
• What educational purposes should the school seek to attain?
• What educational experiences can be provided that are likely to attain these
purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?

Major components of Tyler Mode

The Tyler Model is referred to as the.” Objective Model” because of its objective
approach to educational evaluation.
It emphasizes consistency among objectives, learning experiences and
outcomes
It gives special attention to the planning phase
Its approach is deductive
Curriculum objectives indicate both behaviors to be developed and area of
content to be applied.

Four steps of Tyler model

Step 1: Identification of the objectives
Identification of unimportant and contradictory factors, the age of the child as
well as the behavioral change of the children determine the appropriate
purposes for each group.
Step 2: Selection of learning experience
Learning experiences or the interaction between the learner and the external
conditions in the environment influence the goals of education by developing
positive attitude in the students towards themselves and acquire useful
knowledge for problem solving.
Step 3: Organization of the learning experience
Learning experience should be systematic in a way such that ideas and concept
are linked with the contents within subjects.
Step 4: Evaluation
It is also important to check the effectiveness of the program whether the
purpose has been 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 organization 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.

Limitations in Tyler’s Model

1. It does not have a feedback mechanism to tell people how to correct it.
2. It seems lack of procedure between evaluation and organization, and this
procedure is execution. For example, they do not apply to all subjects or a
design of a subject’s content.
3. It seems curriculum development as fixed, linear process.
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.

References:
https://evaeducation.weebly.com/uploads/1/9/6/9/1962577unit_4.pdf
https://www.academia.edu./22151869/MODELS_OF_CURRICULUM_DEVELOPMENT
https://www.studocu.com/row/document/bahauddin-zakariya-university/curriculum-
development/rational-models-tyler-taba-model/10087898
https://www.google.com.ph/search?q=tyler+curriculum+model+disadvantages&tbm=isch&
source=iu&ictx=1&fir=sQmV4qfyrHguYM%252CfVUpRiqStAbLhM%252C_%253B90OC-
wljtozLVM%252CfVUpRiqStAbLhM%252C_&vet=1&usg=AI4_-kT6eFQadcdc2-
NOkQNaipnphxbWmQ&sa=X&ved=2ahUKEwit3on75aP1AhWjBKYKHVW-
ABAQ_h16BAgEEAE&biw=1366&bih=657&dpr=1#imgrc=90OC-wljtozLVM

b. Taba Model- Hilda Taba is the developer of this model of learning. Taba believed
that there is a definite logical and sequential order in creating a curriculum. She
promotes the “Down-Top model” or Grassroots approach. This model is similar
to Tyler’s model but Taba extended with the importance of teachers in the
development of curriculum. She believed that generalized learning objectives
ought to be organized around curriculum which facilitates students in discovering
principles efficiently (Middaugh and Perlstein 2005).
Characteristics of Taba Model
Taba model is inductive approach
It is a teacher approach
Taba believed that teachers are aware of the students’ needs
The main idea of this approach is that the needs of the students are at the
forefront to the curriculum
Steps of Taba Model
1. Diagnosis of needs: First there is a need to find the requirements of the
learners before designing the curriculum.
2. Formulation of objectives: After identifying goals, those goals are required to
be accomplished by the teachers.
 3. Selection of the contents: The contents and objectives should not only
correspond to one another but also valid and significant.
4. Organization of the contents: According to the interest of the children the
content should be categorized by considering the maturity, understanding
and interest of the learners.
5. Selection of the learning experiences: Those methods of instruction should
be selected which engage the learners with the contents.
6. Organization of the learning activities: Besides the contents sequenced and
organization, learning activities should also be categorized so that the
learners can link the activities with the contents as well as remember what
they learned.
7. Evaluation: The curriculum planners also need to determine the
accomplishment of the objectives. In the process of evaluation both the
teacher and student involved(Ornstein and Hunkins 2009).
Strengths of using the Taba Model
1. This model taps into higher-order thinking skills.
2. Builds comprehension skills such as inference, synthesizing and summarizing.
3. Gifted learners will thrive with the opportunities to explore questions with multiple
correct answers.
4. Questioning is open ended, No clear right or wrong response.
5. When grouped together students work collaboratively with others to build speaking
and listening skills.
6. Provides an opportunity for healthy classroom discussions before and after
generalizations are made.
Limitations of using the Taba Model
1. Can be difficult for some students to handle the open-ended aspect of the model.
2. Without clear direction it may be difficult for teachers to plan and prepare questions
for the path of the students take.
3. Difficult to adapt for all subjects, or at least for some types of texts.
4. Texts must be chosen in advance.

