GROUP 1

Nuramalini Muhamad Amri
Nadirah Adnan
Kamariah Che Kamarudin
Masturah Abdul Ghani
Saikboon Simon
Kok Munira Zulkifli
question
 1. identify the main concepts in each of
these models.
 2. itemize the similarities and differences
among them.
 3. what is the difference between the
objective model and process model of
curriculum design?
TYLER MODEL
 It is based on four questions:
 What educational purposes should the institution seek to
attain [objectives]?

 2. What educational experiences are likely to attain
these objectives [instructional strategies and content]?

 3. How can these educational experiences be
organized effectively [organization of learning
experiences?

 4. How can we determine whether these purposes are
being attained [assessment and evaluation]?
 Tyler listed 4 steps:
 Defining appropriate learning objectives
 Selecting useful learning experiences
 Organizing learning experiences
 Evaluating the aspects
TABA MODEL
 Taba took what is known as a grass-roots
approach to curriculum development.
The curriculum should be designed by the
teachers rather than handed down by
higher authority.
 It is an inductive approach to curriculum
development, starting with specifics and
building up to a general design.
Taba’s model listed 7 steps:
1. diagnosis of needs
2. formulation of objectives
3. specification of content
4. organisation of content
5. selection of learning experiences
6. organisation of learning activities
7. evaluation and means of evaluation
Wheeler model
 Has 5 components:

2.
Selection of
learning
experiences
3.
Selection of
content
4.
Organization
and integration
of leaning
experiences
5.
Evaluation
1.
Aims, Goals
and Objectives
Model Categorized
as:
Specification Belief
Tyler model Deductive Special focus
to the
planning
phase
Process-
selecting
educational
objective
Hilda Taba
model
Inductive Grass-root
approach to
curriculum
development
Curriculum
should be
developed
by teachers
Wheeler
model
Objectives model Process model
Derives content and
methodology from
objectives
Derives content and
methodology from
curriculum aim.
The evaluation results
improve
and influence all stages,
including the curriculum
idea,
objectives, content, material
and methodology.


the evaluation is conducted
on the
outcomes and influences
curriculum goals.
References:
 http://www.col.org/stamp/module13.pdf
 http://www.slideshare.net/abdulrahmana
luganda/models-of-curriculum