WHEELERS CYCLIC MODEL

(PROCESS MODEL)
TSL 3143
ESTHER ENJAWA
JOCELYN CHUA
KAREN REENAI
NURUL FALAHANI
UMMIRUL FARAH

CURRICULUM MODEL
a plan of action that can be employed to structure a subject or
knowledge area from a theory into practice

WHEELERS CYCLIC MODEL (PROCESS

MODEL)
a continuous cycle responding to the changes within education

where any new information or practice will bring changes

undertakes situational analysis whereby the context or situation in
which curriculum decisions are to be taken is thoroughly studied
help curriculum developers take correct decisions thus
encouraging active participation of staffs in school based
curriculum

D.K WHEELER
A former member of the University of Western Australia,
Wheeler developed and extended the ideas forwarded
by Tyler and particularly Taba.
He suggested five inter-related phases in the
curriculum process which logically would produce an
effective curriculum.

Aims, Goals and Objectives

Aims covers all the
experiences provided in the
curriculum.
Goals are tied to specific
subjects or group of
content within the
curriculum.
Objectives describe more
specific outcomes as a
result of lessons or
instructions delivered at a
classroom.

Learning experiences
Learning experiences is
an activity which the
learners engages in
which the results in his
behavior.

Content
Content is what we teach. It
must be related to validity,
significance, utility, interest
and learnability.

Evaluation
The former have clear
objectives and aligned
assessment strategies
designed to test how well
students have achieved the
learning outcomes.

ADVANTAGES AND DISADVANTAGES OF WHEELERS

CYCLIC MODEL

Advantages
Incorporates new
information into the
curriculum.
Views curriculum elements
as interrelated and
interdependent.
Has feedback mechanism.
Emphasize on the
situational analysis.
Evaluate at a stage where
its findings are feedback
into the objectives.

Disadvantages
It is time consuming.
It is difficult to locate.
It is not different from
objective model.
It seems to lack of
procedure between
organizing and integrating
learning experiences,
content and evaluation.