References:
https://www.educarepk.com/taba-model-of-curriculum-development.html
https://www.studocu.com/row/document/bahauddin-zakariya-university/curriculum-
development/rational-models-tyler-taba-model/10087898
https://www.europeanjournalofsocialsciences.com/issues/PDF/EJSS_58_1_02.pdf

c. Deductive model of curriculum-

Peter Oliva’s Model has twelve components. It illustrates a step-by-step process

of developing the curriculum from specifying the needs of students in general
and the needs of the society to evaluating the curriculum. Oliva said that he
wanted to come up with a simple, comprehensive and systematic model. This
model integrates two sub models: the curriculum sub model and the
instructional sub model. The curriculum sub model includes mostly the planning
stages and it will not be completed if it is not translated into the instructional sub
model (Oliva,1992).
 Oliva’s model answers the limitation of the Taba model in terms of diagnosing
only the need of the student before formulating the objectives. He considered
the society and the subject matter in stating the aims of education and their
philosophical and psychological principles which is similar to Tyler’s
considerations for selecting the objectives (Oliva, 1992).This model is based on
goals/objectives, curriculum design/implementation/evaluation, and revision.
This model takes into account not only the sources of curriculum, but also the
evaluation and the instruction of the curriculum

12 components of Oliva Deductive Curriculum Development Model

1. Statement of aims and philosophy of education,

2. Specification of needs
3. Curriculum goals
4. Curriculum objectives
5. Organization and implementation of the curriculum
6. Specification of instructional goals
7. Specification of instructional objectives
8. Selection of strategies
9. Preliminary and final selection of evaluation techniques
10. Implementation of strategies
11. Evaluation of instruction
12. Evaluation of the curriculum

In addition, Oliva emphasized that curriculum planners must be able to provide

answers to
these issues:
1. Whether the curriculum is functioning while in operation;
2. If the best material is being used and following the best methods; and
3. Whether the programs are cost-effective – whether stakeholders are getting
most for the money spent

References:
https://wbsu.ac.in/wp-content/uploads/2020/08/SEM4CSU-2_SCA.pdf
https://prezi.com/w1hnijncvxnn/the-oliva-model-for-curriculum-development/
https://www.academia.edu/9675773/Curriculum_Development_Models
https://www.scribd.com/document/422247076/the-oliva-model

d. Open Classroom model

An open classroom is a student-centered learning space that has a large group of
students boasting a wide variety of skill levels with several educators supervising
them. Instead of having one teacher lecture to the entire group at once, students
are generally split into smaller groups for each subject according to their skill
level for that specific subject. The students then work in their smaller groups to
achieve their assigned goal, while their educators serve as facilitators and
instructors.
 Open classrooms are a mixed-level education setting where students are free to
move around the classroom with access to a variety of learning materials. This
setting emphasizes learning through small-group and individual instruction to
encourage collaboration and active learning. This method stems from the
American one-room schoolhouse method, which was most prominent in the 17th
and 18th centuries.

An approach based on the principle that education and the curriculum should be
active, flexible, fluid, and individualized. The primary concern of open education
is to facilitate meeting educational goals while fulfilling the unique, individual
potential of each learner. Curriculum in open education revolves primarily
around the individual learner. It emphasizes individual interests, and highlights
the influence learning materials and their arrangement within a classroom may
have upon learners. Educators in an open classroom may often follow a specific,
daily curriculum. This curriculum is supplemented and altered through
interaction to complement spontaneity. Therefore, although lessons may be
taught and learned, the manner in which they are done so is rarely repeated.
(Adapted from: Kridel 2010).

Some of the characteristics of open classrooms are as follows:

 freedom of choice in what subjects students will study

 ability to move freely around the classroom
 access to wide variety of learning materials
 emphasis on individual and small group instruction
 relationship with the teacher as a facilitator rather than a lecturer
 evaluation about academic achievement that is meaningful to the student

Disadvantages of Open Classroom Method

1. It does not conform with the traditional classroom system

2. The pupils may waste a lot time before accomplishing a task

3. The methods requires a lot of materials which may not be readily available

References:
https://tophat.com/glossary/o/open-classroom/
http://www.ibe.unesco.org/en/glossary-curriculum-terminology/o/open-
curriculum
https://web.cortland.edu/andersmd/HUMAN/OPEN.HTML
https://ng.opera.news/ng/en/education/51804df42c234782323a6250dedc1803

2. Identify principles of curriculum design

Principles of Curriculum Design
1. Challenge and enjoyment
 Children and young people should find their learning challenging, engaging and
motivating. The curriculum should encourage high aspirations and ambitions for all. At
every stage, children and young people should experience an appropriate level of
challenge, to enable each individual to achieve his or her potential. They should be
active in their learning and have opportunities to develop and demonstrate their
creativity. There should be support to enable children and young people to sustain their
efforts.
2. Breadth
All children and young people should have the opportunities for a broad range of
experiences. Their learning should be planned and organised so that they will learn and
develop through a variety of contexts within both the classroom and other aspects of
school life.
3. Progression
Children and you people should experience continuous progression in their learning
from 3 to 18 years. Each stage should build upon earlier knowledge and achievements.
Children and young people should be able to progress at a rate which is meets their
individual needs and aptitudes.
4. Depth
There should be opportunities for children and young people to develop their full
capacity for different types of thinking and learning, exploring and achieving more
advanced levels of understanding.
5. Coherence
Children and young people’s learning activities should combine to form a coherent
experience. There should be clear links between different aspects of learning. Such links
should be discussed with children and young people in order to bring different strands
of learning together.
6. Relevance
Children and young people should understand the purpose of their learning and related
activities .They should see the value of what they are learning and its relevance to there
lives, present and future.
7. Personalisation and choice
The learning planned for children and young people should respond to their individual
needs and support particular aptitudes and talents. It should provide opportunities for
exercising responsible personal choice. Once children and young people have achieved
suitable levels of attainment across a wide range of areas of learning, the choice should
become as open as possible.

Reference:
https://blogs.glowscotland.org.uk/an/public/AngusParentCouncilGroup/uploads/site
s/16/2011/06/7-Principles-of-Curriculum-Design-Leaflet.pdf

3. Differentiate the different approaches to curriculum design:

a. child or learner centered approach
Learner-centered curriculum design, by contrast, revolves around student needs,
interests and goals. It acknowledges that students are not uniform but
individuals, and therefore should not, in all cases, be subject to a standardized
 curriculum. This approach aims to empower learners to shape their education
through choices.

Differentiated instructional plans provide an opportunity to select assignments,

teaching and learning experiences, or activities that are timely and relevant. This
form of curriculum design has been shown to engage and motivate students. The
drawback to this form of curriculum design is that it can create pressure to form
content around the learning needs and preferences of students. These insights
can be challenging to glean in a largely online learning environment. Balancing
individual student interests with the course’s required outcomes could prove to
be a daunting task.
b. subject-centered approach

Subject-centered curriculum design revolves around a particular subject matter

or discipline, such as mathematics, literature or biology. This model of curriculum
design tends to focus on the subject, rather than the student. It is the most
common model of standardized curriculum that can be found in K-12 public
schools.

Teachers compile lists of subjects and specific examples of how they should be
studied. In higher education, this methodology is typically found in large
university or college classes where teachers focus on a particular subject or
discipline.

Teachers compile lists of subjects, and specific examples of how they should be
studied. In higher education, this methodology is typically found in large
university or college classes where teachers focus on a particular subject or
discipline.

Subject-centered curriculum design is not student-centered, and the model is

less concerned with individual learning styles compared to other forms of
curriculum design. This can lead to problems with student engagement and
motivation and may cause students who are not responsive to this model to fall
behind.
c. problem-centered-approach

Problem-centered curriculum design teaches students how to look at a problem

and formulate a solution. A problem-centered curriculum model helps students
engage in authentic learning because they’re exposed to real-life issues and
skills, which are transferable to the real world. Problem-centered curriculum
design has been shown to increase the relevance of the curriculum and
encourages creativity, innovation and collaboration in the classroom. The
drawback to this model is that the individual needs and interests of students
aren’t always accounted for.
By considering all three models of curriculum design before they begin planning,
instructors can choose the model that is best suited to both their students and
their course.

References:
https://tophat.com/blog/curriculum-development-models-design/

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